The Gains of Hosting International Sports Events Free Essays

The World Cup is genuinely one of the greatest games on the planet. Host nations contribute tremendous measures of assets to sort out and fabricate frameworks. Such nations without a doubt are expecting gains as a byproduct of the tremendous speculations they made. We will compose a custom paper test on The Gains of Hosting International Sports Events or on the other hand any comparable point just for you Request Now Be that as it may, past encounters show that the possibility of accepting financial advantages from facilitating either the World Cup or the Olympics is close to nothing (Maennig Plessis, 2007). Regardless of this reality nations despite everything need to have universal games events.This is on the grounds that in evaluating the gainfulness of facilitating such occasions it is critical to incorporate both substantial and immaterial advantages. This paper investigates such impalpable advantages to dissect a more full degree of the increases of facilitating such universal games, accepting the World Cup for instance. There are different advantages from a World Cup, other than the conservative, which are perceived as positive commitments to the facilitating nation, they may be increasingly impalpable yet regardless still important.The â€Å"feel good† impact of residents encountering local development, arenas being fabricate, new openings, remote acknowledgment and so on speaks to a specific social productivity of the undertaking. This is something that should not be ignored. These externalities may not just end up being essential to the residents of the host nation, yet in addition add to the seriousness and improvement of specific areas inside the nation. Elusive resources may over the long haul end up being similarly as significant as unmistakable. It is hard to allot these numerical worth, yet it is anyway unquestionable whether they are of importance.Happiness is fundamentally what the World Cup may at last add to. The encounters identified with sports, and the open fulfillment of facilitating an occasion that has the consideration of the world, may include more as far as glory and individual fulfillment than anybody may understand when arranging the venture. Overviews made in past host nations have asked neighborhood occupants, regardless of whether they feel that the World Cup has profited them, and the outcomes have been overwhelmingly positive (Maennig Plessis, 2007). Another impalpable addition is the marking impact that the World Cup has.Branding is something that is significant for all nations in that notoriety and worldwide acknowledgment of national capacities is something that is exceptionally esteemed in fare and global relations. The World Cup will likewise include decidedly regarding the travel industry, which is probably going to develop in a state of harmony with marking of a nation. The travel industry is something that can be evaluated, and is a wellspring of incredible salary to numerous nations, and host nations can possibly pick up significantly in from a very much took care of World Cup. Exact examination has indicated that facilitating a significant game seldom creates the net monetary advantages that a facilitating nation anticipates.However in choosing to host such worldwide games, nations base their computations not exclusively financial increases, yet additionally by representing such impalpable increases. A statement from The Economist summarizes the message of this paper well overall: Tourism gets a lift however just briefly. Proof from Sydney and Barcelona, hosts of effective ongoing Olympic games (and places of interest some time before that), recommend long haul unmistakable additions were immaterial. However, what difference does it make? The World Cup is for the most part about intangibles, for example, glory and fun. Step by step instructions to refer to The Gains of Hosting International Sports Events, Papers

Design and analysis (aerodynamics) of the new engine cover for open Lab Report

Plan and examination (optimal design) of the new motor spread for open wheel climb race vehicle in by utilizing CFD (computational liquid elements). [2500 words] - Lab Report Example From the start, the examination will spin around the models of disturbance like Shear Stress Transport (SST) and Spalart Allmaras (SA). These models are the most appropriate for the Computational Fluid Dynamics examine. By and by, the Spalart Allmaras (SA) model commendably produce great Computational Fluid Dynamics reenactments according to execution on the expense and strength. The model is appropriate for networks without structure. Be that as it may, Shear Stress Transport (SST) is based on k-epsilon and k-omega baselines. K-epsilon is for the pieces of the body that are somewhat a long way from the divider while K-omega model is pertinent on the parts close to dividers. The structure model, will have a plan of low level motor spreads for the new vehicle in a method of chopping down the region at the front of the vehicle. Based on the nature science, the new model is made in a method of diminishing the coefficient of the drag as one of the streamlined powers. This on the supposition that the motor spread is fit for lessening the drag because of a diminished region at the front of the vehicle. The little region at the front initiated by low tallness motor spread guides in diminishing the pieces of vortices and choppiness close to the motor spreads and cockpits. Along these lines, the back wing is fit for building up an overabundance descending power, on condition the stream is persistent. The fundamental actuality in this way is information on the most ideal approach to diminish the vortices and disturbance (complex stream). The lab was additionally powerful in perfoming Computational Fluid Dynamics reenactment on the protective cap. This is the primary structure set up in the process which incorpiorates the motor spread as a method of examining the locales of stream close to the cockpit in each segment. The plan of the subsequent vehicle is planned for finding new ways on premise of high slope motor spread. In agreement to the primary recreation result, unsteady wind stream is created. A high

Academic Demands Student Stress Richmond Writing

Academic Demands Student Stress Richmond Writing Ive been thinking of Cornell University lately, the site of a first-year seminar program that heavily influenced my thinking about first-year education at Richmond. Instead of having fond memories of my three visits to Ithaca, lately Ive also been thinking about the three apparent suicides on the Cornell campus. Bodies were discovered in the bottom of the gorgeshuge canyons, reallythat cross Cornells grounds. The image above shows the lowest of many foot bridges; on the bluffs above the bridges cross   gorges that are perilously deep. There have already been six deaths on campus ruled as suicides, not including these three who presumably jumped into the gorges. Later in life, its difficult to comprehend the stress that makes a young person do such a tragic and, finally, selfish thing.   Encountering suicide in person, however, is life-altering. In my second year as a UVA undergrad, I recall coming back to Monroe Hills dorms to find police on the scene. An electrical-engineering student had electrocuted himself by wiring his body to his rooms air-conditioner. For the first time in our self-centered lives, most of us came face to face with the reality of death. Richmond does not have an engineering program, where students often take 6, even 7, classes per term. I roomed with an engineer in my third year, and the workload he faced was simply excessive.   The goal early in the program was to weed out many students, and luckilyI think nowI got weeded. But even at Richmond, faculty and students may not realize the demands we place upon each other. I grow concerned that we are only a year or two away from a tragedy on our campus as well. Faculty at Richmond could do more by assigning less busy work, shorter readings, and shorter papers. At the same time, that reduction in workload needs to come with a clear message to students: I will be asking more of you. Ive tried this in a limited way, and while I recapture some free time, and my students appear to be doing better projects at the end of the terms, they place enough emphasis on the grades they get to worry me. Students need to understandand this probably could be emphasized more effectively in orientation for first-yearsthat not everyone gets an A at Richmond, that a B or C will mean little, in isolation, to future employers, and that faculty are not understanding when a student places friends or social activities ahead of coursework. This proposed attitude falls into a generation gap. Millennial-generation students have been studied extensively, and one apparent characteristic is their desire to do meaningful work on a schedule that pleases them. They crave constant assessment and demand both service from authorities and continual guidance. At Richmond, too often, they exhibit a strong sense of entitlement and treat the university like a product they have purchased. All of that grates on many faculty, especially those like me who believe that failure is a teacher and self-reliance the best guide in life. Yet Im confused; what do I need to do? could be the mantra of Millennials, just as Suck it up and do it yourself waswell, isthe mantra of my fellow Gen-Xers. Circumstances from the early 70s onward taught many in my age cohort that life is, indeed, hard. We missed the late 1960s and its culture of bliss. Im not that callous, usually, but often I find myself telling a student who wants more from me you cannot have that or thats not A work. Many, especially in the first year, have never been told this before. Often, I worry about the consequences.   Yet the world is not made for us, whatever well intentioned but coddling parents claim when they, in effect, tell a child you are wonderful, and always will be. You can be anything you wish.   Xers had a different lesson; we older ones had distant and tough love parents. You have no sense at all and life will teach you were common messages among my friends and my parents. Younger Xers often had parents who had divorced; as children many led latchkey lives. That was rare among my friends, and all of us, after a time of rebellion, came back to love and honor our parents when they, in old age, most needed our help. Yet Millennials now share something with Xers: graduating into a world with economic turmoil and no guarantee of lifetime employment, something only the oldest Boomers can recall. If college should be a place to prepare students to think for themselves, to cope with adversity, and to broaden their intellectual horizons, are we Xer and Boomer faculty doing the best job? Or, perhaps, making the lessons too hard for young people who are not able to cope? We all need to talk more about it, and change our expectations.

The Fall Of The Roman Empire - 1495 Words

The mighty Roman Empire thought by many to be the ultimate stronghold had its days numbered. Many factors led to the fall of the Roman Empire, from inflation to its poor leaders and generals, but it wasn’t just one thing that caused the entire empire to fall it was a series of events that caused this juggernaut of an empire to meet its sad demise. The fall all began in 235 when the Roman throne was able to be taken by any general who had the military power to seize it. This caused many military generals to create an army that was loyal to them instead of the Empire so they could have power for themselves instead of trying to improve the Roman Empire. The result from this was that Rome didn’t have one ruler who took control over the entire Empire it was many. From 235 to 284 in the course of 49 years there had been 22 emperors, each emperor making and changing laws at their will but making it confusing to the residents of Rome since the Laws had been changed so many time s by different people. This caused much confusion over Rome and it didn’t help that at the same time the empire was in the middle of being attacked by a series of different empires. Invasions, leadership problems and a plague that broke out nearly caused an economic collapse in the third century. Labor affected by the plague caused problems with military recruiting and economy since most people were dying and nothing could be done. This made it difficult for the Roman armies to defend Rome so they recruitedShow MoreRelatedFall of the Roman Empire1288 Words   |  6 PagesThe Pax Romana was a two hundred year time period where the Romans had peace and prosperity under Augustus. The Roman empire started to decline at the end of the prevail of the last five emperors, Marcus Aurelius in 161-180 A.D. The rulers in the next century had no idea how to deal with the problems the empire was having. There was many reasons to the fall of the Roman Empire but three stood out the most. T he preliminary reason was the economy begins to decline. The alternative reasoning was RomeRead MoreThe Fall Of The Roman Empire1537 Words   |  7 PagesAncient Rome was an empire so dominant, wealthy and economically- stable which came to a dramatic fall in the period of 250AD- 500AD. Ancient Rome faced unexplained unfortunate events which crumbled the Great Empire from the affluent empire to a impoverished society. For centuries historians have timelessly theorised and analysed many debates and research in relation to the Fall of the Roman Empire. What really caused the predominate Roman Empire to fall? Did Rome fall naturally? Was disease, suchRead MoreFall of the Roman Empire758 Words   |  4 PagesTaylor Davino Professor Horsley HIS 126 3 March 2010 The fall of the Roman Empire Political, economic and social aspects were all involved in the fall of the Roman Empire. In 395 A.D., Rome was divided into two empires, with one capital in Rome and the other in Constantinople. During that time, the western Roman Empire was being invaded by barbarian tribes from the North. In 410, the Visigoth tribe succeeded in conquering the western capital in Rome. In 476, the western EmperorRead MoreThe Fall Of The Roman Empire1419 Words   |  6 PagesThe Roman Empire was a powerful governing body of extensive political and social structures throughout western civilization. How did this empire fall and were internal factories responsible? Slow occurrences in succession to one another led to the fall of the empire rather than one single event. The fall of the Roman Empire was a combination of both internal and external pressures, not just one, leading up to the complete decay of the cities—Rome and Constantinople. However, one could argue how oneRead MoreThe Fall Of Ro man Empire1185 Words   |  5 PagesThe Fall of Roman Empire Roman Empire was considered as one of the most influential and dominant Empire in the history that has ever existed. â€Å"The Roman Empire at its zenith in the period of the Principate (roughly, 27 BC to AD 235) covered vast tracts of three continents, Europe, Africa, and Asia† (Garnsey). It was an ancient, modern Empire, and it supported anyone who made discoveries and technological improvements. The Empire was the strongest governing body in the Mediterranean. If the RomanRead MoreThe Fall Of The Roman Empire1440 Words   |  6 PagesSophie Loren Plays a Leading Role in the Fall of the Roman Empire? The reason for the fall of the Roman Empire is a controversial topic under much historical debate. How did such a great empire, known for being one of the largest that lasted over a millennium, fall? The Roman Empire transitioned from a republic to an empire in 31 BCE. Augustus Caesar was the first emperor. He created harmony in Rome, but not in calendars as he added August as the eighth month to follow July, which was named afterRead MoreFall of Roman Empire1175 Words   |  5 PagesThe Fall of the Roman Empire The Ancient Roman empire was one of the most prominent and successful societies of its time period. By the end of their reign, the Romans had conquered almost all of the Mediterranean including parts of present day Europe, Asia, and Africa. Rome was at its strongest during the rule of Augustus Caesar, this time was known as the â€Å"Pax Romana† or Roman peace. It wasn’t until later, when Emperor Trajan took over in about 98 C.E. that the Empire reached its peak. AfterRead MoreThe Fall of the Roman Empire609 Words   |  3 PagesThe Fall of the Roman Empire There are adherents to single factors, but more people think Rome fell because of a combination of such factors as Christianity, and economy, and military problems. Even the rise of Islam is proposed as the reason for Romes fall, by some who think the Fall of Rome happened at Constantinople in the 15th Century. Most people think it occurred during the fifth century, after the western division of the empire. There were several reasons for the fall of the Roman EmpireRead MoreThe Fall Of The Roman Empire1438 Words   |  6 PagesThe Roman Empire was one of the most powerful empires in the history of mankind. In 476 CE Odoacer defeated Romulus Augustus to capture Rome; most historians agree that this was the official end of the Western Roman Empire. There is much debate on how exactly Rome declined and eventually fell. The fall of Rome was a long process that took place over many centuries. There are five main schools of thought on why Rome fell. First, Christianity, offered by Edward Gibbons; He suggests that ChristianityRead MoreThe Fall Of The Roman Empire1495 Words   |  6 PagesFor a long period of time, the debate about the cause of the fall of the Roman Empire has been a popular topic amongst historians. Most of these historians look at the issue from a standpoint that accepts that there were most likely several causes. The main root of the issue is whether or not these causes were internal or external. Some historians even go more in depth and try to hypothesize what the internal or external causes were. In fact, Adrian Goldsworthy and Peter Heather do just this when

Nurse Leader Linda Richards - Free Essay Example

Sample details Pages: 3 Words: 765 Downloads: 2 Date added: 2017/09/25 Category People Essay Type Narrative essay Tags: Leadership Essay Women Essay Did you like this example? Linda Richards Introduction Linda Richards, America’s first and professional trained nurse has transformed her profession, bringing the work of nursing from menial chores to the great caregiving profession of today. She first got her experience in nursing when she was dealing with her dying mother; which was a very awakening experience to Linda, because during this time, she cared for her until her death. Lindas training as a nurse began under the supervision of Doc Currier, the family’s physician. From him, she received medical knowledge and some proper training. Despite her interest in nursing, in 1856 at age 15, she enrolled in St. Johnsbury to be trained as a teacher. Richards taught for several years, but was never happy in that profession. After teaching and a couple of personal losses, she then decided that she wanted to work as a nurse. Linda moved to Boston and took a job at Boston City Hospital to take a job as an assistant nurse. Here, she received little to no training, and was treated like a maid rather than the nurse she wanted to be. She left 3 months later due to poor health. Linda noticed an advertisement for a nurse-training program to be offered at the New England Hospital for Women and Children. She was one of five women to sign up for a nurse-training program at the New England Hospital for Women and Children. Linda Richards was the programs first graduate in 1873. Career After graduation, she moved to New York city, where she was hired as night supervisor at Bellevue Hospital. At Bellevue Linda created a system for charting and maintaining individual medical records for each patient. This was the first written reporting system for nurses which even the famous Nightingale System adopted. This system has become widely adopted in the United States as well as United Kingdom. By 1874 Linda was ready to take over the Boston Training School. She returned to Boston and was named superintendent of the Boston Training School for nurses. Though the schools training program was only a year old at the time, it was under threat of closure due to poor management. Eventually, it became regarded as one of the best nursing programs in the country. Wanting more skills, Richards took an intensive, seven-month nurse training program in England in 1877. She studied at St. Thomass Hospital in London, where she was able to spend some time with Florence Nightingale, widely regarded as the founder of modern nursing. At Nightingales suggestion, she studied at Kings College Hospital and the Edinburgh Royal Infirmary in Scotland. She returned to Boston in 1878 to work at the Boston College Hospital where she established a nurse training school. Following some health problems brought on by overwork, Linda used her experience to establish the first nurse-training program in Japan. She began in 1886, at first working through an interpreter. She stayed in Japan for 5 years before returning to America. Linda Richards continued to establish nurse training programs and schools in Philadelphia, Massachusetts and Michigan. Goals and Accomplishments Linda Richards has really made an impact on nursing. she was first trained nurse in America, She led the way for American nurses and set up a few nursing programs. She was one of the ones who tackled problems head on. Richards set up schools at many hospitals and taught Florence Nightingale’s nursing method and also set up the first nursing program in Japan. She received the first diploma awarded by the nations first school of nursing and purchased the first share of stock in the American Journal of Nursing Company in 1900. She brought nurses into the mainstream of the profession and at the same time changed the focus of the profession to include the care of the mentally ill. Conclusion She has trained many nurses, and inspired them to do great along the way. Because of her, she made it possible for many nurses to get in the program they are in today, and trained them to teach others to get the skills they need. Linda Richards was inducted into the National Womens Hall of Fame in Seneca Falls, NY. Her portrait hangs in the lobby of the Canton-Potsdam Hospital, just a few miles from where Americas first trained nurse was born. Resources American Association for the History of Nursing (2007) Linda A. J. Richards 1841 1930, https://www. aahn. org/gravesites/richards. html Faqs. org, (2010), Linda Richards Biography (1841-1930), https://www. faqs. org/health/bios/0/Linda-Richards. html Journal of Nursing Scholarships, (2007), As Well as Cared for Linda Richards and The Mentally Ill, https://onlinelibrary. wiley. com/doi/10. 1111/j. 1547-5069. 1984. tb01385. x/pdf Don’t waste time! Our writers will create an original "Nurse Leader Linda Richards" essay for you Create order

Symbolism in the Road Not Taken, “A Worn Path”, and I Used to Live Here Once Free Essays

string(180) " slowly in the dark pine shadows, moving a little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a grand-father clock† \(Clugston, R\." 2Symbolism in Literature Published by susansteppe, February 27, 2011 Symbolism in â€Å"The Road Not Taken†, â€Å"A Worn Path†, and â€Å"Used to Live Here Once†. When looking at the short story and poem it is impossible to see it all in a literal form. There is always some sort of symbolism that occurs within the body of the text, but what is symbolism. We will write a custom essay sample on Symbolism in the Road Not Taken, â€Å"A Worn Path†, and I Used to Live Here Once or any similar topic only for you Order Now It can be defined differently by many people. Even when looking at a dictionary it does not typically give a thorough answer. It is because symbolism is created by the author. However, it can be contradicted or have a completely obscure meaning to the reader. This is the exact reason why symbolism cannot be defined. However, it can be interpreted. Understanding the journey that characters take and their symbolic nature is definitely worth decoding. In fact, the symbolism of the journey is usually the basis behind the literary work itself. One of the well-known literary works with a symbolic journey is Robert Frost’s â€Å"The Road Not Taken. † In the poem there is a man who has come to a crossroad in his life. One path is traveled on frequently while the other path is not. He has to make a decision as to what path he should take. No matter what, he knows that he cannot turn back once he has made the choice, but it is implied. He chooses the path less traveled and, in turn, it happens to be the best choice he had ever made. Many have analyzed this poem and many have come up with different ideas of what it actually means. Some say it is about suicide, some say it is about life changes, while others insist it is about life changes. When is the interpretation wrong? The reader gets what they must out of the poem as they read it. It depends on what life situation they are going through at that time. The author, Robert Frost, knew what he was writing about. Therefore, the interpretation of the poem actually merges itself with the reader. Regardless, there is a journey that occurs throughout this poem. To analyze the literary work there needs to be a beginning. Read more in Poetry  « Does a Sonnet Always Have 14 Lines? Poetry Comparison Essay – â€Å"The Evacuee† and â€Å"Death of a Naturalist†  »In the first two lines of Robert Frost’s poem he says: â€Å"Two roads diverged in a yellow wood, And sorry I could not travel both† (Clugston, R. W. , 2010; section 2. 2). There is a certain symbolism in the yellow wood. It is not that the forest was filled with yellow trees. It was obviously at the beginning of fall. Fall is the season that everyone slows down from the summer. The anticipation of winter is coming and can cause a sort of depression in some people. It would explain why he wanted to travel both. The following line says: â€Å"And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth† (Clugston, R. W. , 2010; sec 2. 2). Here the reader comes to understand that the man took his time looking down the path. This could symbolize patience or a lack of movement, which would again go along with the idea that the man was depressed. Another aspect of the idea of depression, one path had leaves on it while the other was grassy. When someone is depressed they do not want to go down a dreary path. Instead, they would want to go down the grassy path that looked less traveled. Perhaps then something would change in their life. The actual symbolism of the paths themselves goes right along with that idea. However, the man was obviously optimistic because he did think about saving the one path for another day. He does contradict himself when he doubts that he will come back. The symbolism occurs with his doubts. He knows that once he goes down one path that he will not be able to come back at all. When the reader thinks about it there is an ordinary situation with this scenario because the entire poem is about a man who stops when he comes to a fork in the road. Nevertheless, the road actually is a symbol for life. That is where the imaginative language is used, and it is used in order to create emotion. Should the man go down the path with the leaves covering it? What are the leaves representing? The leaves were not scattered everywhere, so the road was less traveled upon. In fact, the leaves represent the difficult trials that were to follow. Basically, it is easier to walk a path that has nothing in the way then one that does not. Therefore, the images that are particularly effective are the two paths and the leaves. These symbols change the tone of the poem to confusion, but it actually provokes deep thought when the traveler states that he took the one less traveled by. In the short story â€Å"A Worn Path† symbolism of the journey also occurs. Yet, it is much different from Frost’s â€Å"A Path Not Taken. In Frost’s poem he has the choice of two different paths, but in â€Å"A Worn Path† the old woman, Phoenix Jackson, takes the same path over and over again. The path that Phoenix takes is a path that she has taken many times before in order to get medicine for her grandson. The symbol of the path is life’s long journey. After all, she is an old woman who has dealt with many things in her life. The symbolism of the pendulum in a grandfather clock also pertains to her age. She is an old woman, a poor one at that, who walks with a cane made from an old umbrella. She was very old and small and she walked slowly in the dark pine shadows, moving a little from side to side in her steps, with the balanced heaviness and lightness of a pendulum in a grand-father clock† (Clugston, R. You read "Symbolism in the Road Not Taken, â€Å"A Worn Path†, and I Used to Live Here Once" in category "Papers" W. , 2010 sec 6. 3). When Phoenix hears the noises in the thicket she is determined to make sure they stay away. This represents her strength of mind. Her willpower is a large part of the symbolism within the story because of the long journey she has to take. She is not on a mission to help herself. Instead, she is on a mission to help a part of her family. Therefore, it is a purpose driven trip, so when the animals make noise in the distance she does everything possible to make sure she scares them off. It is a life-saving task in which she cannot fail. It is then that Phoenix has to climb a hill that is almost too difficult for her. The hill actually symbolizes the struggle of life. When everyone is a child it is easy to do anything. Hills are no big deal to climb, bicycles are easy to ride, and running everywhere is as simple as eating. However, as a person ages it is more difficult to do things. That is where the hill comes in to play. She needs to climb the hill in order to conquer aging. There was no way that she could give up easily because of the journey she was taking. Also on the hill is a bush that catches her dress. The bush signifies the obstacles in her life. She obviously lived a hard life. She had many wrinkles, her clothes spoke for themselves, and she had not been able to clean herself every day. The fact that she was poor epitomizes the fact that she had lived a hard life up until this point. Once she freed herself from the bush it characterized her willpower again. Nothing was going to stop her from completing her task. Another important factor about the bush was that she yelled at it. She called in a pretty green bush. That symbolizes the fact that she did not recognize the many of the obstacles in her life until they actually came to pass. After she struggles with the bush she sees the sun. The sun signifies the importance of dealing with the struggles in her life. Basically, there was a light at the end of the tunnel. She was freed from that turmoil that happened in her life and she could go on. There was a new beginning, or she could start things anew. Unfortunately, that was not the end of her struggle through life because there was the large log in the way. The log embodies the act of accomplishment. No one could stand in for her. She, Phoenix, had to overcome her own tussle. Once again, a fight for security is symbolized with the barbed wire fence. On her journey she sees a buzzard, which is a symbol of death. When thinking about a buzzard many imagine them circling around a carcass. It is their way of claiming their meal for the day. Nevertheless, this one was just sitting there. The fact that he was not moving could symbolize death waiting for her. Yet, Phoenix was not ready for death. She may be getting old, but there was no room for death in her excursion. Shortly after she sees the buzzard she comes upon a scarecrow. Buzzards, crows, and other birds usually sit on the arms of a scarecrow. That exemplifies death as well, but instead of avoiding the scarecrow she dances in front of it. She was mocking death, or telling death in her own way that she would have no part of it. After all, she was on a mission to help her grandson. He had a throat condition, probably asthma, which prevented him from doing many things. There was no way she was going to give up her exertion. When Phoenix finally reached her destination it was a symbol of accomplishment. When thinking about the entire path it indicates the journey throughout life. As a baby everything is taken care of. There are no worries within life because there is someone to lean on. That is the first part of the path. The second part of the path, the hill, is the beginning of hardships. Each tribulation got bigger and bigger the older Phoenix became until she came to a point in her life when her burdens were easier to overcome. Yet, when she does get the medicine for her grandson she has to go through the entire trip over again. Again, it symbolizes more difficulties in life and the many obstacles that she had to deal with in her life. â€Å"A Worn Path† is the perfect depiction of how many people’s lives turn out. No one gets a free ride in life, which means everyone has to deal with their own miseries, troubles, and sufferings in order to become better people. Phoenix is a strong-natured, strong-willed, and head-strong woman because she dealt with her ordeals in life. It may have been difficult at times, but she became an accomplished woman in her own right. Another short story that symbolizes life’s journey is â€Å"Used to Live Here Once. † The first trek of her journey was the rocks in the stream. Each rock represents a significant part of the trials everyone has to deal with in life. For instance, the round unsteady rock symbolizes the rocky road people must endure throughout life. No one truly gets the easy way out of life because there is always something that makes the journey unstable. The safe stone represents childhood. When someone is a child they do not need to be dependent on themselves in order to get through their distresses in life. A mother carries her newborn, feeds them, and cares for them. Basically, the newborn has no worries. Even as a child growing up there are really no burdens to deal with. There might be anxieties, but the child’s mother, or father, is there to catch them when they fall. They can look around as long as they want at their life and perhaps where they might be in the future. The rock, itself, is the parents. The next rock was no so safe because it was slippery and when the water rose it would be covered. This rock indicates the time of life when there are trials and tribulations to endure. The first is, of course, becoming a teenager. There are worries, distresses, pains, and hardships to deal with. The rising of the water actually designates the rush of life after becoming an adult. A person is on their own with no one to catch them, but themselves. They need to have a watchful eye whenever difficulties arise, and sometimes those ordeals can be overbearing. There are even times when that person falls, but they always get up again. Reaching the other side of the stream designates or symbolizes the triumph over the tribulations in life. It is safe, so there is nothing to fear. The ground is secure and it is easy sailing from there. The road that the woman travels on is much wider than it used to be. It says in the story, â€Å"The road was much wider than it used to be but the work had been done carelessly† (Clugston, R. W. , 2010, sec 7. 5). This can be interpreted a couple different ways. One way is that life is unpredictable. In other words, there is no telling what could happen next because no one knows their future. The second way of understanding the wider road is to signify change. When people become older and go through their struggles, or heir rocks, they become different people. Everything that a person endures allows them to grow into the person that they are. For instance, a child that has had a mellow life growing up suddenly decides to join the military when they become of age. They go to boot camp one person, but come back someone completely different. It is because they dealt with obstacles throughout boot camp and had to grow up int o an adult. That is a forced measure of growing up, but the concept is the same. Each trouble or ordeal they go through makes them into a better person. When the woman gets near the house she sees more changes. A house gone and one built a car, and items that were no longer there. Yet, she is so excited about coming back to place she grew up she does not really care. This, again, symbolizes the changes in life that occur. Once life has changed and the hardships are endured nothing is the same. Trials in life either become more difficult or easier to deal with. There is no telling but, nonetheless, the changes stay. Then the woman comes upon the two children playing in the yard. She attempts to say hello, but the children ignore her. She thinks it is because she is colored. The woman gets closer to the children and she attempts to say hello again. However, they do not answer still. When she gets very close to the children one of them say it is cold, so they leave. This is when she realizes that she is no longer among the living. Therefore, the entire trip she took symbolizes the entire cycle of being born to the moment of death. In conclusion, the symbolisms between â€Å"The Path Not Taken,† â€Å"A Worn Path,† and â€Å"Used to Live Here Once† are quite similar. All three are about life’s challenges and the struggles throughout life. There are always decisions that need to be made through life and there are always going to be obstacles that get in the way. It is getting through those tribulations that are the trick. Not only that, but it is crucial not to give up. The stories portray that indefinitely. In â€Å"The Path Not Taken† the man takes the road less traveled. Yes. He had to go through many troubles throughout his life, but in the end he chose the right path. In â€Å"A Worn Path† the old woman pretty much has to go through the same difficulties throughout her life, but her endurance presides over her. Therefore, she has made the right choice. Last, but not least, in â€Å"Used to Live Here Once† the woman path symbolizes the entire trek through life from birth to death. These three literary works are definitely worth reading, but they are also there to teach about life itself. References Clugston, R. W. (2010) Journey into Literature. San Diego, CA. Bridge point Education. (http://content. ashford. edu/books/AUENG125. 10. 1/sec2. 2) (http://content. ashford. edu/books/AUENG125. 10. 1/sec6. 3) (http://content. ashford. edu/books/AUENG125. 10. 1/sec7. 5) Phillips, R. T. (March 1986) Diverging and Converging Paths: Horizontal and Vertical Movement in Robert Frost’s Mountain Interval. Vol 58, Issue 1, pg. , 17 p. American Literature. Moberly, K. (Winter 2005/Spring 2006) Toward the North Star: Eudora Welty’s â€Å"A Worn Path† and the Slave Narrative Tradition. Vol. 59, Issue ? , p. 107-127, 21p. Mississippi Quarterly. Piwinski, D. J. (Winter 2008) Mistletoe in Eudora Welty’s ‘A Worn Path. ’ 16 (1): 40-42. ANQ: A Quarterly Journal of Short Articles, Notes, and Reviews Flag It Spam Adult Content Plagiarism Insufficient Quality Wrong Category Select the Right Category about Writing Autos Books Business Computers Creative WritingDomesticGamingGeneralHealthInternetMoviesMusicNewsOff eatPetsPoetryRecipesReligionScienceShort Stories Society Sports Television Travel Women Selected for you by a sponsor: 10 Signs You May Be in an Emotionally Abusive Relationship (HeathCentral. com) What Happened to Marie Osmond’s Face? (Style Goes Strong) You might be interested in: A Summary and Review of The Goal by Eliyahu M. Goldratt and Jeff Co x: A Guide for Thinking Executives – and Those Who Want to be One (Book stove) Childhood Phrases and Their Darker Meanings (Book stove) Tahrir Flame Flame (Trifter) The Stupid King (Trifter) How to cite Symbolism in the Road Not Taken, â€Å"A Worn Path†, and I Used to Live Here Once, Papers

The Black Album free essay sample

If you are a true rap fanatic, Jay-Z’s songs ring a familiar tune you cannot help but chime in with. He is the legend that is the industry we all know and love. Shawn Carter, also known as the great Jay-Z, is rap’s reigning king. But the highly respected king is giving up the throne, and going out with a bang. Last November, he finally bid the world adieu with â€Å"The Black Album,† a bittersweet farewell. With a blend of songs that encompasses storytelling, hotter than hot beats and reminders of his skill and ability, it is clear why he has been crowned the best in the rap game. With tracks like â€Å"Dirt off Your Shoulders,† â€Å"Lucifer,† and â€Å"Allure,† anyone can recognize this hip-hop mogul’s luminosity and skill. One can come to understand just what Shawn Carter is all about. Each and every time I sit down and pay my respects to his work, I find myself caught up. We will write a custom essay sample on The Black Album or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page â€Å"The Black Album† will get you so wrapped up in its lyrics and creativity that you almost forget he is telling you good-bye. However, just when you find yourself ignoring that Jay-Z is parting, he pulls you back with songs like â€Å"What More Can I Say† and â€Å"Encore.† These songs make you question yourself: what will the media, the fans, the world do without his never-ending influence on pop culture? It is a scary thought to be without a symbol so influential to the hip-hop industry. â€Å"The Black Album† was truly put out to tell the world â€Å"So long.† Yes, the tracks are enough to make you realize what the world has to learn to live without. Has there ever been anyone this talented, this poetic, this gifted? After listening to â€Å"The Black Album† for even a few minutes, your question will be answered. In his last album you hear poetry. One realizes exactly what he has given the world since 1996, and it is far more than rap lyrics, video and hit records. Shawn Carter has given the world his kind of artwork. So, yes, the saddest thing about one of the best albums out there is that it’s a good-bye. I like to think of Jay-Z as a modern day Monet of rap. I think of his album as a going-away present, a gift Jay-Z decided to give his dedicated listeners. Only with this present, we, his faithful audience, get to reap the benefits.

Bananafish Essays (713 words) - A Perfect Day For Bananafish

Bananafish Just why did Seymour kill himself Picture walking into a hotel room and finding a man dead on a bed. Upon closer inspection it becomes obvious that he has supposedly taken his own life with the gun that lay beside him. In talking to his wife who was asleep on the bed next to him when this incident occurred, it is learned that he just walked in the door and shot himself late the previous night. Out of the many questions that could be asked from this story, I believe that it is probably extremely important to consider why the main character, Seymour Glass, decided to commit suicide. What I believe to be the reason for Seymour's suicide has two basic components: the spiritual depravity of the world around him, and his struggle with his own spiritual shortcomings. The spiritual problem of the outside world is mostly a matter of material greed, especially in the west, and materialism. On the other hand, his own spiritual problem is more a matter of intellectual greed and true spiritualism. In addressing the suicide, the difference should be distinguished between the See More Glass that we see through little Sybil's eyes, and the Seymour Glass that we see through the eyes of the adult world. Even though these two characters are in theory the same man, they are slightly different in some ways. You could also say that they are the same character in different stages of development. Whatever the case may be, the reasons for the suicide shift slightly in emphasis as the character changes. A Perfect Day for Bananafish attempts to symbolize that the bananas in See More Glass's story represent all of the things which are taken in along the journey to adulthood. If pursued with too much zeal, these bananas can prevent spiritual development and lead to a greater materialistic development. See-More has realized that he cannot get rid of enough bananas to make any further spiritual progress in this life, so, rather than waste time, he commits suicide. This is slightly obvious when he is taking the elevator back up to his room on the night of the suicide. His fixation upon his feet, which do not resemble the childlike feet that he desires to have, and the woman in the elevator's scorn towards Seymour's accusing her of staring at his feet, drive him to dislike the adult world even more. He is the bananafish who cannot escape the hole and achieve the spiritualism and childlike characteristics that he so desires. In his opinion, he believes that this suicide will give him the chance that he wants and needs: to start all over again. The anti-materialism of the story must also has to be considered in talking about the suicide. Salinger, perhaps still a little reluctant in 1948 to abandon his own anti-materialism that appears to me to be an early preoccupation of his, in favor of simple materialism and anti-spiritualism, leaves much of the former scattered throughout the story. Seymour's wife, Muriel's name both looks and sounds like the word ?material?. This could possibly symbolize that she, like her mother, is shallow, fashion-conscious, and unwilling to learn German in order to read delicate, world-weary poets like Rilke. Destroying Seymour even more is Sybil's reference to the greedy tigers in Little Black Sambo and her connection to Eliot's Wasteland. This suggests that even this youthful girl has begun to develop a problem with material fixation and spiritual neglect. These strains of anti-materialism in the story complicate the suicide because they suggest that Seymour is opting out of a world that is too materially inclined for him, instead of one in which he himself is responsible for his own unhappiness and spiritual depravity. Both sets of circumstances, Seymour's own intellectual greed along with the general material greed by which he is sure, truly contribute to his suicide. The reasons for Seymour's suicide are thus proven to be muddled in Bananafish, with several different factors coming into play. The interpretation of Seymour obtained from the story is that he is troubled by his own spiritual shortcomings (the result of too much intellectual treasure) as much as by the shortcomings of the people and the world around him. These factors ultimately lead to

Sense vs. Sensibility

Sense vs. Sensibility Sense vs. Sensibility Sense vs. Sensibility By Maeve Maddox A reader asks about the words in a Jane Austen title: You may already have discussed sense and sensibility, but if not, could you program an entry. I am not sure if Jane Austens word meant something particular to that time. Is there a distinction to meanings between/among sensibility, sensitivity and sensitiveness, and add in sense too? Sense has twenty-nine numbered definitions in the OED, several of them with subsections. Sensibility has seven numbered definitions, four of them with subsections. I shall confine the remarks in this post chiefly to the words as Austen used them in the title of her 1811 novel. The word sense occurs dozens of times in the novel, with various connotations, including these: sense of honor sense of merit in one’s right senses sense enough to call for help As used in Austen’s title, sense refers to what modern speakers still mean by â€Å"common sense†: â€Å"combined tact and readiness in dealing with the everyday affairs of life; general wisdom.† The novel focuses on the love life of two sisters, Elinor and Marianne Dashwood. Elinor represents the Sense of the title. Even when her heart is breaking, she maintains a polite faà §ade of courtesy and tact, reasoning that what can’t be helped is not to be agonized over. Marianne represents the Sensibility of the title, what modern speakers might call sensitivity, or even hypersensitivity. When Marianne suffers emotional anguish, everyone knows about it. Austen sets up the differences between the sisters in her description of the way they deal with the death of their father. Elinor feels the same grief as her mother and sister, but, unlike them, she is able to govern her feelings and attend to practical matters. Marianne and their mother, on the other hand, wallow helplessly in their sorrow and refuse to be comforted: Mariannes abilities were, in many respects, quite equal to Elinors. She was†¦clever; but eager in everything: her sorrows, her joys, could have no moderation. She was generous, amiable, interesting: she was everything but prudent. The resemblance between her and her mother was strikingly great. Elinor saw, with concern, the excess of her sister’s sensibility; but by Mrs. Dashwood it was valued and cherished. They [Marianne and her mother] encouraged each other now in the violence of their affliction. The agony of grief which overpowered them at first, was voluntarily renewed, was sought for, was created again and again. They gave themselves up wholly to their sorrow, seeking increase of wretchedness in every reflection that could afford it, and resolved against ever admitting consolation in future. Sensibility in the sense of the quality of being easily and strongly affected by emotional influences was still a fairly new usage in Austen’s day, giving the title a certain up-to-date catchiness. The plural, sensibilities, is current in modern usage to mean â€Å"feelings as to what is appropriate or decent†: The treatment of low, disgusting, unpleasant, though not necessarily evil, subjects should always be subject to the dictates of good taste and a regard for the sensibilities of the audience.- The Hays Motion Picture Production Code, 1930. And while the boundaries have clearly been pushed way back, movies continue to emerge which challenge our notions of what is acceptable, depicting acts of sex and violence in increasingly graphic style and often offending the sensibilities of the prudish and conservative.- Recent blog post about 21st century films. Related post: Sense and Nonsense Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:20 Types and Forms of HumorBetween vs. In BetweenPresent Participle as Adjective

Parenting a Genius Essay Example | Topics and Well Written Essays - 750 words

Parenting a Genius - Essay Example However, there are rare situations wherein the gift is a clear portrayal of superb talent at an early age. It does not only manifest as a mere potential because it enormously exceeds being above average. Hence, a gift becomes a miracle because it appears innate and needs less effort for its development. People argue that if all are given potentials, why do some individuals fail to develop their talents? The answer lies in the fact that while all people are bestowed with capabilities, not all have the passion for the enhancement of these capabilities. Talent and passion come hand in hand. Passion is the fuel that can nourish one’s talent. It is noteworthy, that there is a thin line that separates passion from talent. One may develop interest in an area which is far from his potentials. The stimulation of this passion is the key role that one’s environment plays. The surroundings contribute highly to a person’s development. One essential component of this environme nt is home, which includes the parents. Parents are primary caregivers and the ones mainly responsible for igniting a child’s passion. A harmonious parent-child relationship fosters positive environment. The resulting positivity at home is an atmosphere conducive for refinement of a child’s talents. ... It is his empathic nature that compelled him to choose not to win. The subliminal message of innocence and conscience transcends into the viewers. The film also contains a brief comparison of how a father and mother view their child. The father is eager for achievement like winning, while the mother is unconditional and focuses on his son’s feelings. In a heated argument, the mother is willing to take away her son for the sake of the latter’s freedom. Although, the difference between a father’s and a mother’s love cannot be generalized, it touches the fact that family dispute is unsuitable for a positive parent-child relationship. This, in turn, leads audience back to the realization that home is a key factor in the development of a person’s character. It is a common trend when a family’s passion is into music that the children become inclined to music as well. This is the case for David Helfgott, an Australian pianist, to whom the 1996 film Shine centered upon. Director Hicks made an effort to bring Helfgott to the audience through the exploration of the deep core and complexity of the human character. It is with Helfgott’s father, that we came to realize that parents are human beings too - imperfect and vulnerable to egotistical mechanisms. Amidst these parental flaws, what is more important is the parents’ ability to overcome such temptations. In the film Shine, the father tries associating his past through imposing tension upon his son. Helfgott’s father creates an authoritative ambiance which seemed to be suffocating. As a consequence, Helfgott entangled himself with the pursuit of freedom which ultimately led to an emotional collapse. The mental breakdown of Helfgott opened the viewers’

Identification of Clostridium difficle Essay Example | Topics and Well Written Essays - 3000 words

Identification of Clostridium difficle - Essay Example 3-4). Diarrhoea cases associated with C. difficle have been increasing in the contemporary world. In addition, increased resistance has been identified. It is also a major cause of hospital-based infection. Specifically, this infection affects the inner linings of the colon and produces toxins, which can lead to serious inflammation as well as diarrhoea. During the 2000s, this infection used to be treated using antibiotic fluoroquinolone to which the infection developed resistance. In the developed nations, C. difficle is a key cause of infectious diarrhoea. It is mostly spread in poor healthcare settings. The infection has not only become more prevalent in today’s world but also gotten harder to treat. Bearing in mind that the infection emerged several decades ago, many diagnostic methods have been developed since the earliest times of its discovery. Some of these methods are effective while others have been ignored due to inconsistencies. This diagnosis incorporates a wide history of recent antibiotic therapy, diarrhoea development, or any other indication of acute colitis (Planche & Wilcox, 2011, p. 3). In addition, the diagnosis is also based on the demonstration of an infection by toxigenic C. difficle. This is usually done through the detection of toxin A or B within stool samples. Pathogenesis leads to the production of toxin while the toxin strains are responsible for the production of toxin A, also known as enterotoxin or toxin B, cytotoxin. The diagnostic methods can be divided into several subsections that include laboratory methods, antigen detection methods, and nucleic acid amplification methods (McFarland, 2011, p. 431-432). The laboratory methods include culture Aga r media, enriching pores, CCN test, and selective media. The antigen detection methods, on the other hand, include GDH Assays while the nucleic acid amplification methods include PCR Assays and LAMP Assays. Although there may be many diagnostic

The Importance Of Socio-Cultural Factors

The Importance Of Socio-Cultural Factors Abstract The aim of the research project is to find out how two different schools within the same borough cater to children learning EAL and bilingual children. Observing two children aged 4-5, within a reception class setting was one research method used. Notes were made on their verbal and non-verbal interactions, with either an English-speaking student or a Tamil speaking student and their overall involvement in routine activities. To follow, interviews were also conducted with each schools EAL/EMA coordinators to gain first had information on exactly what each school provides, and to see if there were any differences in their approach. The paper looks into theories behind mainstreaming EAL students, the difficulties that settings come across and the key strategies and acts that have been put in place to narrow the gap between EAL student and English speaking students. Introduction English is described as the primary language, which is spoken and written in the British Isles (Oxford English Dictionary 1989). Hence it is empirical that all children in an early years setting linguistically aquire the language in order to be able to understand and complete the work that is put in place by the national curriculum. This case study will look into bilingual children and children learning EAL (English as an additional language) particularly focusing on children from an ethnic-minority background. In England (2009), 856,670 pupils were recorded as having a mother tongue other than English; this represented a total of 492,390 pupils or 15.2% at primary school (Statistical First Release August 2009). Inner London was recorded as having 54.1% of pupils learning English as a second language making it a prime researching ground for this topic. Research from the same statistical evidence also showed that there were more than 200 languages that are spoken in the homes of children attending schools in England (DFES 2001). The large statistical evidence begins to unravel the rapidly increasing number of EAL pupils. An increasing amount of pressure is put on mainstream classroom teachers to be able to handle both English-speaking students and Children learning EAL within a mainstream setting. This stresses the importance of all the ever-changing policies and strategies that have been implemented by the government and local authorities. These are not in place for the best intreset of the pupils but also to enable settings to achieve their highest potential. Most of the educational theories and practices are derived from research completed in Europe, Australia or northern America; a limited area of the world (Cable, C 2005). Research findings from these areas of the world will not be applicable in settings with children from ethnic minority backgrounds.This becomes another barrier for both the members of staff and pupils; expectations will begin to vary especially for a child from an ethnic minority background. Teachers with a lack of experience in a socially diverse field will base and derive mos t of their way of practice/ teaching from research which may limit the extent of help and support they can offer children, from any other background than those that the research has been based upon. Maslows work recognised the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow.J 2006). This will be very difficult if the teacher has not got a wider understanding of a childs specific cultural background, beliefs and a general way of life. It will restrict interactions, as no familiarity would be available for the child to feel a sense of belonging. It is crucial to have a general understanding of an individual pupil, especially if they have arrived from a war-torn country or if theyve had no previous experience in an educational setting. This means that the child will not only have to acquire a new language but immerse themselves in completely new settings and environment with the possibility that no extra support will be provided by the family and parents, as they also may not be accustomed to the life and ways of schooling of this country. In 2006 the primary national strategy (Excellence and enjoyment, 2006) said that significant progress had been made in raising standards for primary schools and that many individual children from minority ethnic groups and those learning EAL were achieving impressive results; but this was not the case for all the children. Achievement gaps between different social and ethnic groups are still prevalent and needs further work (Mahon, Crutchley and Quinn 2003). Through observations and interviews it leads to the main research question of how do schools cater to children learning English as a second language? As the main question was very open, it was broken down by only looking at two different schools with a high population of ethnic diversity (evidence from Ofsted reports, 2008 and 2010). Then the different approaches they have in assisting children learning English as a second language and new arrivals into the school was looked into. The main aim was to see how well each setting pro vided conditions for learning with valued diversity, promote confidence and a sense of belonging, along with how well they developed effective partnerships with parents, carers, families and communities. First hand information was gained via interviews with the EMA (ethnic minority coordinators) to see how the school deals with LEA and bilingual children. Observations in a classroom setting were to see how their strategies were being implemented and how this affected or enabled the LEA or bilingual children to participate and understand the basic curriculum. The first hand research was then related back to secondary research to see how well the settings were using/complying to strategies, and policies such as the EYFS framework, work from NALDIC, Dfes, ECM, EMAG Aiming High and Primary national strategies. Literature review English as additional language (EAL) has only been mainstreamed in English school education since the mid 1980s(leung). From then onwards, over the past thirty years, the concept of integrating EAL learners into the mainstream curriculum has been a major point of interest for policy makers and educationalists(nalidc). As Lamb 2001 stated we currently live and teach in a highly complex and increasingly multilingual society. This is evident from the data collected via CILT; the annual school census: language data collection showed that in 2008 14.3% (466,420) of all LA (local authority)maintained primary school children have a first language known to be other than English. The latest data from the same census showed that the percentage had increased to 16.0% (518,020). Reason s for the rapid increase could be due to the current economical state and labour demands leading to the recruitment of workers from other parts of the world (Leung) and the growing numbers of asylum seeker/refugee children. Data from (DfES 2002) found that 70% of the children who were in those circumstances came from homes where little or no English is spoken (DfES 2002). These movements within the UK has led to English as an additional language becoming an important social and educational policy concern (for example, Bullock 1975; Department of education and science (DES) 1985; commission for racial equality (CRE) 1986; Department of education and science DES 1998; Department for education and employment (DfEE) 1999 qualifications and curriculum authority (QC a) 2000; DfEE 2001 The current EAL policy was first implemented at a time when there was a perceived need to tackle racism(leung). It was designed to remove any barriers and allow an equal access to education. The main aim was to give all children an equal opportunity by integrating them into the mainstream curriculum regardless of their English language competence. In England the way EAL has been perceived has shifted over the years. Even the label has evolved from English as a foreign language (EFL) which only focused on learning the language. This term failed to integrate the broader curriculum and overlooks the importance of ones first / home language. At a time when the term EFL was used students were often taught in separate language centres where no social links could be formed with native English speakers.soon after the findings of the 1986 Commission for Racial Equality report was released the separate language centres were closed down and specialist language support was incorporated within t he context of mainstream classrooms. Further research from (DFES 2010) has now shown that Children who are learning English as an additional language will learn more quickly alongside fluent users of English who can provide good language and learning role models. This is evident in (reference the case study) and many other school who use a Buddy system to ease children into school seetings throughout the induction period. Globally, there now exists a broad spectrum of literature on the education of EAL and bilingual pupils (Bourne Reid, 2003). Most of the ideas and developments that have risen in the field of EAL can be seen as falling into the following four categories. Language content orientation is based on a very structural approach , an example of this is the Scope material(1978). This advsed teachers that from the very beginnng you have to see it that your pupils learn correctly organized language. The incorporation of grammar , spoken laguage and written skills were developed through themed work eg; shopping or farm animals. With the use of visual enhancement and group discussion it allowed eal pupils to develop all of the conventional aspects of learning English. Content- language orientation is when subject specific uses of vocabulary and expressions are identified and classroom strategies are built around these in order to promote both understanding of he subject content and learning of English at the same time. An example of this is seen n (dale cuevas, 1987) workthey pointed out that maths uses English language vocabulary in a particular way hence pupils needed to be aware of the context each xpressions belonged to e.g the notion of subtraction can also be reffered to as; take- away, subtract from and etc. following fro this ( Mohan 1986; 1990; 2001) proposed an content language intergration approach which ties language expressios and curriculum content together via a set of underlying knowledge stuctures . he also suggested that the use of visual representations should be used to assit understanding of the key language and content meaning by students. Trans curriculum language orientaton is another form of eal pedagogy. An example of this is Cummins (Cummins, 1992; 1996; 2000; Cummins and swain, 1986) suggestion that language proficiency can be distinguished between basic interpersonal communicative skills (BICS) and cognitive/academic language proffiency ( CALP). BICS is usually when the meanings communicated is familiar to those involvrd in the conversation or when gestures and actions are provided for better understanding e.g greeting friends or going to play in the playground. CALP is language that is embedded in the context of a curriculm usually the language that contributes to educational success. This work went on to show that children learning an additional language can become conversationally fluent in the new language in 2-3 ears but may take 5 years or longer to catch up with monolingual peers in the development of CALP. Along with Cumins work the conceptual framewok prposed by snow, met gensee ( 1989; 1992) that enab les EAL and content teachers to share a common teaching agenda. Both of their ideas are pedagogically relevant to second language development within the mainstream curriculum. Cummins work can be used to plan out classroom strategies whilst the framework drawn up by Snow et al can be used for both language and subject content analysis and planning The fourth category is student orientation. The early work of Levin (edited by Meek 1996) was most influential in this theory. This was the first that saw mixed ability teaching in mainstream classrooms as a potentially effective response to meeting the language learning needs of eal pupils . Unlike the content and language orientated approaches this focuses more on the pupils level of progression and emphasies that social interaction between students and between students and teachers as pivotal. Another example of the important role of the first language is Cummins work on the underlying proficiency. This work showed that those who have developed CALP in their first language can transfer much of this learning to additional languages. The same theory is also prevalent in Colliers (1995) theory , the previous experience of leanring, apptitiued ,leanring style which was developed through the acquisition of the first language can be adapted into the way that the second language is learn t. As mentioned in (Naldic) the label of EAL itself appears to be part linguistic, part educational, part social and part political therefore the learners social and cultural experiences will impact on their progress in language acquisition as well as on their cognitive and academic development(ref). the development of a second language should not be seen as a problem or hinderance but as an opputunity to enhance her/his cultural heritage by adding a new language to their repertoire without losing proficiency in the first. Eal pedagogy has also been influenced by social constructivist theories; this emphasizes the importance of scaffolding learning, which highlights the socio-cultural and emotional factors. These factors are largely influenced by the attitude towards the children, culture, language, religion and ethnicity (ref) . This is mirrored by the work of Vygotsky (1962) who emphasized the influence of social interaction, cultural context and language in cognition and the role of a more experienced person in supporting childrens learning through scaffolding in the Zone of Proximal Development (ZPD) (Cable, 2005). Another socialists theory was Maslows work on recognising the importance of socio-cultural factors, he believed that all children needed to feel safe, valued and needed a sense of belonging (Catlow 2006) whilst Bruners work was focused more on the linguistic and coginitive side the link between high order language functions and thinking and learning skills. Each of these theories are ver y interlinked yet focus on different apectss of the leanring process a central characteristic of each policy development is a recognition of the overlapping social and cultural phenomena which impact on attainment in school (TTA, 2003). Bilingual learners and children learning EAL face two main tasks in school: they need to learn English and they need to learn the content of the curriculum (Excellence and enjoyment, 2006). Both aspects need to be equally balanced, particular focus on just grasping the language can leand to children falling behind on their academical process. One of the difficulties that is faced by schools is wheter to place children in settings with a lower cognitive demand to place the focus on improving the language aquisition skills or keeping them in classroom with peers of the same age group so they feel included and not made to feel reduced academically. There are national educational documents which suggest that along with English minority languages should also be considered languages of the mainstream curriculum; an example of this is found in the English (subject) national curriculum documents teachers are advised that in realtion to the development of spoken and written English they shou ld be building on pupils experiences of language at home and in the wider community, so that their developing uses of English and other languages support one another (DfEE and QCA 1999). For optimal educational outcome both the every child matters outcome and the EYFS key principles must always be followed in every setting to ensure that each individual child has an equal opportunity to succeed (Excellence and enjoyment, 2006). the overall ethos and curriculum of a school should be inclusive and welcoming (Sure start for everyone. 2004) as Leung stated children who do not feel a sense of belonging and do not feel comfortable in their surrounding will not learn. This links back to the pivotal relationships and attachments formed with members of staff. Schools need to stress the importance of cultural relevance for all families and ensure that they feel the setting is a place where they can feel comfortable, respected, valued and included (Excellence and enjoyment, 2006). The Race Rel ations (Amendment) Act 2000 states that every school should have a race equality policy which should cover staff, pupils, parents/carers and the wider community (DfES 2004). It is through language and the interactions with proximal society that culture is transmitted to the child. In this context the learners sense of identity develops, and language is central to this process (Franson, 2009). many parents would want their children to perform to their best abilities at a school level their first language plays a crucial part within the context of the family and community. In many cases the first language is the only means of communication with the extended family such as grandparents and family living abroad ( ref) . not only is the first language helpful in coding a second languageas stated in(Excellence and enjoyment, 2006) it is widely accepted that home language skills are transferable to new languages and strengthen childrens understanding of language use but a crucial factor in keeping the family close. A difficulty that arises in settings is when the teachers are not given enough information on how to work with these children.a teachers identity is not only conceived within an individual practitioners head, but it is also identified by the set of core values and beliefs that have traditionally been linked to that role. Society places a particalur ideology on what teachers should be able to handle children ( Hanworth 2008) but current research shows that most teachers felt that the level of trainining given throughout the intial teacher training stage (ITT) was inadequate. . The percentage of trainees who felt that their training was good or very good in preparing them to work with pupils with English as an additional language has remained static at 34% in 2007 and 2008(Hendry, 2009).This is due to EAL not being a main subject specialism and also as it requires no mandoatory specialist qualification (Haworth 2008; Butcher, Sinka Troman 2007). (10 case studies) Via the case studies they found that teachers who did one year of PGCE did not have enough time for reflection as most of the emphasis was doing it by the book reducing the input on EAL. With the increased population of EAL learners it is important to note the demand for different types of EAL provision with the new pattern of immigration. the mismatch in the system between the demand and the available specialist workforce is shown via the figures from NALDIC;; between 2004-2008 the number of EAL pupils rose by approximately 25% to stand at 824,381 but the number of EAL/EMA teachers had just increased by 8% during the same period. Socially perceived boundaries such as subject specialisation and hierarchial roles within a school setting can lead to a lack of collaboration (Haworth 2005). Coplllaboration has not historically been associated with class teaching (Lortie 1975). This is a downfall in the develepoment of EAL pedagogoy as teaching practice may benefit from collaboration on a personal level, through providing moral support and confidence; a professional level, enhancing reflective learnin; as well as on a practical level, resulting in increased effieciency and reduced workload (Hargreaves 1994). All teachers develop an individual self identity (Nias 1989) this then develop into self- efficacy beliefs which is an interweaving of the cognitive factors and affective dimensions (dufva 2003; Marland, 1986). Once self efficacy is achieved teachers are said to have strong beliefs about their ability to impart knowledge and enhance learning outcomes (Haworth 2005). But in a setting with a high population of EA L pupils the confidence/ self- efficacy is said to be challenged as teaching unpredicatibilty is often heightened and appropriate schemas many not be available (Pajares 1992). In these cases teachers may then become reluctant to seek help even when they need it ( Young kram, 1996) as their competence may be judged on their own ability to solve problems on their own( Lortie 1975). Other issues around this context is the status levels of support teachers and class teachers. Class teachers usually hold more powerful positions than support teachers (Haworth 2005) this can lead to a lack of communication on a childs progress. It is empirical that both sides are communicating effectively to discuss any problems or notes that have been made and to combine the curriculum work that the class teacher is focusing on (butcher et al 2007). Class teachers have also been reported to have unrealistic expectations of support teachers; they are expected to hold multiple roles and have cultural awa reness in all cultures that each child brings into the setting. All of this is expected out of sometimes non-qualified volunteers. Other teachers fear to show that they have specialism in the field of EAL as once established they are given the label of EAL specialist and expected to handle all children learning EAL. Hargreaves (1994) ideal vivison of a moving mosaic would be ideal where all professional contributed and discussed ways of Improvements. A lack of clarity between SEN and EAL is also a major concern.the (case studies ref) states the reason for this to be the lack of clearly identified criteria for identifying the language needs of pupils. Without clear assessment it is difficult to tell whether the delay is caused due to confidence issues using the language or because they have real learning difficulties independently of the language difference (cline 2009) As a pupil has further exposure to English, special educational needs may become apparent. It may be appropriate to follow both courses of action for some bilingual pupils. All answers should be based on good evidence collected in a variety of circumstances over a period of time. Children should only be involved with the SEN co-ordiantors if there is an actual need that needs to be dealt with. The SEN framework works completely differentlt to the EAL one, the wrong diagnosis could lead to the cognitive ability of the child to be supreesed due to the lack of challe nge. Over the main issues pointed out by researchers that have been a cause for concern are; the roles and reponsibilties over staff and support members, the staus of each member of staff and the crossover with specialists and mainstream teachers, the use of first language, community links and the teaching of English itself. Theories and frameworks have been developed (reference all above) but an international framework that will relate to all settings has yet to be created. Different approaches and methods are used by different settings but they are all costumly accomadeted to suit each setting, one approach that may be successful in one setting may not work at all in a different one. It all dpends on the geographical location of the settings and the particular outcomes it needs to reach. Methodology: The topic was chosen due to personal experience and an innate interest. At the age of 8 I was moved to the united kingdom and was considered to be an EAL learner. With no previous experience of English I was enrolled in a mainstream primary school setting. The main central research question is to look into how effectively pupils learnng EAL are intergrated within mainstream school settings. This was then broken down into 3 categories; to research current frameworks and theories, how interaction amongst peers effect the development and what kind of provision teachers/members of staff provide in supporting children learning EAL. The research was conducted in the manner of a case study. A Case study can be described as a spotlight on one instance/ situation or an in depth study to uncover what is happening and to shed fresh light (Aubrey et al 2000). The concept of EAL is a rapidly increasing area of interest and as set rules and regulations have yet to be adapted the process of a case study allows the opportunity to focus on all aspects of relevant research. The advantage of conducting one is; that it is richly contextualized allows for plenty of detailed descriptions and gives a better sense of what is being studied (Roberts-Holmes, 2005). This is contradicted by Flyvbjerg (2006) who pointed out the misunderstandings of case studies. The claims included One cannot generalize on the basis of an individual case and, therefore, the case study cannot contribute to scientific development ;and The case study contains a bias toward verification, i.e., a tendency to confirm the researchers preconceived notions. The overall aim of the case study was to focus on children learning English as a second language. With the use of internet serach engines and the universities library resource the process of filtering journals and information that was already produced began. As journals were read it became very apparent that there were no set guidelines for teachers to follow. Members of staff were facing a number of issues that hindered their ability to enable children learnig EAL to achieve their full potential. As the overall EAL issue was very wide the central research question (CRQ) was then refined to How are children learnig EAL intergrated into mainstream settings. First hand information is to be gained by looking into the interactions amongst pupils and how much supported is provided by the teacher. This is to be gained by the use of a semi- structured interview with the EMA/ EAL coordinators of each setting and an observation of 2 children within their natural classroom setting focusing on the interactions amongst peers and how the teachers expertise supports the children. As per the London government website (ref) London has the highest population of people from an ethnic minority background. With this information the search for two appropriate settings with a high number of EAL pupil began. With the use of the OFSTED reports the settings were narrowed down and then chosen according to proximity and access. First contacts were made via e-mail (see appendix ?) this outlined the aims of the research my intentions and what I would require. Both schools were content with the intial information that had been provided and requested to meet in person for further details to be discussed. The brief meetings with each head-teachers allowed me to be put in contact with the right members of staff and for them to provide me with children learning EAL in the appropriate class/age group. Two criterias were empirical in this research one was the chosen age group; 4-5 as an appropriate level of cognitive and language development is essential for any developments in ac quiring a second language to be noticed.the second is the ethnicity/ first language. The requirements were for 2 tamil speaking (as a first language) pupils. As I also have the ability to speak and understand the language it would allow me to gain first hand information on the discussions and thoughts amongst the peers. Once permission was granted to enter the school premesis the head teachers briefly introduced me to the class teachers that were in charge of the allocated classrooms and to the EAL/EMA co-odinators of each schools. The teachers allowed me to get aquainted with the class before the observation process had began enabling children to accept my presence and getting a chance to understand the purpose of why I was there. Ethical consideration was empirical as the research method consisted of first hand contact with children. Concerns have been related to the appropriateness and desirability of involving children directly in research, in terms of their competence and vulnerability as research subjects (manon et al 1996). The day observation commenced, a CRB had to be presented to both schools for security reasons before access was given to work with children. On the day of observation the teachers had pre- allocated two children as per the request and gave me a brief background. This included how long they had been in the u.k, when they joint the setting and what their current level of EAL was (see appendix?). as the children arrived at school the class teacher pointed out the parent of the pupils of interest. This enabled me direct contact in order to gain parental consent. A consent letter (See appendix 4) was also handed to them giving them a brief explanation of what my research consisted of and how their child would be involved allowing objection at anytime. Verbal consent was gained from the children to avoid deception. Further ethical evidence was specified (See Appendix 2). One of the chosen research methods was observation looking at day-to-day events within a setting without altering anything (Clough Nutbrown cited in Roberts-Holmes. 2009). This was considered to be the most suitable for acquiring information on the interactions amongst peers and witnessing exactly what kind of support was given by the teachers if any it involves first hand evidence collection and real-life situations (Roberts-Holmes, G, 2005, P92). This was extremely important as the children would need to behave exactly as they would in their daily lives without the researchers presence influencing the outcomes.The downfall to the method was that it was only conducted for a day hence the data collected may not have been be a true reflection of real life situation, as participants may know they are being observed. (Robson, C.2002). this should always be kept in mind when analyising the results. That said observation is the only method provides the closest representation of real life situations (Robson, C. 2002 It allows a researcher to be a part of their everyday life at school, seeing how they interact, play and learn, also allows observer to take account of emotions, tensions and behavior. (Bell, 1999). This was conducted as a mixture of structured observation and unstructured observation. The purpose was kept in mind, hence anything in relevance to how teachers facilitated children and the interactions between the peers was noted down as reflective diary notes (Holmes P.97). As soon as the initial raw observations were noted certain aspects specifically realted to the main focus were elaborated on,including the details of how the members of staff used materials and techniques to aide children learning EAL. The aim was to observe from an outsiders point of view but when working with children the nature is always unpredictable. At times participants would ask direct question or help which had to be responded to,at this point the role of a participant observer would be taken on. Although it disrupted the validity of the research it his allowed a deeper understanding through clarifications of their behaviour or actions that were at times unclear. To gain the information that was required from the EAL/ EMA co-ordinator a semi structured one on one interview was conductuded. This allowed information from the direct source, the researcher to ask the participant to elaborate, confirm and clarify what they are saying (Roberts-Holmes, 2005:110). Due to the close proximity the use of follow-up questions can be used to clarify something that has been said, or to expand on something raised by probing (Mac Naughton, 2001). The questions were prepared using the information that were highlighted as key areas in the literacy review and based onf current frameworks and policies. The interview was recorded via the use of a

The Place I Have Visited for Holiday

The Place I Have Visited For Holiday Last Chinese New Year would be my first one week break after entering the life of a college student. It was such a pleasant relieve because I do not think I could take another pressure after my mid-term examination. My friends from other colleges were also having their break from college so all of us decided to go for a short trip to Pulau Pinang. There were a total of nine people including myself. Originally, we planned to take the train to Pulau Pinang but they were out of tickets due to the festive celebration.So we took the bus instead. On our way there, the bus made a pit stop at Tapah. Most of my friends went down because it was just so cold on the bus but I decided to stay in. As the bus started to continue the journey to Pulau Pinang, I realised that my friends were not on the bus. And then I received a phone call from one of my friends saying that they were left behind. I quickly went to the driver to ask him to pull over so that my frien ds could catch up and get on the bus. Luckily, they were not too far behind.The journey took about six hours due to heavy rain. We reached Butterworth at around dawn. After that, we had to take the ferry to cross over to other side to get to Batu Ferringhi, Pulau Pinang. We were all really excited to finally arrive in Pulau Pinang but exhausted at the same time because of the long journey. So we decided to straightaway go to the guest house and check in. We spent the rest of the afternoon getting some rest before heading out to the beach which is just in front of the place we were staying at.After enjoying the view and playing some volleyball at the beach, we went for dinner at Gurney Drive. There was a wide variety of food to choose from. Each and every one of us bought different kinds of food then we exchange with each other and taste them. The food there was very delicious and tasty. We even took away some, in case we get hungry later. Then all of us went for a walk at the Ferrin ghi Night Market. There were so many tourists walking around too. We stopped by Sixty Nine Mansion to have some drinks before we head back to our guest house.The next day we checked out around noon and we took a train back home. We reached Kuala Lumpur safely later that night. In conclusion of our short trip to Pulau Pinang, it was truly a memorable experience. Pulau Pinang is definitely one of the most beautiful cities in Malaysia. Pulau Pinang is also an exciting place to visit because it has so many attractions to offer. There are so many things to see and so many other things to do. All in all, Pulau Pinang is surely an amazing place to go for a short trip or vacation.

Compare two or more poems that convey different impressions about town life Essay

Compare two or more poems that convey different impressions about town life. Compare their purposes and techniques in writing these poems. In this essay I will analyse and discuss the similarities and differences of four poems, all about relating to life in London: ‘Symphony In Yellow’ by Oscar Wilde, ‘Composed Upon Westminster Bridge’ by William Wordsworth, ‘London’ by William Blake, and ‘Conveyancing’ by Thomas Hood. I will aim to focus on the techniques used by the poets and the overall effect the poet is trying to create. I will later illustrate the similarities and differences between the poems and how they convey comparable impressions of London. In the late 18th and 19th century, the country life was seen to be peaceful and calm, and London in general was seen as a busy and hectic atmosphere. Oscar Wilde was born in 1854 and grew up in an intellectually bustling Irish household. His inspirations of London came when he visited the city, in order of fulfilling his dream of becoming famous. I would expect an idealistic impression of London from Wilde, as he looks up upon London and believes that it is the place in which he will gain a successful career. William Wordsworth was brought up in the Lake District where he became extremely familiar of the exquisiteness of the surroundings. In his poems, I would expect Wordsworth to revolve around nature and to capture the inner beauty that the environment creates. William Blake was an imaginative poet who had visionary experiences for the supernatural. I expect that in his poems, the images created would be of an abnormal presence or enclosing a lack of liveliness and presenting a disturbed situation. Thomas Hood was brought up in a part of London which was not so wealthy, and where the citizens were not as well off than other parts of London. Later in his life, he was left to roam the streets of London, a time when he spent most of his life in solitary. This leads to me believing that Hood would write his poems about the different areas of the city, and what London basically comprises of. Also, I think believe that his poetry would have meaning that links in with the passing of time, as Hood spent a lot of his life watching the time go by. ‘Composed Upon Westminster Bridge, September 3, 1802’ is a petrachan sonnet, not written about love, but one in which eulogises the view over West Minster Bridge. William Wordsworth is describing the view because he is inspired it and the feelings surrounding the beauty of the view. It is similar to ‘Symphony in Yellow’ because it is an idealistic view of the surroundings; it also has a beautiful, tranquil impression of city life. The poem is set in the early morning, which gives a special sort of radiance to the city. It gives an impression of a clean and refreshed setting that is virtually seen as shiny and new. It beauty is enhanced by introducing the dazzling sun. The poem is different to ‘Conveyancing’ as it is more peaceful and calming. Later in the day it would be more tense, more rushing, and lots of hustle and bustle. Wordsworth’s impression is based on London at a time of the morning where everything is asleep, and the time when nature invades a man-made scene. He uses antiquated words such as, â€Å"doth,† and â€Å"ne-er† which gives a sense of the city being more special, â€Å"The city now doth.† Wordsworth also uses similes such as, â€Å"like a garment, wear the beauty of the morning,† suggests that the morning is the striking part, like a garment cloaking the reality of the city. It is a covering, a beautiful faà ¯Ã‚ ¿Ã‚ ½ade that is only temporary while the morning lasts. The word â€Å"steep† means to be saturated in. The sun is completely saturating the hill; never did it more beautifully shine until it shone onto the buildings. The power of the sun if infusing all buildings with light. The effect given is that of the sheer radiance of sun, which is saturating everything. The metaphor, â€Å"That mighty heart† relates towards the human body; the heart, being the main organ, is at the centre. The heart pumps resources around and therefore gives life and feeds the rest of the city. Everything centres around the city, while country is a life-giving organ. â€Å"Touching and majesty†Ã¢â‚¬Ëœ in line 3 suggests awe and wonder, the poet is emotionally moved by the sight. It is a graceful and elegant sight that holds certain power that allows it to come across as commanding and reveal an impressive nature. It is to be looked upon, and it forces you to be humble upon its present. â€Å"The beauty of the morning; silent, bare, Ships, towers, domes, theatres and temples lie.† This list helps to construct the landscape as well as to create an image of all the buildings in the distant. It fills in the reader’s knowledge of the actual physical features that lay in the city, which help to understand the overall image created by filling in more detail to it. â€Å"Bright and glittering† implies a sense that the buildings are treasures, like jewels all glittering as the sun is shimmering through. â€Å"Never did sun more beautifully steep† contains alliteration, which produces sibilant sounds. This contributes to a tranquil feeling, certainly not an aggressive sound. It creates a restful atmosphere, and with the aid of soft consonants such as ‘s’ a smooth dreamy effect is created. â€Å"Ne’er saw I, never felt, a calm so deep!† This repetition disrupts the flow and draws attention to the fine feeling he has. Quite a spontaneous feeling is illustrated by adding as it goes along; it is a personal attempt to record feelings. â€Å"The river glideth at his own sweet will,† is a form of personification that infuses the river with a sense of life. The personality of the river is amiable and sweet natured, it is a sentimental way of making it a positive feature. â€Å"Dear God!† The abrupt exclamation jolts the poem in attempt to suddenly articulate his feelings. It is quite a conversational line that recreates the experience of personal thought and emotion. The poem ‘Conveyancing’ is a ballad that uses comedy to portray a bustling picture of life in London. Conveyancing is a general term for ‘moving things from one place to another,’ which is exactly what this poem is about. It is a ballad, which tells a story, and is characterized by stanzas of four lines that rhyme alternately. The poem has a regular rhythm/rhyme scheme throughout, and regular syllables to help people sing it fluently. It is a version of a comedy poem with a punch that portrays London as a place of trade, poverty and stealing. The word â€Å"Bustling† suggests light-hearted action. Hood is being affectionate towards London but critical also, â€Å"no one ever stops.† It suggests that the city is too busy, and life is always on the go, â€Å"loco-motion!† â€Å"Machine or man, or caravan,† implies that people are always busy making and taking money. It also means that you can practically have anything if you pay for it. There is a lot of mention about the actual people in the city, and what happens in their life. Also, how they make an impact on how the city looks at a stereotypical perspective. There is talk about gambling, people getting drunk, and journalists. There are also jokes about horses being out of condition, â€Å"Then if you like a single horse, This age is quite a cab-age.† This suggests the poverty and scarcity in the city. â€Å"Perched up to behind, at last to find, Your dinner is all dickey!† This is being critical of the cafes in London, and also of the standard of food that is served there. There is a satirical tone that is brought in throughout the poem, whence the positive and negative aspects are shown. Some of the words are italicised, this defines a certain emphasis on words that create a constant rhythm going. There are a lot of references to transport such as steam, train and horses. This adds to the impression of a fast-paced moving environment. ‘Symphony in Yellow’ is a poem where Wilde picks out dimensions of a scene that he is describing. There is far less activity in this poem than ‘Conveyancing,’ and more of a tranquil atmosphere. The humans are not dominant impressions unlike ‘Conveyancing.’ ‘Symphony in Yellow’ is more about the nature and the soothing tone of the country. â€Å"Crawls like a yellow butterfly,† is associating with meadows and peace. It adds to the calm and relaxed mood of the poem. â€Å"The thick fog hangs along the quay.† This quote shows the fact that for is not just described as a dismal and depressing feature, but as elegant and enhancing. There are signs of trees and vegetation, â€Å"The yellow leaves begin to fade.† Also, â€Å"And flutter from the Temple elms.† Again, this enhances the nature prospect and the beauty of the poem. â€Å"Pale green Thames,† is another dazzling luxury, which brings colour to the scene. Wilde’s ‘Symphony in Yellow’ is a simple image-based soporyphic poem. It is written in a very idealistic motion, painting a misleading portrait. It is more artistic that accurate. The poem is rather like ‘Composed Upon Westminster Bridge, September 3, 1802’ as it is an idealistic view of London, taking into account the nature and character of the city instead of focusing on man-made features.