The Dead and Dulce et Decorum Est Compare two First World War poems Essay Example

The Dead and Dulce et Decorum Est Compare two First World War poems Essay This essay is based on two poems which were written in the First World War. One poem was written by Rupert Brookes which is The Dead and the other was written by Wilfred Owenss which is Dulce ET Decorum Est. This essay will include a descriptive comparison between these two poems I will also be looking at the language both poets use and the effects it has on the reader. Rupert Brooke wrote his poem at the start of the war, it was written as a piece of propaganda, basically trying to encourage young men to join up and fight as he claims it is honourable to die for your country.Whereas, Wilfred Owenss poem was written towards the end of the war. Owen had fought in the war himself, he was diagnosed as suffering from shell-shock, he then arrived at craiglockland hospital, it was here where he wrote Dulce ET Decorum Est .Owen reveals in his poem how it is not honourable to risk your life and die for your country. The two poets clash and show us two different attitudes toward war, and also toward dying for ones country. Both poets use strong similes and metaphors to prove their points about the war.Firstly in Rupert Brooke poem he says,but dying has made us rarer gifts then goldHere he has used a strong simile because the soldiers are not literally gold. This quote also shows that they are lucky to be in the war, which gives them the chance to die for their country. However Owen claims the opposite, he states,Bent double like old beggarsA simile which means war is horrific and that killing other soldiers is a waste and they look like old beggars. Brooke says in this poem,Nobleness walks in our ways again; and we have come into our heritageThis metaphor is telling us that being noble gives you greatness and dignity and that this walks in their ways again and they can also now feel the heritage inside them. This confirms that dying for your country is a right thing to do.However Owen says,in all my dreams before my helpless sightHere Owen is using a simile, he is showi ng us that he cant look away in his dreams and he cant turn from them too, he sees it all in his dreams and Owen completely believes dying for your country is no good.Brooke saysTheir sons, they gave immortality as you can see Brooke is using a metaphor here, they dont literally live forever, in fact they are remembered forever. They gave their immortality and Brooke is saying giving up your life is not a big dealIn comparison Owen saysobscene as cancer, bitter as the cud of vileHere Owen says war is like cancer it spreads and kills slowly.Brooke champions the idea of the war cause for glory in his attempt to lure.blow out, you bugles over the rich dead!This statement sounds like a triumphant call to role similar to that of the pied piper of Hamlin leading young children away. The fact that the word Dead is in capitals is significant because it suggest that if soldiers should die in the battle they will take on an almost holy quality.Owen on the other hand writes his poem in the lig ht of battle experience and is keen to discourage young men or as he thinks of them, children from going into battle. Owen writes in his poem,knocked-kneed coughing like hagsThis powerful simile emphasises the fact that the war has aged the men prematurely and robbed them of their youth. Owen says dying for your country is incurable and no point of ricking your life just for war.Again Brooke uses a strong metaphor by saying,Sweet wine of youth; gave up the years to beMeaning their blood is precious, like sweet wine because the soldiers have been buried for years and their blood is rich just like rich wine when it has been left for years. They are more than humans. Blood of Christ is wine, like the dead soldiers blood. They have died young and have lost their young and happy years. In this quote he claims dying young is goodbecause your blood will be rich and precious. Brooke writes more by saying,of work and joy, and that unhoped serene here he is saying that they worked, had a laug h and unluckily there was neither peace nor calm. Brooke also claims unhoped serene he uses personification meaning when you give human qualities but not human basically just an image eg. The door yawned, a door cant yawn it is just a human quality.In contrast of these two quotes Owen says,his hanging face, like a devil sick of sinBoth a metaphor and a simile are being pictured into your head with. Hes not really a devil but he looks like a devil that has been hung up and being punished because of all the bad things that he had done in life. Owen is easily frightening the reader about war with this quote.The dead that was written by Rupert Brooke as the First World War began ,has exactly proved to the reader that they should die for their country, because he says that your blood will be precious and even though you might not live forever you will be remembered forever. Brooke uses many points to attract people to die for their country. However, the other poet Wilfred Owen who wrote the poem named Dulce ET Decorum Est who himself fought in the war wrote his poem toward the end of the war, in his poem he tells us sum facts about how the war is and that theres no point of dying for your country. One out of all the quotes in Owens poem that I believe will get the reader attention is the quote, in which he claims, his hanging face, like a devil sick of sin the reason I believe this, is because this quote makes people frightened about war as he is relating someones face to a devil sick of sin, also in my opinion I think this quote is very powerful and makes Owens poem a coincidence.

The Definition of Transcendentalist

The Definition of Transcendentalist A Transcendentalist was a follower of an American philosophical movement known as Transcendentalism which emphasized the importance of the individual and was a break from more formalized religions. Transcendentalism flourished from roughly the mid-1830s to the 1860s, and was often viewed as a move toward the spiritual, and thus a break from the increasing materialism of American society at the time. The leading figure of Transcendentalism was the writer and public speaker Ralph Waldo Emerson, who had been a Unitarian minister. The publication of Emerson’s classic essay â€Å"Nature† in September 1836 is often cited as a pivotal event, as the essay expressed some of the central ideas of Transcendentalism. Other figures associated with Transcendentalism include Henry David Thoreau, author of Walden, and Margaret Fuller, an early feminist writer and editor. Transcendentalism was and is difficult to categorize, as it could be viewed as a: Spiritual movementPhilosophical movementLiterary movement Emerson himself provided a fairly open definition in his 1842 essay â€Å"The Transcendentalist†: The Transcendentalist adopts the whole connection of spiritual doctrine. He believes in miracle, in the perpetual openness of the human mind to new influx of light and power; he believes in inspiration, and in ecstasy. He wishes that the spiritual principle should be suffered to demonstrate itself to the end, in all possible applications to the state of man, without the admission of anything unspiritual; that is, anything positive, dogmatic, personal. Thus, the spiritual measure of inspiration is the depth of the thought, and never, who said it? And so he resists all attempts to palm other rules and measures on the spirit than its own. Also Known As: New England Transcendentalists

Conditional Forms and Sentences in English

Conditional Forms and Sentences in English Conditional forms are used to imagine events in certain conditions. The conditional can be used to speak about real events that always happen (first conditional), imaginary events (second conditional), or imagined past events (third conditional). Conditional sentences are also known as if sentences. Here are some examples: If we finish early, we will go out for lunch. - First conditional - possible situationIf we had time, we would visit our friends. - Second conditional - imaginary situationIf we had gone to New York, we would have visited the exhibit. - Third conditional - past imagined situation English learners should study conditional forms to speak about past, present and future situations that depend on other events happening. There are four forms of the conditional in English. Students should study each of the forms to understand how to use conditionals to speak about: Something that is always true if something happens - conditional zeroSomething that will be true in the future if something happens - conditional one or real conditionalSomething that would be true if something happened in the present - conditional two or unreal conditionalSomething that would have been true in the past if something had happened - conditional three or unreal conditional At times it might be difficult to make the choice between the first and second (real or unreal) conditional form. You can study this guide to the first or second conditional for more information on making the proper choice between these two forms. Once you have studied conditional structures, practice your understanding of the conditional forms by taking the conditional forms quiz. Teachers can also use the printable conditional forms quiz in-class. Listed below are examples, uses and formation of Conditionals followed by a quiz. Conditional 0 These situations are always true if something happens. Note: This use is similar to, and can usually be replaced by, a time clause using when (example: When I am late, my father takes me to school.) If I am late, my father takes me to school.She doesnt worry if Jack stays out after school. Conditional 0 is formed by the use of the present simple in the if clause followed by a comma the present simple in the result clause. You can also put the result clause first without using a comma between the clauses. If he comes to town, we have dinner. or: We have dinner if he comes to town. Conditional 1 Often called the real conditional because it is used for real - or possible - situations. These situations take place if a certain condition is met. Note: In the conditional 1 we often use unless which means if ... not. In other words, ...unless he hurries up. could also be written, ...if he doesnt hurry up.. If it rains, we will stay at home.He will arrive late unless he hurries up.Peter will buy a new car, if he gets his raise. Conditional 1 is formed by the use of the present simple in the if clause followed by a comma will verb (base form) in the result clause. You can also put the result clause first without using a comma between the clauses. If he finishes on time, we will go to the movies. or: We will go to the movies if he finishes on time. Conditional 2 Often called the unreal conditional because it is used for unreal - impossible or improbable - situations. The conditional 2 provides an imaginary result for a given situation. Note: The verb to be, when used in the 2nd conditional, is always conjugated as were. If he studied more, he would pass the exam.I would lower taxes if I were the President.They would buy a new house if they had more money. Conditional 2 is formed by the use of the past simple in the if clause followed by a comma would verb (base form) in the result clause. You can also put the result clause first without using a comma between the clauses. If they had more money, they would buy a new house. or: They would buy a new house if they had more money. Conditional 3 Often referred to as the past conditional because it concerns only past situations with hypothetical results. Used to express a hypothetical result to a past given situation. If he had known that, he would have decided differently.Jane would have found a new job if she had stayed in Boston. Conditional 3 is formed by the use of the past perfect in the if clause followed by a comma would have past participle in the result clause. You can also put the result clause first without using a comma between the clauses. If Alice had won the competition, life would have changed or: Life would have changed if Alice had won the competition.

Self Fulfilling and Self Sealing Theory Essay Example | Topics and Well Written Essays - 1250 words

Self Fulfilling and Self Sealing Theory - Essay Example The essay "Self Fulfilling and Self Sealing Theory" discusses the self-fulfilling and self-sealing theory, the concepts of â€Å"Power Visible† and â€Å"Power Invisible†, the spray diagram of virtual classroom support system, the system and subsystem diversion in the banking system and system thinking in the light of self-sealing doctrine.Many a time, what we think or vouch, by coincidence, appears to be true. It is called as ‘Self Fulfilling’ which was coroneted as ‘Prophesy’ in the  earlier era. The myths of yesteryears, defying the geographical boundary, had stood for this theory. The mythology of different civilization bears the testimonies of the self-fulfilling prophecy. In fact, our own action many a time makes this theory come true. For example, an average student, discouraged from every corner, ends up with a firm belief that he can never do well in the examination. Eventually, his grade slides and he keeps on losing faith, resultin g much more decay in his career.On the other hand, â€Å"Self Sealing† as a theory leads to the cherished mental set that clings to a particular belief or taboo. Prevailing in the orthodox religious group or in different cults this theory prevents the believer to act normally as he gets paranoid in respect to the outside world order. The hideous crime done by some Jihad groups in terms of culpable loss of human life and resources shows us how a person under the grip of severe self-sealing doctrine can mow down innocent lives.

Negotiation, Listening and Responding Essay Example | Topics and Well Written Essays - 750 words

Negotiation, Listening and Responding - Essay Example First, I would like to take this credit of bringing up a valid point. Although the service director did not really grant my wish, yet I feel relieved to have said what I wanted to say. Had I not said it all, it would have pinched me from inside and my productivity would have been affected for the worse. By principle, I should not have been scheduled to cover a route on Thursday since it was not in my district. In response to this, the service director also brought up a very valid and reasonable point that routes in my district were being covered by the skippers which was something that did not happen in other districts. Parts of the negotiation that employed ineffective listening and speaking included the occasional noise of the passing trolleys outside the service director’s office which disrupted the conversation. â€Å"The goal of communication between a sender and a receiver is understanding of the message being sent. Anything that interferes with this can be referred to as ‘noise’† (intstudentsup.org, 2013). Our conversation was frequently disturbed by a call from the GM and from the service managers to the service director. The service director also seemed to be in a hurry probably because the GM had assigned him some urgent task. After the obtainment of message through the visual and auditory channels, it is important to attend to it inside the working memory which can be achieved by focusing on the visual and auditory stimuli (Wolvin, 2012, p. 2).... 2). I believe that his understanding was being impaired by the phone calls. However, I was a bit nervous because the service director was much senior to me not only in rank but also in age. I was the age of his child. My immaturity of age compared to his might have made him feel as if I was having that problem because of lack of my understanding of the gravity of matters. I did not do right by only thinking in my mind that things would be the same as they were before. I had presumed that the service director had decided already and would not reconsider my request; that was wrong. I should have believed as a successful negotiator that both of us were trying to reach an agreement (Guasco and Robinson, 2007, p. 4). One alternative way to conduct this conversation in a manner that would enhance the understanding of the matter for both of us and facilitate effective listening and speaking would be sending an email to the service director discussing the whole problem, and getting a reply f rom him via an email. The advantage of this alternative would be that he would consider my problem thoroughly in free time and think over it deeply before making me a reply. Another advantage would be that I would say everything I wanted to in the email without keeping any thoughts to myself. Another alternative way would be first discussing the issue with the service manager and ask him to convey it to the service director. The advantage of this would be that I would be conveying my message through a proper channel i.e. via service manager. Secondly, since the service manager and the service director are age-fellows, their conversation would not be impaired by

Models of Teaching Essay Example for Free

Models of Teaching Essay This paper explores the experience of synectics, a teaching model that comes from the informational-processing family. This model is known as the art of enhancing creative thought and through our group experience it has given us proof. Creativity is a huge part of the model and its purpose is to bring out creativity from the students. Synectics brings all children the process of metaphoric thinking known as the foundation of creative thought. As my group and I continued to study the model we discovered great connections and outcomes from teaching a lesson through synectics in two different grade levels. This paper will serve as a reflection from my experience using the synectics model as well as my group experience. Synectics Model In the beginning, my group and I were very puzzled about the model because it was something we were unfamiliar with and it took a while for us to comprehend the book. So, our first thing we decided as a group was to go home and read the chapter and explore the model and do personal research that could benefit our understandings. When Amanda, Tessa, Doug and I met up again we shared what we learned, but once again we remained stuck. My group was still feeling fuzzy about the model because we understood the rational but we did not know how to put it into practice. The Models of Teaching by Joyce, Weil, and Calhoun provided great information and examples but we still had no clue on how and what we were going to conduct a lesson using the model. Amanda and I brought in some lessons that we found on the internet that could be helpful for our group. One of the lessons was called â€Å"Running the Mile† by Jennifer Hoffman and just by reviewing it on my own it clicked and I understood what we needed to do. I know Amanda had an idea but I was not sure about Tessa and Doug because they still seemed unsure. The day we met in class for the last time was when our group asked our instructor for guidance and what she did was read the Synectics part from the Models of Teaching out loud and our group’s light bulb lit up. It was very interesting on how that happened because right after our instructor left the table we began coming up with a plan and lessons. As we group we decided that we were going to carry out two lessons. Doug and Tessa worked together to create a lesson for juniors at Doug’s school while Amanda and I collaborated on lesson for her 6th graders. We decided to carry it this way so we could compare the different outcomes for out final reflection. Once we figured out the synectics model we quickly put together two lessons less than ten minutes and began scheduling dates to teach and observe in the actual classroom. Working with Amanda we talked about an appropriate lesson that could connect to her current theme in the classroom. She mentioned that they will be studying the Holocaust so from there we came up with a lesson that dealt with Adolf Hitler whereas Doug and Tessa created a lesson that involved the Great Depression. Both lessons seemed very interesting and exciting because using the synectics model to teach it had unlimited outcomes. On November 15, I arrived at Amanda’s classroom as an observer and began my note taking. When I got there Amanda shared with me that she taught the lesson to another class of hers and said that it went very well because she got them to compare Hitler to a computer as well as a shark. Synectics consists of six phases and is easy to get confused at first but when it is successfully carried out it offers a creative outcome. I will provide the lesson summary that we will use to conduct the lesson. Lesson Summary: Step One: Phase One- Provide background information over Hitler and the Holocaust. The main resource for this is: http://www. ushmm. org/museum/. This will provide a ton of information over the different groups that were targeted and it provides background information over the process of the Holocaust. Step Two: Significant Question: How is Hitler like a Machine? This will be written on the front board and students will be asked to complete their answers in their journals that are stored in class. This will be a warm up to the lesson that we will be doing. Step Three: As a class, we brainstorm different machines. Students decide on one machine to become. They are to then write what they would do as this machine. Step Four: Compressed Conflict- Write adjectives on the board that describe the machine. Then have a discussion over the antonyms and the adjectives that conflict with one another. Example: Violent versus Quiet. We will then choose these as a class to compare together and discuss. Step Five: Now pick and animal to compare the compressed conflict with. Ask students, how is this animal like the compressed analogy? Example, say we choose a lion. How is a lion both quiet and violent? Step Six: Going back to the Holocaust, how can we compare this animal to a machine? Why is the Holocaust a quiet and violent lion, for example? Students will now gain an understanding of being able to connect Hitler/Holocaust to an animal that they are more familiar with. In the classroom this is what I observed. Phase One: Substantive Input- Teacher provides information on new topic which was carried out by Amanda the day before I came. She provided a PowerPoint about the Holocaust as well as information about Hitler. Phase Two: Direct Analogy- Teacher suggests direct analogy and asks students to describe the analogy. Amanda asks her 6th grade students to create a list of machines and gives them two minutes. These are the machines they came up with disposal, computer, microwave, car, oven, washer, lawn mower, shredder, copy machine, blender, toaster and vacuum. Phase Three: Personal Analogy- Teacher suggests students â€Å"become† the direct analogy. Amanda then tells her students to choose a machine and write about how it would be to be the machine. For example, a student chose a vacuum and this is what she wrote, â€Å"My owner always uses me to clean up stuff. In my point of view, I get fed. I am always sucking up all kinds of things like junk etc. Whenever they dump stuff out, I become hungry and it makes me feel like my whole stomach has been taken away. † Phase Four: Comparing Analogies- Students identify and explain the points of similarity between the new material and the direct analogy. Amanda then asks her students to vote on a machine as a class that they will use to compare Hitler with. The class voted on a shredder and came up with a simile. This is what one student wrote, â€Å"Hitler is like a shredder because he killed people and a shredder also kills paper. Also since a shredder sounds torturous, Hitler also tortured people. They are also both powerful. † The students came up with adjectives for the shredder such as hungry, happy, choking, short, powerful. Phase Five: Explaining differences- Students explain where the analogy does not fit. Amanda explained this step as the compressed conflict and had the student create a list of oxymoron from the adjectives in step four. This is what her class came up with†¦ Short vs. Powerful, Choking vs. Happy, Torturous vs. Happy, Choking vs. Hungry. Phase Six: Exploration- Students reexplore the original topic on its own terms. Amanda then gave her students 2 minutes to list some animals. The students listed zebra, tiger, lion, cheetah, pony, and bear. As a class they were told to choose one animal that matched their compressed conflict of being torturous vs. happy. Hence, they all agreed on a lion. Phase seven: Generating Analogies- Students provide their own direct analog y and explore the similarities and differences. Amanda then instructed her students to compare a lion to Hitler. Here are some of the responses her students gave. * â€Å"Hitler is like a lion because they are both like leaders and have followers. They also kill a lot and they are both smart. † * â€Å"Hitler is like a lion because they are both very powerful and vicious. They both kill things they don’t like and are both big leaders and have followers. † For the extension part we agreed that they could illustrate their outcomes if there was extra time available. Overall, the experience of using the model was a success because it brought so much creativity to the table and I was shocked that her class chose a lion for the animal to describe Hitler. I was shocked that no one brought up Lion King the Disney movie, because that movie makes a lot of reference to Hitler and dictatorship. It was very interesting how her students made a connection to it without thinking very hard. The rational of the model synectics gives students an opportunity to express their ideas creatively and make connections with the unknown. As students are prepared to start mixing analogies and similes together to create a connection, it gives students a chance to make a much more interesting connections in their daily writing and for the purpose of this assignment. Using the Holocaust as our main focus to teach about Hitler was an achievement because by overlooking what the students made connections with was obvious that they could express what Hitler felt and acted. In conclusion, this model at first seemed more challenging but after awhile it began to fall into place. It deals with thinking outside the box and for me being a creative person I enjoyed learning about the model and having to teach students to also think outside the box and not be afraid of the unknown outcomes. As a future educator, I feel that this model has been very beneficial and I look forward to utilizing again in my own classroom as writing warm ups to new stories or materials. This model helps students make connections with their background knowledge as well as concepts they are unfamiliar with and it also challenges them to bring their creativity out. Reference Joyce, B. , Weil, M. , amp; Calhoun, E. (2009). Models of teaching.

Leonardo Fibbonacis Famous Formulas :: essays research papers

Some people hate math and some love it. Other people devote their time to finding math patterns because they do not have a life. Leonardo Pisano Fibonacci, or Leonardo of Pisa, was one of those people. He was the "greatest European mathematician of the middle ages". Fibonacci was born 1175 AD in Pisa, Italy. His father was named Guilielmo, a member of the Bonacci Family and his mother Alessandra died when he was only nine years old. Fibonacci grew up with a North African Education because his father worked a trading post in that location. While there helping his father, he learned the Hindu-Arabic numeral system. Fibonacci traveled the Mediterranean world to study about Arab mathematicians of the time. Leonardo returned from his travels around 1200. In 1202, at age 32, he published what he had learned and introduced Hindu-Arabic numerals to Europe. His book was called Liber abaci. The book explained numeration with the digits 0?9 and place value. It also showed the importance of th e new numeral system. The book educated Europe and had an impact on European thought. However, the use of decimal numerals did not become widespread until much later. Liber Abaci also solved a problem involving the growth of a supposed population of rabbits. The solution was a series of numbers known as Fibonacci numbers. The number sequence was known to Indian mathematicians as early as the 6th century, but Fibonacci's Liber Abaci introduced it to the West. The Fibonacci numbers are a sequence of numbers that begin with 0, 1 ... and then calculated each number from the sum of the previous two. The equation for this method is . Another theory he studied was a sequence that has a flower like pattern. Fibonacci's second work was the Practica geometriae and was composed in 1220-1221. The Practica geometriae draws heavily on the works of the ancient Greek masters i.e. Plato. Fibonacci made a dent in mathematics history.

Understand The Role Of Communication And Interactions With Individuals Who Have Dementia

People who have dementia can communicate in different ways depending on how they feel and the type of dementia someone has. If an individual has dementia they might not be able to speak so as a career it’s important to read the body language of the individual. If they make funny noises or they are acting out of character or if they are being very loud then this may mean they are not happy and that they are angry. If they are lively and smiling and laughing then this may mean that they are happy and is feeling in a good mood.If the individual suddenly gets up from his/her arm chair and walks around then if may mean that they need to go to the toilet. If an individual who has dementia can talk then you can usually know how they are feeling through their tone of voice. If the tone of voice is sharp and clear then it might mean that they are upset or cross, if they are very quiet and talking softly then it might be scared and feeling very lonely.It is very easy to misinterpret som eone who has dementia. For example, If a lady or gentleman gets up from the chair and walks to the other side of the room, careers may think that he/she just wants to walk around to stretch his/her legs but in fact he/she needs to go to the toilet. Another example would be if a gentlemen is shouting for no apparent reason it might be because he is in pain but doesn’t know how to tell someone, a career might not realise this and may this he wants something instead. Also another example would be if a lady is asked if they would like something and they said no but actually they mean yes they would, careers wouldn’t realise what she means and ends up not giving her anything.There are different types of dementia which may affect the way someone will communicate. Dementia will affect an individual’s communication depending of what part of the brain the disease has affected. Here is a table to show which dementia effects communications.DementiaHow it affects communicat ion Alzheimer’s diseaseIf someone has Alzheimer’s disease then they regularly forget names, faces and recent events. They have problem finding the right words so can be hard making a conversation. Also they would have mood or behaviour problems such as irritability or loss in confidence so it would be hard for them to talk to someone and describe want they would like and making decisions. Vascular DementiaPeople with this type of dementia would find it hard to communicate because they find it difficult finding the right words to say. They may use inappropriate words which people may get offended as they don’t understand. They also become more emotional which again may affect the way they communicate to someone. Dementia with Lewy bodiesIndividuals with this type of dementia would find it difficult to communicate because of the variation in attention. It may be hard to communicate because they wouldn’t be focused as they are confused and not really listeni ng. FTD (Frontotemporal Dementia)This dementia is quite rare as it affects only 11,000 people in the UK compared with dementia with lewy bodies which affects about 100,000 people in the UK. People with FTD will have a decline in language abilities so they would find it difficult with trying to find the right word, finding it difficult to speak and have trouble with understanding common words and people’s names. Also in the later stages the reason why an individual may find it hard to communicate relates to the persons memory.The physical and mental needs that would affect communication with someone who had dementia would be a stroke. If someone had dementia it would be hard for them to try and talk and communicate but with a stroke as well it would be really hard to communicate as they would lose the use of their one side so their speech would be even more affected. In time the individual would get frustrated because they can’t speak and explain to people what they wan t or need. A mental affect with communication would be depression. If an individual had dementia and also suffered with depression, they would find it hard to talk to people as they find it hard to live through each  day. They would find it hard to talk because of their dementia so they would be able to express how they feel therefore would become even more depressed.If an individual has dementia had a sensory impairment would find it difficult to communicate. For example if gentlemen could see he would find it hard to explain what he wants as he can’t talk very well due to the dementia. Even if u offered a choice to him he would be able to say which one he wanted because of the dementia and would be able to point to the choice he would like because he can’t see. If a lady had a hearing impairment and had dementia she would find it hard because she would feel like she was in some sort of bubble as she can’t hear or talk to people. She would feel so down and de pressed because there is a lack of understanding between the carer and the individual. The lady’s well being would decline and her eating habits may also decrease as well.The environment would affect an individual who suffer from dementia because they wouldn’t recognise their surroundings so they would feel lost and maybe scared. It is important to have things and objects that they recognise because they won’t forget who they are. People who have dementia lose their confidence so being in a different environment would ‘throw them out of place’ so to speak. They would feel even lonelier as they wouldn’t know anyone. Having new things around you would make an individual with dementia feel even more disorientated as they would feel agitated and wouldn’t be able to relax because they are not familiar with the environment.The way people interact with dementia patients can vary between the way careers or other people behave towards them. For example is a career was feeling down, looking miserable and not putting any effort into their working then the individual would see and feel it and would not cooperate with you. If a career was really happy, jolly and being loud the individual may feel intimidated and again they wouldn’t want to cooperate. If the career was calm, relaxed and spoke in a clear voice then the chances are the individual would comply and do things as you ask. It is very important to know how to approach a person with dementia because they don’t know who you are so you can’t do anything that they wouldn’t like. You would have to be  polite and give clear instructions of you would like them to do. If you are friendly with them then they would be friendly back.The way you talk to someone with dementia is very important because it’s hard for the person to understand what they are doing because they have dementia but if you say it in a way that’s positive, loud and clear you would try get them to understand. You would have to speak proper English especially if you are working with the elderly, you can’t use any slang words because they wouldn’t understand what you mean. When talking you must slow down so they can hear what you are ask and you have to be polite when asking otherwise they would find you rude and words because again they would do what you ask.Also you have to talk in simple terms and not use big words because again they wouldn’t understand and if you do ask them to do something don’t ask all at once, ask in stages, for example if you are helping someone to get up in the morning instead of asking ‘Can you get out of bed’?, ask them in stages, Can you sit up’? Then ‘can you bring your feet around’? And then ‘can you stand up please’? This way the individuals thought process is less so can do each step at a time. This in time would make the individual more ha ppier and comfortable being around you and overall a positive atmosphere.

“An absolutely ordinary raibow” by Les Murray Essay

In Les Murray’s ‘An Absolutely Ordinary Rainbow’, there is a clear unconventional portrayal of the hero, and he shows many heroic concepts as a result of the dramatic techniques used to convey the notion of the weeping man not being society’s ‘conventional perception’ of a hero. The poems persona is simply an un-named ‘observer’ who tells the story, in a third person present tense narrative form (â€Å"they†) which assists in portraying the notion that a weeping hero actually did walk the earth and that its just not an event created in the mind, of the peoples and society’s reactions to this weeping man and the affects he has had on the people. The subject matter of this poem is the nature of this weeping man. A concept of the hero this poem communicates is that a hero is strong, he possesses the heroic quality of power. Les Murray develops this notion of a hero through un-conventional heroic forms. The first technique employed by Les Murray is listing. This technique is used to highlight the superiority and power the weeping man has over the people- heroic quality’s which come under the notion of his strength. because there is no actual description of the man’s physical superiority, his heroic strength lies in more mental aspects( uconventional heroic traight). This makes he’s quality of power even greater and more heroic because he has something which not everyone else can obtain and is thus harder to come by, he’s quality is special, unique and because of its power it is greatly feared (the strength which lies in a persons mind). The power and strength held in the man’s mind is so great that even â€Å"The fiercest manhood, the toughest reserve, the slickest wit amongst us trembles with silence(at the man)†. This listing emphasizes that he’s strength is greater than any other that exists. Evidence of the man’s immense mental strength is shown through listing and contrasting. The result of the sheer extent of his mental power is highlighted through him converting the once pessimistic skeptics of him,  Ã¢â‚¬Å"ridiculous, says a man near me†, into â€Å"believers†. What shows the power within his mind is so great and heroic, is in the way he executes and uses he’s quality. Through unconventional methods, rather than he speaking words to the people, he’s mind is so strong that he needs only show he’s mighty emotions to get his message across â€Å"he cries out†¦ not words but grief, not messages but sorrow†. Les Murray has contrasted the two opposites of communication, verbal(words,messages) and non verbal(grief,sorrow), ‘not’ and ‘but’, emphasize the superiority of the non verbal means. Therefore, the mans mighty power is he’s emotions, his weeping. The second concept of the hero put forward in the poem is of normality, it defies the orthodox visions of a hero which make him out to be a supernatural being. This poem presents that a hero is human and as the name of the poem suggests he is â€Å"ordinary† on the outside, however â€Å"he’s heroic qualities lie within-George V Higgins- Studies of poetry 2nd edition†. The hero’s normality is shown in the juxstapositioning of the allusion to Christ and supernatural beings through symbols which they are renowned for â€Å"some will say a halo or force stood around him† and the short blunt statement of â€Å"there is no such thing†. The specific positioning of the dogmatic statement â€Å"there is no such thing† boldly eliminates any truths behind the hero having any of these supernatural powers of halos and forces. Another technique used to emphasize the hero’s normality and to show that he is just an ordinary person is the use of diction and syntax in the final stanza. â€Å"He simply walks between us mopping his face†¦.man who has wept†. The word choice of ‘simply’ indicates connotations of naturalness, plainness and commonness towards the hero, while the position of ‘simply’ adds emphasis to the meaning that he is just an ordinary man among them, and â€Å"with his writhen face and ordinary body† has done something incredible, he has wept. Through he’s spontaneous weeping Les Murray presents a 3rd concept of the hero which is of a hero being mysterious and attention grabbing. The heroes mystery to the people is what he has to say or show, which in this case is hidden inside his weeping and furthermore the reason for his weeping. His ability to grab peoples attentions is shown through the observers constant curiousness and apprehensiveness. This is shown through the repetition of allusions to very popular social meeting places in Sydney and curious talk of this weeping hero going round and round these places reaching the minds of so many people â€Å"the word goes round repins, the murmur goes round Lorenzinis†. Also, the peoples immense desires to uncover the mysteriousness of the hero are shown through the metaphor where by the people are so enthralled with the weeping man that they yern and long his â€Å"tears† (his message, his reasons for weeping) â€Å"as children for a rainbow†. Through the hero’s use of his mysteriousness he achieves the heroic deed of being able to grab a sceptic peoples undivided attention, and have them in a position where he places himself in power to influence them in whatever means he wants. Through the use of techniques, Les Murray communicates interesting concepts of this unconventional hero effectively. The weeping man’s quality’s of being able to influence others and attain their attentions through his strength in sending across messages in unconventional ways make him heroic because he is just but a simple and ordinary man. Whether or not the weeping man achieved his un mentioned purpose is irrelevant, he is still a hero because he’s purpose may of just been to cause this widespread feeling of belief among disbelievers, which he accomplished and is shown in the last line â€Å"evading (converted) believers†.

Free Essays on Adolf Hitler

Adolf Hitler was born and reared in Germany. He was just like any other man, de-voted to his country. Hitler served as a soldier and a statesman. He gained the trust of mil-lions that fought and died in his name. We must understand how he gained and abused power. We must know the life and impact of the man who was once a madman and a po-litical genius. Adolf Hitler was born on Easter Sunday, April 20, 1889, in the Austrian village of Braunau. Hitler’s mother Klara Polzl was a nice simple girl, twenty-three years younger than her husband, Alois Schicklgruber. Klara was the maid to Alois’s children when she got pregnant by him. When Alois heard she was pregnant they were married at once. But the child she carried, and two more died before Adolf. Alois was not a loving father, he had a bad alcoholic problem, often abused his family, and visited mistresses. Alois Hitler died when Adolf was only fourteen. After Alois’s death, Adolf had a burden lifted off his hands. He only stayed in school for two more years after his father died, and then dropped out at age sixteen. Hitler had only spent ten years in school. Adolf was inspired to paint, it let him be a different person with his creativity. His mother, who had a lot of faith in him becoming a artist, gave him enough money to go to the Vienna Academy of Fine Arts. When Adolf was in Vienna, doctors found a tumor in his mothers chest. They operated immediately but she grew weaker as the months past. Hitler always tried to comfort his mother. At the same time, Hitler wanted to study art. In 1907 his mother gave him permission to take his inheritance from his father to support him in Vienna for one year and pay tuition. In October of 1907 the rector of the academy told Hitler that he was a architect, not a painter. After hearing that disappointment, he found out his mother was dying. Adolf was there for his mother in her last months. She died on December 21,1907. Afte... Free Essays on Adolf Hitler Free Essays on Adolf Hitler Adolf Hitler’s determination to dominate the human race sparked the beginnings of the Second World War. Some people might say that this quality did not have anything to do with being a military genius and a good leader, which is not true. Hitler was a military genius. Hitler started out as a soldier in WWII, after four years as a soldier; he joined a tiny right-wing party called the â€Å"German Worker’s Party† in 1919. And, once he joined, he had no problem quickly dominating and changing the name to the National Socialist German Worker (or NAZI) Party in 1921. In 1923, he attempted to overthrow the Bavarian government for which he served a term of imprisonment. He appealed to people because he was a strong public speaker and he publicly blamed the Jews for WWII, bringing up past German hatred for this group of people. Some might say that this is not military genius but, on the contrary, if he didn’t acquire followers, he would have no one to fight for what he believed. In the early 1930’s Hitler was announced chancellor of Germany. The government figured if they gave him a small amount of power, it would tone down his need for harsh actions against â€Å"non-Aryans† as Hitler liked to call them. However, the government was mistaken, this small amount of power was all Hitler needed to make the beginnings of the mass genocide of anyone Hitler did not see would fit into his superior race of people. Although Hitler’s dynamic public speaking ability had the most effect on the German population, the superfluous propaganda helped to shove them in the ‘right’ direction. Posters, paintings, pamphlets and postcards, all covered in anti-Semitist or pro-Hitler slogans were thrown all around the city. These things gave Hitler an almost god-like quality that people were drawn to. The persecution of Jews in Germany started as soon as Hitler came to power in 1933. In an anti-Semitist pamphlet that Hitler published he had this ... Free Essays on Adolf Hitler Adolf Hitler Hitler’s Childhood Adolf Hitler was born on December 20, 1889, in a small Austrian village called Braunau-am-Inn. Adlof was born a sickly child, his mother, Klara, watched over him night and day. Klara Hitler protected young Adolf from her short-tempered husband, Alois. Adolf grew into a thin, dark-haired, blue-eyed boy with an angular face. At the age of 6, Hitler started school and showed excellent achievement in his classes. Outside of school young Hitler was energetic and had many friends. Adolf’s home life was far less happy. His father ran the household like a military boot camp. When his father was in the same room as him, Adolf was not allowed to speak without permission. The first signs of Adolf’s aggression showed up at the age of 7. Adolf would challenge his tyrannical father and was beaten severely for it. In 1900, at the age of 11, Hitler entered a secondary school that turned out to be disastrous. After entering the school, Adolf’s grades dro pped in every subject except drawing. Hitler explains this change in academic performance in his book Mein Kampf. Hitler states that he purposely failed his classes to rebel against his father and sabotage all ambition towards him. During his high school career, Hitler became seriously ill with a lung infection and was forced to drop out of school. After his illness was cured, he then applied to the Vienna Academy of Arts hoping to start a career in painting. Hitler took the admission test and passed it, but when it came down to submitting a piece of art, Hitler’s watercolor was rejected. Adolf was rejected from the academy and felt no disappointment, although, Hitler was more concerned with a dying woman whom he loved greatly, his mother. Klara was suffering from breast cancer and would die in December of 1907. The death of his mother brought great sorrow to Hitler. The family physician said, "I have never seen anyone so prostrate with grief as Adolf Hit... Free Essays on Adolf Hitler ADOLF HITLER 1. THE BEGINNING At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the dean's office that day. Many Historians like to speculate what would have happened IF.... perhaps the small town boy would have had a bit more talent....or IF the Dean had been a little less critical, the world might have been spared the nightmare into which this boy was eventually to plunge it. WORLD WAR I While living in Vienna Hitler he made his living by drawing small pictures o... Free Essays on Adolf Hitler Adolf Hitler was born on April 20, 1889 at Braunau-am-Inn, a small town near Linz in the province of Upper Austria, not far from the German border, in what was then Austria-Hungary. His father Alois Hitler (1837-1903) was a minor customs official who had been born to unmarried parents. As a young man he used his mother's surname, Schickelgruber. In 1876, Alois took on his adoptive father's surname by having the church declare him the son of that man after his death, which was originally spelled Hiedler. Adolf Hitler never used the name Schickelgruber: this was a canard circulated later by his political enemies- as were insinuations that he was of Jewish descent. Hitler's mother, Klara (nà ©e Pà ¶lzl), was Alois's third wife: She was also the young girl who took care of Alois' children while his second wife lay dying and whom he later married. Of their six offspring, only Adolf and his sister Paula survived infancy. Hitler was an intelligent but moody boy, and he twice failed to pass the examinations to gain admission to the high school in Linz. There, he became captivated by the anti-Semitic, Pan-German lectures of Professor Leopold Poetsch, which greatly influenced the young man's views. Oddly enough, a schoolmate of Hitler's at Linz was Ludwig Wittgenstein, the famous philosopher. Hitler was devoted to his indulgent mother and developed a hatred for his father, whom he later portrayed as a sadistic tyrant, although in fact he was probably no more than a normal, strict Austrian father. Vienna and Munich In January 1903 Alois Hitler died, and in December 1907 his widow Klara died of cancer. Eighteen-year-old Adolf was orphaned and he soon left home for Vienna, where he had vague hopes of becoming an artist. He was entitled to an orphan's pension, and eked this out by working as an illustrator. He had some artistic talent and often drew pictures of houses and grand buildings. He applied to the Vienna schools of art... Free Essays on Adolf Hitler ADOLF HITLER 1. THE BEGINNING At half past six on the evening of April 20th, 1889 a child was born in the small town of Branau, Austria. The name of the child was Adolf Hitler. He was the son a Customs official Alois Hitler, and his third wife Klara. As a young boy Adolf attendated church regulary and sang in the local choir. One day he carved a symbol into the bench which resembled the Swastika he later used as the symbol of the Nazi party. He was a pretty good student. He received good marks in most of his classes. However in his last year of school he failed German and Mathematics, and only succeeded in Gym and Drawing. He drooped out of school at the age of 16, spending a total of 10 years in school. From childhood one it was his dream to become an artist or architect. He was not a bad artist, as his surviving paintings and drawings show but he never showed any originality or creative imagination. To fullfil his dream he had moved to Vienna the capital of Austria where the Academy of arts was located. He failed the first time he tried to get admission and in the next year, 1907 he tried again and was very sure of success. To his surprise he failed again. In fact the Dean of the academy was not very impressed with his performance, and gave him a really hard time and said to him "You will never be painter." The rejection really crushed him as he now reached a dead end. He could not apply to the school of architecture as he had no high-school diploma. During the next 35 years of his live the young man never forgot the rejection he received in the dean's office that day. Many Historians like to speculate what would have h... Free Essays on Adolf Hitler Hitler, Adolf I. INTRODUCTION Hitler, Adolf (1889-1945), German political and military leader and one of the 20th century's most powerful dictators. Hitler converted Germany into a fully militarized society and launched World War II in 1939 (see Federal Republic of Germany). He made anti Semitism a keystone of his propaganda and policies and built the Nazi Party (see National Socialism) into a mass movement. He hoped to conquer the entire world, and for a time dominated most of Europe and much of North Africa. He instituted sterilization and euthanasia measures to enforce his idea of racial purity among German people and caused the slaughter of millions of Jews, Sinti and Roma (Gypsies), Slavic peoples, and many others, all of whom he considered inferior. II. EARLY YEARS Adolf Hitler was born in Braunau am Inn, Austria-Hungary, in 1889, the fourth child of Klara and Alois Hitler. Hitler’s father worked his way up in the Austrian customs service to a position of considerable status, and as a result Hitler had a comfortable childhood. Hitler began school in 1900, and his grades were above average. It was decided that he would attend Realschule, a secondary school that prepared students for further study and emphasized modern languages and technical subjects. However, Hitler and his father strongly differed about career plans. His father wanted him to enter the civil service; Hitler insisted on becoming an artist. As a result, Hitler did poorly in Realschule, having to repeat the first year and improving little thereafter. During this time, Hitler began to form his political views: a strong sense of German nationalism, the beginnings of anti-Semitism, and a distaste for the ruling family and political structure of Austria-Hungary. Like many German-speaking citizens of Austria-Hungary, Hitler considered himself first and foremost a German. The death of Hitler’s father in January 1903 changed the family. The survivors' income... Free Essays on Adolf Hitler Adolf Hitler was born and reared in Germany. He was just like any other man, de-voted to his country. Hitler served as a soldier and a statesman. He gained the trust of mil-lions that fought and died in his name. We must understand how he gained and abused power. We must know the life and impact of the man who was once a madman and a po-litical genius. Adolf Hitler was born on Easter Sunday, April 20, 1889, in the Austrian village of Braunau. Hitler’s mother Klara Polzl was a nice simple girl, twenty-three years younger than her husband, Alois Schicklgruber. Klara was the maid to Alois’s children when she got pregnant by him. When Alois heard she was pregnant they were married at once. But the child she carried, and two more died before Adolf. Alois was not a loving father, he had a bad alcoholic problem, often abused his family, and visited mistresses. Alois Hitler died when Adolf was only fourteen. After Alois’s death, Adolf had a burden lifted off his hands. He only stayed in school for two more years after his father died, and then dropped out at age sixteen. Hitler had only spent ten years in school. Adolf was inspired to paint, it let him be a different person with his creativity. His mother, who had a lot of faith in him becoming a artist, gave him enough money to go to the Vienna Academy of Fine Arts. When Adolf was in Vienna, doctors found a tumor in his mothers chest. They operated immediately but she grew weaker as the months past. Hitler always tried to comfort his mother. At the same time, Hitler wanted to study art. In 1907 his mother gave him permission to take his inheritance from his father to support him in Vienna for one year and pay tuition. In October of 1907 the rector of the academy told Hitler that he was a architect, not a painter. After hearing that disappointment, he found out his mother was dying. Adolf was there for his mother in her last months. She died on December 21,1907. Afte...

Advance Directives

These are health care decisions made by a person on what he/she would like to be done to in case he/ she becomes incompetent at some time in future.   Decision making on health care issues is not easy and people are advised to seek advice from so many medical professionals in order to make the right kind of decision.   It is not only a persons doctor who should give directions on what to do then conclusions made from there, more information can be obtained from other health care professionals to help the person make satisfactory decisions on what he/she wants (Monagle and Thomasma 2004: 141). Advanced directives are made when one is mentally competent and are made on different forms as will be discussed.   Different patients suffer different illnesses or diseases and there are various cases of emergency.   Most cases that do occur are those of cardiac problems, respiratory and life sustaining problems.    Advance directives indicate what a person would like to be done to in case he/she can no longer make his/her own decisions (Monagle and Thomasma 2004: 141). A person is also allowed to assign this decision making role to a physician he/she trusts and knows his/her health status, therefore can make appropriate decisions.   Advanced directives as have been indicated, apply in different sections of healthy care.   Different health care departments have to abide by the advanced directives of the patients.   Almost all health care departments receive these advanced directives on what a patient would like to be done to.   An example is the emergency department that deals with resuscitation of patients with heart problems, respiratory problems among others (Bledsoe et al, 2008: 156). The paramedics in this department in most cases do not have the time to read and analyse the advanced directives written by the patient and the advanced directive may not even be available at the time of emergency.   They are always fighting to save the life of the patient at the time of emergency as their protocols dictate, giving them a hard time in consideration to advance directives documentation as well as information retrieval about the advanced directives. They therefore have problems with the advance directive system and forms.   Some countries or hospitals have developed different forms of advanced directives that suit the emergency department as well as other medical departments (Bledsoe et al, 2008: 157).   This will be discussed later.   The different forms of legal advanced directives are not known to so many people and so they do not know which one to use when in need of an advanced directive. Every adult in a mentally competent state is allowed to make a decision and write an advance directive.   It does not mean that if one does not have an advance directive then the person will not be treated or offered health care services, this is an optional measure just meant to give people a decent death or health care service of choice.   It is not only the people with terminal cases that write advanced directives.   Normal people who feel that accidents can occur to them and may need specific medical treatment write advanced directives indicating what they want and what they do not want when such a situation occurs (Cotts 2006: 5). This may be a problem though since the person at the time of decision making, do not know how the accident will occur or how his life will be affected after the accident.   It is only after the accident that the real facts can be revealed to the person.   This always causes problems with the close relatives to the incapacitated person.   Most cases of advance directive are on those with terminal illnesses who know that their life will not be good after some period of time and therefore make decisions on their life when they are fully competent (Cotts 2006: 5). People always make decisions not to be put into any life sustaining machines, not to be resuscitated or allow themselves to be treated so that there lives can be sustained.   An advance directive is just a guideline to a doctor on what the patient wants to be done to in cases of incapability.   An example of an advance directive is the Do Not Resuscitate, which dictates that a doctor should not resuscitate a patient in case of heart failure, or respiratory problem that makes the person not able to breath (Atkinson 2006: 46). There are different types of advanced directives.   These are anatomical donation, a living will and a health care surrogate designation.   There is a different form in case of emergency medical care.   If someone does not want any resuscitation in case of respiratory or cardiac rest, then a form of advanced directive known as the DNR (Do Not Resuscitate) is used.   All these types have specific areas of use (Atkinson 2006: 46).

From the perspective of Native Americans, would you say that the Essay

From the perspective of Native Americans, would you say that the Spanish and English Empires in America had more similarities than differences - Essay Example Both empires took the lead in developing a new empire in the new world and subdivided their territories into subsections. The Spanish empire consisted of three viceroyalties including New Spain, New Castile, and New Granada. Its empire extended across most of Americans and into Asia in the sixteenth Century. The English empire had four subdivisions including Indian empire, four self-governing countries, colonies, and territories. Secondly, the Spanish and the English empires in America were similar in their economic endeavours. The leadership in both empires quite well understood the importance of a stable economy. The Spanish empire, which happens to be the largest in the world, depended mainly on silver and gold produced form Peru and Mexico. According to Scott, â€Å"the gold and silver of the conquered Aztec and Incan civilizations supplied the Spanish monarchy with centuries of mineral wealth† (Scott web). This wealth could sustain its economy. Indigenous people formed the workforce because they worked as slaves (Hansen et al 530). To maintain its empire, English empire endeavoured to industrialise using slaves from the colonised nations as cheap labour. The fact that English society contained a more developed and flourishing sector than its neighbourhood did attract settlement to its territories building a platform for commerce. Thirdly, both empires carry a history of poor administration. The management of the conquered colonies was inefficient and poor. For instance, Spanish monarchs had a problem in administering large territories conquered during their raid. There existed poor means of communication, which led the monarchs to formulate rigid rules, within layers of bureaucracy. Both empires endeavoured to civilize and colonise the natives, at times dehumanizing them by making them slaves or getting rid of them and replacing them with the whites. Although both empires had poor administration, they influenced globalisation of the current