Analysis Essay Example | Topics and Well Written Essays - 500 words - 6

Analysis - Essay Example The stories tell about a group of soldiers engaged in wartime activities. Most of them are there since they have been compelled to do so. The narrator himself feels that the war is not worth sacrificing his life for. Although the book is filled with stories of the Vietnam War, but it is not a war story. It does not tell about the battles fought or the causes behind them. It is about search of answers by man about the logic behind wars and making sense of the brutality that one sees during war. The Vietnam War shattered the idea of American culture because of the enormity of evil celebrated during the entire period of war. The war and its consequences changed a soldier’s philosophy of life. The author states that a war story can never give a message on morality because of the grave sins that are committed by the soldiers in the battlefield – â€Å"A true war story is never moral. It does not instruct, nor encourage virtue, nor suggest models of proper human behavior, nor restrain men from doing the things men have always done† (O’ Brien, 65). A war can never be a solution to anything and can never be moral and nor can the incidents related to a war be justified. The only thing that a war is capable of doing is cultivating hatred in the hearts that were innocent before joining the war. This emphasizes upon the uselessness of a war as long as a nation’s dreams are concerned. The dreams, which could have blossomed amongst the young people of a nation, finally end in facing the harsh truth of a war and fighting for a cause which could never be moral. In the chapter Good Form, he drew the line between â€Å"happening-truth† and â€Å"story-truth†. He recounted a soldier he once killed near the village of My Khe. In this context the author portrays the real image of the war he witnessed. The author illustrates the frightful sight of a man he killed in the war. In his

Holistic Development of a Child

Holistic Development of a Child Understanding how children develop is an important obligation for all those who work in early years practise. Practitioners need to develop an understanding of the implications of childrens developmental processes in order to meet individual needs. The key to this understanding is the development of skills in observing children and of interpreting those observations. Throughout the observations the aim is to compare their abilities to the norms of a child their age and to compare and analyse the results against what child development theorists have understood through relevant reading and understanding gained from experiences, also to explain how the characteristics of the child and features of his/her environment may interact to influence growth and development. A holistic approach to child development seeks to simultaneously address the physical, emotional, relational, intellectual, and spiritual aspects of a childs life. The importance of the Holistic Approach is that it Children learn different things at different stages, e.g. walking, talking, fine motor skills etc. Holistic development is the overall development of all areas of development in children. There are many proven techniques used in observing children. Depending on the reason for the observation some methods will relay the information more clearly, the observation that have been taken have been done in the free description written record method, checklists, web diagram. The free description is observed when a specific task is set, appropriate to the age and stage of development of the child. It is a description of an event unfolding face on, written in the present tense so that the reader can appreciate what has happened. The disadvantages are that may not be able to convey everything you see as it happens and sometimes it is difficult to keep up with what is happening and it may produce an unwieldy amount of information this can be seen in Appendix 1. Checklist or developmental guides are often used for assessing a child on one particular day, but can be used over a long period of time. Checklists often highlight areas of a childs development that have previously gone un noticed. For example in Appendix 5, I was able to concentrate closely on what the children were doing and could observe things as they unfolded as I was looking for them. The advantages of the checklist method are that it is a quick way of presenting a great deal of information. The disadvantages are that care must be taken to maintain objectivity. The role of the childcare and educational practitioner in a home placement stays the same as it would in a school or nursery and we still have to abide by the confidentiality policies. The 1989 United Nations Convention on the rights of the child sets out 54 Articles. The Articles that relate particularly to observing children are: Article 12: Children have the right to say what they think should happen when adults are making decisions that affect them, and to have their opinion taken into account. Article 13: Children have the right to receive and to share information, as long as the information is not damaging to them or to others. Article 16: Children have the right to privacy. The law should protect them from attacks against their way of life, their good name, their families and their homes Under the Data protection act 1988 the observations taken will require to comply with the eight data protection principles: to be fairly and lawfully processed, to be processed for limited purposes, to be adequate and relevant and not excessive, to be accurate and finally not kept longer than necessary. The placement setting is in a loving family with both parents present. The mother aged 32 is not working as she is still on maternity leave; the father age 33 works full time Monday to Friday. There are four children in the placement family. Child D the oldest female age 5 attains reception in the school down the road, Child C the middle female child age 3, attains pre-school half a day Monday and Tuesday and stays with a child minder all day Wednesdays. At the end of the placement Child C is attaining pre-school all day Monday and Tuesdays, she also has Hypermobility. The twins Child B and Child A age 6 months on first day of placement. Child B is male and the younger of the twins. Child A is female and also suffers from Hypermobility. The placement is over a period of 4 months in which I shall being observing Child A and Child B. The mothers pregnancy was healthy with no problems. Her first child, Child D she was in labor for 26 hours, the second, Child C it only lasted about 30 minutes, she says I was afraid that I was going to have her down the toilet! The labor for the twins was also very quick only lasting 1 hour. The mother explains that during the beginning of the pregnancy you couldnt even tell I was pregnant and I felt fine but when it came to 28 weeks I got very big and it became very heavy and uncomfortable. She went full term of 39 weeks. Child A weighed 6lbs 10oz and came out head first with no complications. Child B weighed 5lbs 15oz and tried to come out sideways because of the extra round after Child A left, the midwife had to push the baby back and turn it around inside the mothers womb. There was 18 minutes between Child A and Child B. When Child B came out he was black and blue but was breathing but the doctors were unsure whether he would survive because his Apgar score was 3. The very first test given to your newborn, the Apgar score occurs right after your babys birth in the delivery or birthing room. The test was designed to quickly evaluate a newborns physical condition after delivery and to determine any immediate need for extra medical or emergency care. Although the Apgar score was developed in 1952 by an anaesthesiologist named Virginia Apgar, you may have also heard it referred to as an acronym for: Activity, Pulse, Grimace, Appearance, and Respiration. The Apgar test is usually given to your baby twice: once at 1 minute after birth, and again at 5 minutes after birth. Rarely, if there are concerns about the babys condition and the first two scores are low, the test may be scored for a third time at 10 minutes after birth. Five factors are used to evaluate the babys condition and each factor is scored on a scale of 0 to 2, with 2 being the best score: activity and muscle tone pulse (heart rate) grimace response (medically known as reflex irritability) appearance (skin coloration) respiration (breathing rate and effort) Doctors, midwives, or nurses add these five factors together to calculate the Apgar score. Scores obtainable are between 10 and 0, with 10 being the highest possible score. (www.kidshealth.org/parent/newborn/first_days/apgar.html). Children that have a score under 6 rarely survive. The mother believes in a constant routine and that her children behave the way they are because she does not smother them and entertain them when they cry, she encourages them to play by themselves as to establish independence from an early age. She says let the babies cry for a bit and they will sort themselves out. But obviously if the child has hurt themselves or really needs attention she will give them love and care. There are not many socio-economic factors within the family as the children were all planned, although the mother obviously didnt predict twins, she explain thatthey are lucky to be in a position to be able to give their children a happy and healthy lifestyle. During the placement the father got a new job in which he is going to be earning more. The mother explained that they were considering her going back to work but she they want to give stay out of work until the twins are in school. Also during the placement the parents made a very important decision that effects there life forever, they had decided that the father was going to get a vasectomy. They made that decision that they have had the number of children that they want for their family. The mother also gets allot of help from the family as both parent have parent walking distance from the house and the house is always full of family members. Physical development: The different areas of development that the observations will be focused on are- physical development, this is divided into gross motor development, and how children grow and acquire physical skills, from gaining head control to full agility. Fine motor development linked with vision and hand-eye coordination. (Frankel, Hobart, 2004) A childs physical development depends just as much on nurture as it does on nature. On the one hand a child is born with a genetic map that will guide such matters as height and general muscle development but on the other the childs environment will influence overall health and activity levels which contribute to physical development. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html) The developmental norm for a baby aged between Birth to 9 months are: Birth gross motor reflexes rooting, sucking and swallowing reflex. Grasp reflex. Walking reflex. Moro reflex Birth fine motor reflexes pupils reacting to light, open eyes when held upright, blinks or opens eyes wide to sudden sound, startle reaction to sudden sound, closing eyes to sudden bright light. 1 month gross motor reflexes In prone, lifts chine. In supine, head moves from side to side. Arm and leg extended on face side. Begins to flex upper and lower limbs. 1 month fine motor reflexes Hands fisted. Eyes move to dangling objects. 3 months gross motor reflexes Held sitting, head straight, back and neck firm. Lower back still weak. When lying, pelvis is flat. 3 month fine motor reflexes Grasps an object when placed in hand. Turns head right round to look at objects. Eye contact firmly established. 6 month gross motor reflexes In supine, can lift head and shoulders. In prone, can rise up on hands. Sits with support. Kicks strongly. May roll over. When held, enjoys standing and jumping. 6 month fine motor reflexes Has learned to grasp objects and passes toys from hand to hand. Visual sense well established. (Frankel, Hobart, 2004 p.178-179). From Appendix 5 we can see that Child A has developed slower in the physical development area. She is able to do all the norms for a baby aged6 months but after 6 months her brother starts to develop quicker and we can see that may be crawling before she does. When observing Child A it seems that she doesnt seem to understand where her feet are, is could be because of the Hypermobility is when Connective tissue proteins such as collagen give the body its intrinsic toughness. When they are differently formed, the results are mainly felt in the moving parts the joints, muscles, tendons, ligaments which are laxer and more fragile than is the case for most people. The result is joint laxity with hypermobility and with it comes vulnerability to the effects of injury. These may cause troublesome and persistent problems, but do not affect the vital organs and thus do not pose a serious threat to life. (http://www.hypermobility.org/whatishms.php). Child B is developing physically at a norm al rate. Looking at appendix 5 we can see that he is eager to crawl and is progressing well. If I was to return to the placement family in a couple of months I predict that Child B will be crawling and able to sit unaided. One of the many main theorist that surround child development is Jean Piaget he believed that, knowledge comes from personal experiences, he recognised four individual stages. The first two years of a childs life the sensorimotor stage when babies and toddlers knowledge and understanding are chiefly drawn from physical action and their senses sight sound taste touch and smell. He suggested that throughout this stage children remain egocentric but become aware of object permanence. (Pound, 2005, p.37) Piagets first stage of development (Sensorimotor stage) is only relevant to these observations as it is aimed at children aged from birth to 2 years old. This is the stage where a child does not know that physical objects remain in existence even when out of sight. (http://www.funderstanding.com/content/piaget) Early on, children are only able to perceive things that are right in front of them, but as they mature, they understand that if a ball rolls under a chair and they can no longer see it, it still exists, under the chair. This is an especially important understanding for children, helping them to have an increased sense of safety and security since they can now grasp the fact that when mum leaves the room, she hasnt disappeared, but will soon return. (http://www.kidsdevelopment.co.uk/EncourageChildsPhysicalDevelopment.html) Both children seem to understand that when the toy is put behind mums back its not there, but they still try and reach for it as they know that mum is hiding it. But when the toys are packed away they understand that its gone. At the beginning of the placement Child B would cry when mum left the round and he continuously looked around for her, towards the end of the placement he stopped doing this. The same thing happened when they were in the buggy, Child A and Child B should start to cry as they were unable to see mum but they both could hear here. Later this stopped. Their ability to grasp objects is still developing and they are doing a lot of physical movement. They find comfort in playing with objects around them. Child A and Child B are developing an awareness of space from rolling from side to side and distance as they both reach for things. There is one toy that will engage both childrens interest and they seem to be comforted by this particular toy. The childrens mobility is developing as they are aware that reaching and moving will get them what they want and the satisfaction when this is achieved shows on their faces. Child B is able to handle and grasp object while Child A is struggling. The children become rigid, throw their limbs in the air when something has upset them, when they want to be picked up they reach out for the person. Child A and Child B have been making eye contact with their peers giving them confidence, physical, psychological and emotional comfort. The children observed enjoy the company of others and like to copy facial expressions and sounds that those around them make. Cognitive and Language development: Language development, which is from the first cry, through the growth of verbal communication skills, to true speech and understanding. Also Intellectual/cognitive development, the development of childrens ability to think and learn through interacting with their senses and experiences (Frankel, Hobart, 2004) The developmental norm for a baby aged between Birth to 9 months are: At birth Cries vigorously with some variation in pitch and duration. 1 month Cries become more differentiated to indicate needs. Stops and attends to voice, rattle and bell. 3 months Regards hands with intense interest. Beginning to vocalize. 6 months Finds feet interesting. Vocalises tunefully. Laughs in play. Screams with annoyance. Understands purpose of rattle. (Frankel, Hobart, 2004 p.178-179). From Appendix 2 we can see that Child A is developing more in the communication area as she is chatting all the time and has already said da da several times. This is encouraged by the family. Child B is not developing as fast in the language norm as his sister as he is only communicating his feelings through crying and giggling, while Child A is able to chat and sing and is now developing coping noises. Child B likes attention, looking at Appendix 2 we can see that he uses his crying language to gain attention and to be picked up. Burrhus Skinner worked on the Behaviourist theory, which humans act to avoid punishment and gain reward. Skinner emphasised reward. He believed that punishment was counter-productive. Skinner also applied behaviourism to language. He believed that all language was learned by reward. How Children Learn, Linda Pound 2005. So Child B understands that his crying will eventually lead to reward of being picked up which is what he wants. The mother in the placement is trying to stop this as she believes that children should be left to entertain themselves. Chomsky was so opposed to Skinners views that he developed a theory, based on the idea of language development as an innate process. He hypothesised that we are born with a language acquisition device which gives us an inbuilt understanding of language structure. Noam Chomsky proposed that all humans have a LAD, (language acquisition device). The LAD contains knowledge of grammatical rules common to all languages. The LADÃÆ'‚Â  also allows children to understand the rules of whatever language they are listening to. Chomsky also developed the concepts of transformational grammar, surface structure, and deep structure. -www.languagedevelopment.tripod.com Noam Chomskys theory that humans are born with a special biological brain mechanism, called a Language Acquisition Device (LAD). His theory supposes that the ability to learn language is inborn, that nature is more important than nurture and that experience using language is only necessary in order to activate the LAD. (Fifty Major Thinkers on Education from Confucius to Dewey, Joy. A. Palmer). So therefore Child A and B are already aware to what is being said around them and have some understanding of language, they would definitely sense tone of voice and both children can recognise their mothers voice as a comfort noise. Appendix 3 also shows cognitive development in that both children are use to their bath time routine and like the experience. The children make sounds in social interaction. Their interaction with Child C (older sibling) creating interest and they enjoy interacting with her. Sound levels are intriguing when there is a sudden noise. Lev Vygotsky is also another important child development theorist he emphasised the importance of families, communities and other childrens influences on children. Vygotsky believed that language and thinking were key; talking about everyday experiences would help children learn more about communication. The zone of proximal development is what a child can do alone and what they can do with someone more skilled or experienced. The social context for learning is when child learn through interaction with others. How Children Learn, Linda Pound 2005. Social and Emotional development: Emotional development, from initial total dependence to full independence and autonomy. Social development, from close bonding to full and rich relationships with a complex network of children and adults. (Frankel, Hobart, 2004) The developmental norm for a baby aged between Birth to 9 months are: At Birth Bonding/attachment. 1 month Watches mothers face with increasing alert facial expression. Fleeting smile may be wind. 3 months Reacts with pleasure to familiar situations/routines. 6 months Takes everything to mouth. Responds to different emotional tones to chief caregiver. (Frankel, Hobart, 2004 p.178-179). Erik Erikson, whose influences mainly came from Anna Freud, Sigmund Freuds daughter, was largely concerned with how personality and behaviour is influenced after birth, not before birth, and especially during childhood. In the nature v nurture (genes v experience) debate, Erikson was firmly focused on nurture and experience. His theory of eight stages of psychosocial development basically asserts that people experience eight psychosocial crisis stages which significantly affect each persons development and personality. -www.businessballs.com. Erikson created a wider and more educationally relevant theory of psychodynamics by integrating social and cultural factors into his writing. His work also stimulated interest in self-identity and adolescence. (Pound 2005) Erikson explained that things that happen when we are children affect us when we grow up. For example, we know that orphans who werent held or stroked as infants have an extremely hard time connecting with others when they bec ome adults and have even died from lack of human contact. During the first year of life, a baby forms their first feelings about the world and whether or not it is a safe place based on the level of consistent care provided by the primary caregivers. When trust develops successfully, the child gains a sense of security but if this sense is not developed, a fear and inner mistrust of the world is formed. Anxiety and insecurity are indicative of an unsuccessful beginning. (http://www.kidsdevelopment.co.uk/EriksonsPsychosocialDevelopmentTheory.html) Babies like putting everything into their mouths, and their senses of taste, are the primary sensory organs until about the age of 8 months. And even afterwards its still a first stop in terms of exploring things (touch is a very important first sense, too).Mouths are useful for exploring the texture of things, too. As we can see from Appendix 2 and Appendix 6. Child A and Child B both like to explore objects by putting them into their mouths. While Bronfenbrenners theory, in line with the social constructionist theories of Vygotsky, Urie Bronfenbrenner (1917-2005) developed the ecological systems theory to explain how everything in a child and the childs environment affects how a child grows and develops. He labelled different aspects or levels of the environment that influence childrens development, including the Microsystems, the mesosystem, the exosystem, and the macrosystem. (http://www.mentalhelp.net/) Child A and Child B are beginning to understand their environment as the family have a routine, which we can see from Appendix 4, that the children are aware of the routine and that putting them down on the carpet means time to move about. Jay Belsky believed in high-quality child care, he produced an evaluation of the Sure Start programme and a report published in 2005 inform that in Sure Start areas the most underprivileged groups had managed rather worse that similar groups in non-Sure Start areas. The next report issued in 2008 showed much greater improvements. Belsky reported that the risks are that more hours in any kind of childcare across the first four-and-a-half years of life and, independently, the more time in childcare centres, the higher the levels of problem behaviour(and) that children who spend more time in non-maternal care through their infancy, toddler and pre-school years experience somewhat less harmonious mother-child relationships through their first three years. They start school being somewhat more aggressive and disobedient than children with less non-maternal experience. How Children Learn 3, Linda Pound 2005. Appendix 4 shows that Child C attained a child minder on Wednesdays. The placemen t mother has spoken about her believes in making her children more independent which is why her first two children have gone to a child minder one day a week and she is going to take the twins to a child minder to. As she thinks it is good for the children to be able to interact with other people not just mummy, it helps them build confidence. There is a definite attachment with the mother and the children but there is also an attachment with the older siblings and the grandmother, who visits a lot. John Bowlby developed the Attachment Theory, when children show preferences for closeness to a small number of adults and these attachments are a normal and universal part of human development. We need that attachment from birth as babies seek out such attachment with the aim of being fed and protected as it brings the feeling of being safe. The attachments we have at childhood may determine our relationships as adults. How children Learn, Linda Pound 2005. From comparing the observations to the EYFS (Early Years Foundation Stage) Child A and Child B are developing an understanding of themselves and what they are capable of doing. This is recognisable during observing them in all types of situation such as carpet time, bath time and feeding. Recommendation are to let the children continue to stretch and grab things on the carpet, maybe using different material such as shining objects, crinkly objects, light, soft and heavy objects, to encourage the children to be confident and explore new objects. Babies need to develop some sense of self-identity in order to develop self-confidence and self-esteem. A starting point in this journey is to find ways of helping babies recognise themselves. (Practical EYFS Handbook, Penny Tassoni). Child B is finding it harder to gain confidence in playing solely so the mothers approach to encouraging him to do so is an ongoing process, babies cry fact but Child B needs to learn that he cant be cuddled all the time. Letting children touch things to work out for themselves what it is and letting them choose what they want and not giving in to their cry if they cant reach as they might if you give them time. Playing games with the Child A such as touching the parts of the body as you say them will help them to develop a greater understanding of where their body parts are and helps to create a happy game to play. Also playing feet moving games and moving her legs around helps stimulate her limbs. Being physical and close to your children and making eye contact with them and having conversations with them about anything provide ideal opportunities to develop language skills, especially with Child B. Using key words helps babies to develop language and singing songs and rhyming. Child B is also call another nick name which is endearing but may confuse him in developing recognition of his name. Through this observations they have lead me to believe that the children are at a normal level of development, Child A is less able to grasp an hold object and her physical development is less than Child B, as Child A has Hyper mobility which means that she will develop physical ability such as standing, crawling and sitting up straight slower than her brother (Child B). But she is communicating and talking more than her brother which could indicate that she is developing quicker in the language and communication area. There is nothing to worry about with the childrens development rate although one is developing quicker at something then the other could be because of the fact that one has hypermobility so she will definitely take longer to develop physically but also because one is female and the other male may also be a factor. The role of the practitioner is crucial in observing and reflecting on childrens spontaneous play, building on this by planning and resourcing a challenging environment which supports children and extends specific areas of learning and extends and develops childrens language and communication in their play in a safe environment. The observations taken have helped explain why the children carry out certain behaviour and have leaded me to understand more about child development theory. The most success full observation was the checklist type as it gave me direct answer, the free disruption was effective but I felt that I was missing things as they happened as I was still writing when they happened. Throughout the placement I have enjoyed the experience and I have gained experience with babies and have found that they are not as fragile as I first thought and that I do understand what their noises mean and I can distinguish between a hungry cry and Im sad I need attention, cry. I have also learned that it is healthy for babies not to be seen to straight away when they first start to cry, that they can indeed sort themselves out and ignoring and leaving the children to cry helps them to become more independent.

Euthanasia Essay: The AMA and Assisted Suicide -- Euthanasia Physician

The AMA and Euthanasia/Assisted Suicide      Ã‚   The American Medical Association (AMA) has long been known for its strong views. As the issue of euthanasia, particularly doctor-assisted suicide, has come to the forefront, the AMA has taken a strong position on this controversial subject also. This time the AMA has taken a firm stand for preserving, not terminating, the life of the elderly/handicapped/depressed/mentally ill, etc. patient. This essay will explain in detail the stand of this influential group of doctors.    The AMA filed an amicus brief in the 9th Circuit case regarding doctor-assisted suicide. In this brief, the AMA stated, "There is, in short, compelling evidence of the need to ensure that all patients have access to quality palliative care, but not of any need for physician-assisted suicide ..." The AMA is keenly aware that doctors perform a crucial act of healing and saving life. Accepting a dual role of taking life, while at the same time protecting life, would undermine their credibility and the sacred trust that exists between a patient and doctor. Thus the AMA has recently announced the implementation of the Institute for Ethics. The goal of this entity within the AMA will be to educate 10% of its member doctors (estimated to be 20,000) on hospice and palliative care. Further, they believe that providing responsible alternative treatment to ending life will all but eliminate the quest for euthanasia. This aggressive new project will be headed by Linda Emanuel, Professor of Bioethics at Harvard. The two-year pilot program is funded by a 2-million-dollar grant from the Robert Wood Johnson Foundation. Ironically, this foundation is also well known for aggressive pro-abortion funding. However,... ...ertaking. They are convinced that when patients are offered a reasonable alternative, they will reject euthanasia. "The other side is preying on fear and anxiety," said Dr Gomez. "When you attack that fear directly, you take the steam out of the other side's arguments."    The program is expected to be up and running in six to eight months. It will take that amount of time to train the needed speakers and get things organized. It is too early to tell if the Institute will be involved in sponsoring and promoting anti-euthanasia legislation on the state or national level. However, the Institute for Ethics plans to set the tone for the AMA whenever it speaks on this issue -- a powerful and influential voice in America's medical communities.    WORKDS CITED: AMA Institute For Ethics http://www.ama-assn.org/ama/pub/category/2559.html   

Letters Home Essay

She had been going around all over the place and Frederick was bound to be dragged in to the situation. I always knew it would only ever end in tragedy. Everyone was talking about her all over Rome. She would be seen all over the town with a different man on her arm every time. The Americans never had any respect for the culture in Europe. Maybe over there she would not have stood out, but her actions in Rome were not acceptable under any circumstances. Frederick is so naive. I could always see that he would end up being hurt by this girl, however, not quite in the way it turned out. Perhaps her death is for the best. Hopefully Frederick will not be so stupid next time he sees some common girl walking the streets. I’ll leave you now; my head is thumping again. These migraines come more and more often at the moment. I can only sit here and hope it will pass. Yours sincerely, Mrs. Costello Character study: Mrs. Costello is Winterbourne’s aunt and although also not originally from Europe she has a very European attitude to certain things. She refuses to mix with people who are lower in society than she is, for example the Millers. She can perhaps be seen as slightly pompous and she also seems to know everything that goes on behind the scenes. The letter is quite informal as Mrs. Costello is writing to her sister. She uses short sentences and is very critical. Rosalind Tamman 17 rue de Groggos Vevey Dear Rosalind, Since Daisy’s death, many things have changed in my life. I let her lead her life as she wished, never telling her what to do, and this is the consequence. I wrote to Mr. Miller informing of Daisy’s death and he rushed over to Rome immediately. I was very pleased to see him, as was Randolph. We have been to left to comfort each other since Daisy died, but my little boy stayed strong for me. Since daisy died, Randolph has been very quiet, saying little and responding politely to my instructions without question. He was pleased to see his father, but he is clearly saddened without his sister around. He is so young to be subject to such misery. Mr. Miller showed little emotion when he came to Rome, but we have now gone back to Schenectady. Randolph and I would not have been able to cope on out own without our dearest Annie. It seems we had few friends in Europe, so we are glad to be back in Schenectady. I can only blame myself for Daisy’s death. I should have held her back at times when she wanted to go out. Mr. Winterbourne was a nice man. Maybe I should have stopped her seeing Mr. Giovanelli. My life feels so empty without Daisy. I would do anything to bring her back. Randolph is growing up, but we will never be able to replace Daisy. We are all missing her dearly, but perhaps we knew the end was inevitable. She was always going around all over the place. She was bound to get the fever sometime. Perhaps I should have done something, said something, but now it is all too late. Yours, Mrs. Miller Character study: Mrs. Miller is mother of Randolph and Daisy. She is a very nervous and ill woman and this can be seen in the letter. Due to her lack of control over Daisy’s actions, she is seen as low class and a bad mother. This letter is very personal and emotional after Daisy’s death. It is intimate and informal, perhaps showing a lack of class in the language and informality. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Arthur Miller section.

In reality Britain is not a meritocracy, this is due to discrimination and labelling. It is a capitalist economy

In reality Britain is not a meritocracy, this is due to discrimination and labelling. It is a capitalist economy. The type of stratification system used in Britain is the Class System, which divides society into a hierarchy of unequal social groups based on their occupation this defines whether they are working-class or middle-class. However, the social divisions are not clearly separated. The class system is an open society, social mobility is possible across the social hierarchy on the basis of personal achievement, from which you can gain achieved status. However, there are obstacles to social mobility including prejudice, labelling, discrimination, racism and sexism. Lack of Educational achievement can also be an obstacle. Conjugal roles are the roles played by a male and a female in a marriage or cohabiting relationship. The inequalities in social class between the working-class and middle-class exist in the conjugal roles played in the family. Traditionally the roles played by the male and female were very different. For example the male did the DIY and the ‘manly' jobs and the female took care of the more domestic jobs like housework and looking after the children. They had segregated conjugal roles. These roles are the gender stereotype of what is expected of us even today. However, we have seen a shift from segregated conjugal roles to joint conjugal roles where the male and female do similar tasks. This idea of joint conjugal roles is called ‘The Symmetrical Family' (Young and Willmott). Statistics have shown that more men are choosing to become ‘house-husbands', the ‘New Man'. The reversal of the traditional roles normally occurs where the women earn more than the man, and it is financially practical to swap roles. The importance of female partners earnings gives them more equality to men as they agree to the housework and are then encouraged with the housework. This shift has been seen mainly amongst middle-class couples, other reasons for this are that middle-class men have been encouraged to stay at home by shorter working hours and improvements in living standards and material comforts in the home because they can afford them. Working-class suffer from material deprivation and cannot afford these material comforts. Young and Willmott (1975) argued modern home-centred families have increasingly more joint conjugal roles. More geographical mobility also meant a decline of the traditional extended family network so there is no longer the pressure of the extended family on the woman to act, as a housewife and stay at home like tradition. Those couples who moved to new areas because of work and re-housing during industrialisation tend to have joint conjugal roles and have loose-knit social networks. Each male and female are less likely to have their own friends and relatives outside the family. They tend to rely on each other more for support, leisure and spend more time together and share domestic responsibilities. Those couples who have close-knit social networks (traditional working-class) tend to have segregated conjugal roles. Each partner has their own network of friend and relatives. The man and woman tend to be less socially dependant on each other than middle-class symmetrical families. Our primary agency of socialisation is our family. Working-class parents are continually teaching their sons and daughter differently to each other, teaching the gender stereotype on conjugal roles through gender role socialisation, so that inequality between men and women continues to exist through future generations. It could be argued, the middle-class have different values which mean they have different attitudes towards who does what domestic tasks. However, the ‘New' working-class (argued by Goldthorpe et al) arguably have become more like the middle-class due to embourgeoisement (Marxist theory devised by Karl Marx) and this includes their attitudes towards conjugal roles. However, evidence still shows that the majority of women still perform the domestic tasks around the home (the gender stereotype), even though they have paid jobs outside the home. The number of hour's women spend on housework is calculated at around 50-60 hours per week compared to men who do an average of 1.6 hours (newspaper article, sociology review, ‘Back to the Future' by Madeline Leonard). Feminists believe that this is a dual burden and there is a role conflict for women. Anne Oakley believes this, she is a feminist she also believes that we live in a patriarchal society. Feminists say that men may appear to be the ‘New Man', however they usually perform the more enjoyable side of the domestic work, like playing with the children, instead of the more routine jobs like cooking and cleaning which are performed mainly by the women.

60 Easy Oxymoron Examples + Analysis

60 Easy Oxymoron Examples + Analysis SAT / ACT Prep Online Guides and Tips Despite what it might sound like, no- an oxymoron isn’t something you can call your little brother when he’s bugging you.Rather, an oxymoron is a coolliterary device you can use in your creative writing. We’ll go over exactly what an oxymoron isand then show you four oxymoron examples from pop culture and literature. We’ll also provide you with an extensive list of oxymoronsso you can get a better feel for what oxymorons look and sound like. What Is an Oxymoron? An oxymoron is a figure of speech that combines two seemingly contradictory or opposite ideas to create a certain rhetorical or poetic effect and reveal a deeper truth. Generally, the ideas will come astwo separate words placed side by side. The most common type of oxymoron is an adjective followed by a noun. One oxymoron example is "deafening silence," which describes a silence that is so overpowering it almost feels deafening, or extremely loud- just as an actual sound would. Oxymorons are often used in everyday conversation and ina breadth of writing, such as literature, poetry, and songwriting. You might’ve heard of another literary device called the paradox, which is similar but not identical to the oxymoron. While an oxymoron is the combination of two contradictory/opposite words in a single sentence, a paradox is an entire phrase/sentence that appears contradictory but, upon further investigation, could be true or plausible. One of the most famous examples of a paradox is thesentence, "This statement is false." If this statement is indeed false as it says, then this would actually make it true. But if the statement is true, then it can’t be false, despite the fact it claims to be! Now, don't let your brain start to hurt just yet- up next, we take a look at oxymoron examples in sentences from literature and pop culture. 4 Oxymoron Examples + Analysis Now that we’ve gone over what an oxymoron is, let’s take a closer look at four famous oxymoron examples in sentences to better understand how this literary device actually works. Note: All bold emphasis in the following quotations is my own. Oxymoron Example 1 Good night, good night! Parting is such sweet sorrowThat I shall say good night till it be morrow. - William Shakespeare,Romeo and Juliet This famous quotation from Shakespeare’s Romeo and Juliet contains an equally famous oxymoron. In this scene, Juliet utters the phrase "sweet sorrow" to describe the feeling she has when having to say goodbye to Romeo. Althoughthe adjective "sweet" evokes a giddy, romantic emotion, the word "sorrow" callsto mind the much less happy, far more depressing aspect of having tobid farewell to someone you'd rather not leave. Thus, as the oxymoron suggests, this scene ishappy since Juliet and Romeo are in love, yet it's also sad because they must say goodbyeand cannot stay together through the night. Oxymoron Example 2 I have passed with a nod of the headOr polite meaningless words,Or have lingered awhile and saidPolite meaningless words,And thought before I had doneOf a mocking tale or a gibeTo please a companionAround the fire at the club,Being certain that they and IBut lived where motley is worn:All changed, changed utterly:A terrible beauty is born. - William Butler Yeats, "Easter 1916" This excerpt from Irish poet William Butler Yeats’ famous poem "Easter 1916" has the prominent oxymoron "terrible beauty," which is repeated again at the end of the poem. The main topic of this poem is the 1916 Easter Rising in Dublin, an event during whichnumerous Irish nationalists rebelled against the British government in Ireland. The violent display ultimately led to thousands of deaths and injuries. Despite the "terrible" things that happened and the many lives lost, Yeats uses the term "beauty" to bring attention to the positive ideals of independence that gained ground as a result of this event:thisdesire for self-government is what spurred the Irish War of Independence just a few years later. In this sense, theuprising was simultaneously terrible (in that it led to death) and beautiful (in its romantic aspirations for independence). This next oxymoron example is about Queen Guinevere and Sir Lancelot's tragic love affair. Oxymoron Example 3 And peradventure had he seen her firstShe might have made this and that other worldAnother world for the sick man; but nowThe shackles of an old love straitened him,His honour rooted in dishonour stood,And faith unfaithful kept him falsely true. - Alfred, Lord Tennyson, "Lancelot and Elaine" inIdylls of the King This stanza, from Lord Tennyson’s retelling of the tale of King Arthur, usesseveral oxymorons for poetic effect and as a way to emphasize the conundrum that Lancelot, Arthur’s most loyal knight and friend, finds himself in. Theoxymorons here point toLancelot's contradictory existence in regard to his relationships with both Guinevere and King Arthur: Lancelot isa "faithful" and "honorable" lover to Guinevere yet also an "unfaithful" and "dishonorable" knight to King Arthur, Guinevere’s husband, whom he is essentially betraying by carrying out a love affair with the queen. Oxymoron Example 4 'Cause all of meLoves all of youLove your curves and all your edgesAll your perfect imperfectionsGive your all to meI'll give my all to youYou're my end and my beginningEven when I lose I'm winning - John Legend, "All of Me" These lines come from the hit 2013 song "All of Me" recorded by John Legend. The lyrics of this powerful piano ballad make use of several oxymorons. With the first oxymoron,"perfect imperfections," the speaker is making it clear that his lover’s flaws are ultimately what make her the perfect partner for him.The other two oxymorons emphasize the fact that no matter what happens- for example,no matter how sad or defeated the speaker might feel- there willalways be a silver lining in that he'swith the love of his life. List of 50+ Oxymorons You Can Use Below, we provide you with an extensive list of oxymorons. These 50+ oxymoron examples are listed alphabetically and arranged by category (i.e., the type of oxymoron word combination). Feel free to look throughthis vast list of oxymoron examplesif you’re in need of an oxymoron for something you're writing or if you simply want tolearn some of the most commonones. Single-Word Compound-Word Oxymorons Bittersweet Frenemy (friend + enemy) Love-hate Adjective + Noun Bigger/larger half Controlled chaos Crash landing Cruel kindness Deafening silence Definite possibility Deliberate mistake Even odds Exact estimate Fine mess Foolish wisdom Friendly fire Friendly foe Hateful love Heavy lightness Honest thief Living dead Loud whisper Loving hate Old news Open secret Organized chaos Original copy Peaceful war Perfect imperfections Random order Same difference Silent scream Sweet misery Sweet sorrow Terrible beauty True lies True myth Unbiased opinion Virtuous lie Wakeful sleep Walking dead Working holiday/vacation Adverb + Adjective/Adverb Alone together Awfully good Definitely undecided Falsely true Painfully beautiful Perfectly imperfect Seriously funny Strangely familiar Strangely normal Terribly good Truly false Miscellaneous Act naturally Agree to disagree Kill with kindness Make haste slowly What’s Next? Want to learn more about figures of speech, besides oxymorons and paradoxes? Then check out our in-depth guide to the 31 literary devices you must know. Oxymorons are an excellent, thought-provoking tool to use in writing, but they're certainly not the only device you should work with. Learn all about effective imageryandwhat personification is with our expert guides. Preparing totake the AP Literature test?Thenyou'll need to knowwhat to expect on exam day, including what kinds of questions you'll be asked and how much time you'll have.

Ziggurat at Ur, c. 2100 B.C. essays

Ziggurat at Ur, c. 2100 B.C. essays Ziggurats are a form of ancient temple common to the Sumerians, Babylonians and Assyrians. A Ziggurat is a huge platform with a series of smaller platforms on top. They look like a stepped pyramid with stairs leading to the summit where there was a small temple. Each ziggurat was dedicated to the city's most important god or goddess. Ziggurats are like a mud-brick mountain fit for the gods. Around 2100 B.C. king Ur-Nammu built a ziggurat in honor of the God Sin. It was called Etemennigur, which meant a house whose foundation creates terror. It was built in Ur, south of Iraq and has been visible on the flat Mesopotamian plain for thousands of years. The ziggurat was built from small mud bricks that were locally produced. The mud bricks were made out of mud and reed; the reed was pressed into moulds that had been left to dry in the sun. Each brick measured around 25 x 16 x 7 centimeters and weighed around 4.5 kilograms. The core of the ziggurat at Ur was constructed using mud bricks which were then covered with baked bricks. The baked bricks, which measured about 30 x 30 x 7 cm and weighed up to 15 kg, they were made out of clay pressed into moulds. The bricks were left to dry and were then baked in a mud oven using dry twigs which were set on fire. This made the bricks water resistant. The first stage of the ziggurat was built using around 7,000,000 mud bricks And 720,000 baked bricks. On top of every sixth layer of bricks, reed matting was placed in a criss-cross manner. Sandy soil was also placed with the layer of reeds. Most of the bricks were stamped with the name and title of King Ur-Nammu. The base of the temple was either square or rectangular, and the most common size for it was either 50x50 or 40x50 meters. From the base, new steps were added, until the ziggurat was topped by a small sanctuary. All walls were sloping, and all horizontal lines ...