The poems of Seamus Heaney and D.H.Lawrence Essay Example for Free

The poems of Seamus Heaney and D.H.Lawrence Essay The poets Seamus Heaney and D. H. Lawrence frequently describe their own childhood memories in their poems. Mid-Term Break and The Early Purges by Heaney, both show great examples of the way Heaney felt about many things, like death and relationships, as do the poems Piano and Discord in Childhood by D. H. Lawrence. Lawrence was born in 1885, the fourth child of five. His father was an irresponsible alcoholic, and Lawrence was born hating his father and shivered at his touch. Heaney, however, loved and hugely respected his family and especially his father. Heaney was born in 1939 at the start of WW2. He, unlike Lawrence, was the eldest of nine children, and was brought up and worked on his fathers farm, before being sent to a boarding school when he was twelve. Lawrences parents had a violent relationship one big bloody fight, because of his fathers temper. Lawrence was much closer to his mother because she was highly educated and they understood each other. Heaneys poem Mid-Term Break is all about the death of one of Heaneys younger brother. Heaney conveys many feelings in this poem, like growing up, childhood, memories, and death. He uses many modern techniques in this poem: caesura for emphasis on certain things, enjambment to create a sense of continuity running through the poem, alliteration, imagery and many more. Heaney also portrays a lot of memories in this poem. First the title: Mid, implies an interruption in his life and childhood, and an early introduction to adulthood, but also Break, is a harsh, tough word, that could mean the break in his brothers life and childhood. In the first stanza he mentions sitting all morning in the college sick bay. This was when he was awaiting to be driven home to his brothers funeral from his boarding school, and was feeling isolated and loneliness from the rest of the world. Heaney sees his father crying in the second verse. In the porch I met my father crying, this is also the first implication that the funeral is that of a member of the Heaney family. He also mentioned Big Jim Evans another big, strong role model, affected by the death. The next verse says: The baby cooed and laughed and rocked the pram, which is incongruous and doesnt fit in with everything else. Later, Heaneys hand was shaken by old men, and Heaney was embarrassed, because he should have been showing them respect. He was told: they were sorry for my trouble, which is clichi , and he felt a huge amount of responsibility when whispers informed strangers I was the eldest. Heaneys mother coughed out angry tearless sighs because she was either angry with herself for not looking after her son, or angry with the driver of the car that knocked him clear. In the poem, Heaney felt many things: embarrassment, sadness, and awkwardness. The last verse of the poem reveals the age of his dead brother. The alliteration and sharpness of the last line, really makes you realize how young he was, and how hard it must have been for the Heaney family. The last verse is also set apart from the rest of the poem, because it has only one line. This makes it even more important, because the reader will notice it more, and also pay more attention to it, and what it means. Heaneys other poem The Early Purges focuses on Heaney growing up through his childhood, and his journey to becoming an adult, and obtaining a different perspective on certain things. The Early Purges, is very significant. Early implies something that happened to Heaney when he was young early on in his life, and Purge means to rid yourself of impurities and sin. It also makes the poem sound as if it wont be endurable. This poem is about bad things that have happened to Heaney. It is all about death. As a young boy, Seamus Heaney helped to work on his fathers farm, and during that time he saw farm workers killing lots of defenceless, innocent animals. This is also bluntly written. Heaney was only six when he first saw kittens drown. He makes this very bold at the beginning of the poem. It is hard-hitting and appeals to the hearts of the readers, because kittens are, young, cute and vulnerable animals. Dan Taggart pitched them, the scraggy wee shits. The worker, Dan Taggart is the one doing the killing. He calls the kittens scraggy wee shits, which shows how little he cares about them. The kittens are described as making a frail metal sound, which again shows how young and weak these animals are. The sound also appeals to the aural senses, because the reader can easily imagine the sound and how horrible it must have been.

Final Exam Study Guide Essay Example for Free

Final Exam Study Guide Essay Explain and discuss the following topics in light of the course readings and class lecture/discussion. Answers will be graded primarily on the depth and thoroughness of response – please develop your answers so that they reflect an understanding of the readings and class lecture/discussions. You will be given five questions, out of which four will need to be answered. 1. Using Christifideles Laici chapter 2, describe the important features of the mystery of Church communion. 2. What do we learn from CCC 234, 221 and 260 about the mystery of Church communion? 3. What does Christifideles Laici chapter 3 contribute to a proper understanding of the dignity of every human person and the relation of this truth to all human rights? 4. Chapter four of Christifideles Laici addresses the unique evangelistic contributions that various groups of the lay faithful make within the vineyard. Describe two of these groups and Blessed John Paul II’s insights into their unique work in the world. 5. Compare and contrast two of the definitions of â€Å"catechesis† which were examined in class. Be sure to state the exact wording of these definitions and provide an analysis of their emphases. 6. Msgr. Kelly describes four frameworks through which we understand modern catechetics. Be prepared to explain any of these frameworks. 7. The Guide for Catechists reflects specifically on four characteristics of the spirituality that is particular to catechists. Be prepared to discuss thoroughly any of these four characteristics. Why are these characteristics vital to the catechist’s spiritual life?

Benefits Of Working In Partnership Children And Young People Essay

Benefits Of Working In Partnership Children And Young People Essay 7.1 Summarise the benefits of working in partnership with parents and others. The importance of building relationships and making links with parents is crucial. The old fashion attitude towards parents by early years workers was definitely wrong i.e. we know what is best for your child. This was an unhelpful attitude and created an atmosphere where parents did not feel at ease. Talking to practitioners parents felt that their views were not important. Parents did not feel comfortable coming into early years setting (nursery, school) unless they had been invited or had an appointment to attend. This approach and situation has nowadays generally changed and early years workers recognise that working with parents is very beneficial to childrens learning and development. As children come into settings with different experiences and many different needs, the main source of information about children is very often from their parents or main carers. Parents should be treated as partners as they are the childrens first and most influential educators. Working together the long term benefits of a constructive partnership between parents and practitioners will have a positive impact on a childs development and learning experiences. Parents may also feel more encouraged and supportive towards the school. There are many ways in which children benefit when parents and practitioners work together: Children will definitely settle more easily and feel more secure if they know that their parents and practitioners (childminder, nursery or school teacher) get on really well. Children will gain from having a similar routine or approach for example, parents are able to tell practitioners what time a child normally needs a rest, eats or feels tired, dealing with difficult tantrums and what to expect, or the use of a EpiPen if a allergic reaction is trigged and any difficult toilet issues. Practitioners and parents can work together to help a child who has a particular developmental need for example, a child with a language delay may need extra help in nursery or school with speech and some sign language enforcement i.e. Makaton which is a language program designed to help communication between individuals who cannot communicate efficiently by speaking or a child with poor pencil grip may learn the proper way of holding a pencil at school and will also help them at home when writing or drawing. Parents/ main carers are usually the first to notice that something is bothering a child, they can pass their concerns to practitioners who can recognise and help to resolve. Small unsolved problems or situations may become big ones if not treated promptly. Diabetes and insulin dependency is another very important area that needs to be discussed and completely covered so everyones aware of a childs needs. Early years personnel should have an understanding of diabetes and must be trained in its management and in the treatment of diabetic emergencies. There are many ways in which staff in settings can try to build up a good relationship between a childs home and the setting: In order to work effectively with parents most settings introduce an open door policy. The idea is to assure parents that they are able to talk to staff or teachers whenever they have any concerns. This means that instead of having to make an appointment or waiting until for example parents evening, any particular concern or worry can be raised straight away. The open door policy builds trust as parents know they are always welcome to pop in and have an informal chat or view their childrens work whenever they wish. Children also benefit from this very casual approach as they can sense that parents and practitioners are work closely together. Children can show their parents what they have been doing in their nursery or school. It is extremely important as children are excited to show off their work and achievements and they want their parents to be proud of them too. Getting to know the parents is essential in early years setting. Workers need to be welcoming and understand the importance of parents so that avenues of communication are established. Once the relationship is build it is easier for both parents and practitioners to bring up concerns that may arise for example, child has been diagnosed as asthmatic and a pump needs to be used, parents have separated from their partner and the child is aware, a family pet has just died. These are very personal and sensitive issues so the relationship needs to be close and comfortable for both parties. All the children are different and have different needs the same relates to parents. For example parents may be slightly anxious as they leave their children in school for the first time from parents who are experienced and comfortable with leaving their child. We have to remember that relating to parents well is just as much a skill as working with children. Some parents will be uncomfortable talking to members of staff while others will be friendly and feel relaxed. Early years workers will learn how to listen and talk to parents as their experience and confidence grows. There may be times when parents will need to be contacted quickly for example, child is not feeling well, had an accident etc. Exchanging emergency information its extremely important. It is vital that early years workers have the correct and update information to hand i.e. emergency numbers and addresses are usually exchanged during the admission procedure. We should encourage parental involvement as parents often have a lot to offer settings in terms of their knowledge, interests, experience, and in volunteering for activities. Working together can also help bring the community closer together; especially in areas where there are different cultural groupings. Many setting find that parents who come to help are able to bring in many skills and different areas of expertise. Some parents offer to help permanently i.e. reading mums in school one a week for an hour; others may help occasionally i.e. school production. Some parents find that working as helpers boost their confidence and give them the chance to meet other parents. We have to remember that nowadays for a parent to be able to work/help in a setting he/she needs to have a current CRB check by the police. A good working partnership between parents and settings should mean that parents enjoy coming in while the setting appreciates their time and help and the children are able to benefit from having extra adult attention. We have to realise that being friendly with parents is not the same as being friends as this may cause unnecessary problems i.e. parents asking for confidential information, or asking to let unwell child to stay in setting. Professional boundaries must be maintained at all times to avoid misunderstandings. It can be beneficial for early years setting to establish liaisons with other agencies. As a part of the process of helping children to settle in it can be helpful to exchange or gain information from other agencies for example, a previous nursery that the child has attended or from a childminder. Other professionals might be able to give us advice as how to meet that childs needs or might suggest strategies they used which were helpful. They may have also some information or observations or even notes about a particular child, which will be appropriate for us to see and know. Whatever information we receive from agencies should be referenced with parental consent. (The only exception case of suspected abuse). Working with Healthcare professionals. If a child has a disability or emotional issues it is likely they will meet with a variety of healthcare professionals, from Doctors, Physiotherapist, Social workers, Occupational therapist, Dieticians, Orthotics, Speech or language therapist. Parents must inform and communicate to practitioners if their child is seeing a healthcare professional, as for everyone to better understand the childs behaviour. For example if a child is being treated for anxiety or depression and the school is unaware of their condition, the child might be looked upon as being shy or a bad mixer when asked to participate with others, wrong diagnosis can be more harmful as the child is being left out or ignored. These experiences can cause a lasting impression on a childs life, as can a good experience with a caring early years worker or teacher. Working closely with parents, teachers and healthcare professionals can only improve a childs overall achievement and wellbeing to optimise their development and growth. The most important relationship you can develop will be with your general practitioner (GP). Doctors train for at least five years after medical school to become GPs and have an extensive knowledge base with regards to many health conditions .Getting your child used to seeing your GP from an early age will have major benefits as they grow older. Being in known surroundings and seeing a familiar face will help any anxiety they might have about visiting the doctor. Your doctor can provide a wide range of services and give advice on health issues. GPs will also refer you to hospital for treatment or to other specialist healthcare professionals. The relationship with other healthcare professionals is equally important as we need to build trust and confidence with each one. When dealing with patients, health professionals should be truthful and respect the privacy and dignity of any patient young or old. We have the right to information about the condition of our health and any diagnosis or illness. We also have a right to be involved in any decisions with regards to any treatment or care we may receive and warned about serious side effects. Our consent must be sought after and medical records should always remain confidential. Physiotherapists Physiotherapists are experts in the physical treatment and the improvement of certain conditions. Physiotherapists help to restore lost movement and function to someone affected by illness, injury or other disabilities. Social workers Social workers are professionally qualified health professionals who assess peoples needs for care or social services. They will support and find solution, to issues people find themselves in. They have good knowledge of the law, and the social welfare system. Occupational therapists Occupational therapists work with patients who have a physical disability, mental health issues, learning disability or medical conditions. Patients with difficulties doing everyday tasks, such as preparing a meal, going up stairs, taking a bath, or getting into bed. Dieticians Dieticians are health professionals who explain and treat diet, they assess and diagnose any nutritional problems a patient may have. Prosthetist and orthotist Prosthetist and orthotist provide care for anyone requiring an artificial limb, splints, braces or special footwear to assist in movement, they work with other healthcare professionals to provide treatment. Speech and language therapist The role of a speech and language therapist is in treating someone who has problems communicating with speech or language, by helping people of all ages, to communicate better. A patients beliefs or views should be respected during their healthcare, and they should receive treatment regardless of their age, gender, ethnicity, sexual orientation, or disability. It is very important our healthcare professionals work as a team as they are from a variety of disciplines and have to work together to deliver a professional service for all patients. Good communication is essential for effective relationship development. Source: Wikipedia, the free encyclopedia www.daycaretrust.org.uk www.ofsted.gov.uk www.alt.org.uk www.hertschs.nhs.uk www.nhscareers.nhs.uk

A 13th Century Blockbuster Hit :: essays research papers

A 13th Century Blockbuster Hit   Ã‚  Ã‚  Ã‚  Ã‚  If one were to ever watch the movie The Usual Suspects he or she might get bored with all the flash back storyline, the change in stories of the suspects, and the play between the characters, but if one were to hold out till the very end of the movie they would see what a great movie it truly is. Now, one must not worry that this ending will be divulged in any shape, way, or form, that would be rude and would ruin the greatness that is the movie’s ending. However, from one great ending to another, the ending of Dante’s Inferno will be discussed in all its glory of storyline, symbolism, and imagery. So sit back, relax, grab some popcorn and try to enjoy (at least a very small bit) this boring synopsis of a great ending to a 13th Century movie (or what some may call, â€Å"a book†). Canto 31 is not a very significant canto; it is merely a transition canto from Circle 8 to Circle 9 with a small story thrown in so that it is not so obvious to what is being attempted. This canto begins with Dante and Virgil walking through a rocky area as Dante sees what appear to be towers of some great city in the distance. As the pair progress onward, Dante realizes that these are not towers but rather four giants buried in the rock, up to their navels. Of the four giants, Dante attempts to talk to one named Nimrod who is believed to be the King of Babel the legendary city that attempted to build high enough to reach heaven. It was due to this action that the city was knocked down in punishment and people were given different languages so that they would not be able to communicate such a project again. With such a punishment upon his people, Nimrod himself could speak nothing but gibberish so Dante and Virgil proceeded onward to Antaeus another giant to whom Virgil speaks kindly in order to be placed down into circle nine. At the end of Canto 31 and the beginning of Canto 32, Virgil succeeds in his flattery and so Dante and Virgil are lifted into the giant’s hand that then lowers them down into Circle 9, the circle of traders. They are now in the frozen city of Cocytus, which consists of a giant frozen lake of the worst sins committed throughout all time.

Artificial Neural Network Based Rotor Reactance Control Essay

Abstract: Problem statement: The Rotor reactance control by inclusion of external capacitance in the rotor circuit has been in recent research for improving the performances of Wound Rotor Induction Motor (WRIM). The rotor capacitive reactance is adjusted such that for any desired load torque the efficiency of the WRIM is maximized. The rotor external capacitance can be controlled using dynamic capacitor in which the duty ratio is varied for emulating the capacitance value. This study presents a novel technique for tracking maximum efficiency point in the entire operating range of WRIM using Artificial Neural Network (ANN). The data for ANN training were obtained on a three phase WRIM with dynamic capacitor control and rotor short circuit at different speed and load torque values. Approach: A novel nueral network model based on back-propagation algorithm has been developed and trained for determining the maximum efficiency of the motor with no prior knowledge of the machine parameter s. The input variables to the ANN are stator current (Is), Speed (N) and Torque(Tm) and the output variable is duty ratio (D). Results: The target is set with a goal of 0.00001. The accuracy of the ANN model is measured using Mean Square Error (MSE) and R2 parameters. The result of R2 value of the proposed ANN model is 0.99980. Conclusion: The optimal duty ratio and corresponding optimal rotor capacitance for improving the performances of the motor are predicted for low, medium and full loads by using proposed ANN model. Key words: Artificial Neural Network (ANN), Wound Rotor Induction Motor (WRIM), Torque(Tm), Digital Signal Processor (DSP), rotor reactance control, corresponding optimal rotor INTRODUCTION It is known from the literatu... ...11. Neural network based new energy conservation scheme for three phase induction motor operating under varying load torques. IEEE Int. Conf. PACC’11, pp: 1-6. R. A. Jayabarathi and N. Devarajan, 2007. ANN Based DSPIC Controller for Reactive Power Compensation. American Journal of Applied Sciences, 4: 508-515. DOI: 10.3844/ajassp.2007.508.515. T. Benslimane, B. Chetate and R. Beguenane, 2006. Choice Of Input Data Type Of Artificial Neural Network To Detect Faults In Alternative Current Systems. American Journal of Applied Sciences, 3: 1979-1983. DOI: 10.3844/ajassp.2006.1979.1983. M. M. Krishan, L. Barazane and A. Khwaldeh, 2010. Using an Adaptative Fuzzy-Logic System to Optimize the Performances and the Reduction of Chattering Phenomenon in the Control of Induction Motor. American Journal of Applied Sciences, 7: 110-119. DOI: 10.3844/ajassp.2010.110.119.

Employer Rights Essay -- Business

Employers should have the right to look through personal information they find as public domain, and they can legally use it. An employer has the right to investigate your financial history, why not a public page of your private life. Social media is a gateway between privacy and a public bulletin board. If the personal posts are not monitored, and privacy settings are not set to friends only or private, then the information is fair game. It is always the responsibility of the people to monitor what information they disclose and how. When people are too reliant on the government to protect their privacy, they become reckless and disclose information that the government cannot protect. An employer receives a resume, which is a vague description of the potential employee. With this information it is very difficult to weed through all the candidates. Most employers are searching for an upbeat and experienced work force. Having a resume with a limited understanding of past experience and no personality is a difficult to sift through. Some resumes are bad and some are worse, â€Å"Most employers don't have the time or patience to sift through the irrelevant details.† Mary Lorenz, CNN.com. When people limit the information they provide, they are often just ignored, but when a candidate selection is limited, the employer will seek additional information to gain an upper hand during the interview. Potential employers could access information about a person through a preliminary check. This information is not confidential and is usually available upon request. Potential employers can access Bankruptcy filings, worker compensation claims, social security number, education records, military service records, work history and driving records. â€Å"... ...e candidate before proceeding. Looking through public posts on social networking sites like Facebook or Twitter is legal; however giving false information to obtain more private information is illegal because the information was never intended to be provided to the employer. Employees do use some information for biased decisions, but mostly they seek to uphold the company image to promote business. Keeping a constant check on employees ensures the productivity of the work force, as well as insight of how to keep up morale. Works Cited http://www.thisisleicestershire.co.uk/Sacked-prison-warden-close-criminals/story-12070001-detail/story.html http://articles.cnn.com/2007-08-29/living/cb.resume.irks_1_job-seekers-false-information-irrelevant-details?_s=PM:LIVING http://www.examiner.com/career-advice-in-chicago/what-can-be-gathered-during-a-background-check

Knowledge without Character

Taking a more inclusive view of the biblically-based Seven Deadly Sins, Mohandas Karamchand Gandhi (i.e. Mahatma Gandhi) wrote his version: the Seven Deadly Social Sins.   One of the sins he warns of is â€Å"Knowledge without Character,† and to understand why he presents this combination as a potential sin, one must look at what Gandhi thought of education (Hansen). Of education, Gandhi said, The ancient aphorism â€Å"Education is that which liberates,† is as true as it was before.   [. . . .]   Knowledge includes all training that is useful for the service of mankind and liberation means freedom of all manner of servitude [. . . – . . .] slavery [and] domination from outside and to one's own artificial needs.   The knowledge acquired in the pursuit of this ideal alone contributes [to] true study.   (â€Å"Gandhi & Education†) A simple interpretation of this statement requires that those who are currently pursuing a higher  education in a collegiate setting need to analyze their reasons for doing so, and if they find that  the potential to earn a greater income is the primary drive, they are headed down a path of social  sin.   Students need to consider the bigger picture: what can their particular academic interests do  to make the world a better place?   Can the lessons learned in an economics class be applied to  that student’s participation in local government; to a solution to nation-wide obliteration of  homelessness; to increasing the wealth of the entire world so that no human being is faced with  dying of hunger; or is that lesson merely a small step towards making more money for a private  enterprise? A grander interpretation of these words could be applied to the current desire to end terrorism.   Looking back to WWII, the scientific knowledge needed to create the atomic bomb was used without character.   Without taking sides or creating a political debate, the fact is that the United States of America dropped two atomic bombs on Japan, and no other country before or since has dropped an atomic bomb in an act of war (Burr). Moving back to today, it is the United States that is leading the fight against terrorism, and that fight began as an eradication of world-wide weapons of mass destruction—weapons that were made possible and whose force was proven by the same nation that is currently acting as the world’s watchdog.   Fortunately, the United States is getting a second chance: if we are able to combat terrorism and eliminate the threat of atomic weapons and their kin, it may be that the knowledge gained so long ago regarding the devastation of the atom bomb will be applied today with the necessary character by assuring all of humanity that such force will never again be unleashed. The reason that the Social Sin of â€Å"Knowledge without Character† is such a great threat to humanity is directly related to the degree of power that is inherent to the possession of knowledge.   Looking back at the plight of Frederick Douglass, a man born into slavery who taught himself to read and write so that he might better understand his captors and eventually escape his enslavement, it is clear that absent the knowledge of reading and writing, he never would have had the power to forge his papers and flee to the South (Douglass passim). Today, politicians, attorneys, the media, and others like them who generate the information used by society to stay informed must comprehend the responsibility of what they do.   The power they possess to control the knowledge that is dispersed into society demands that they have the character to present all sides of an issue and report only factual details—of course, as Gandhi predicted, the character flaws inherent in the average human being often precludes the knowledge being disseminated in a manner that is completely accurate and/or honorable. Consumers of this information must take it upon themselves to assess what they read and hear and are told with a critical eye, and when discrepancies are found, each observer must demand correction.   The knowledge needed to assess information critically is often honed in the arena of higher education, so individuals involved in academia have an opportunity to gain knowledge and apply that knowledge with strength of character. Patrick Bassett expresses the relationship between educators and Gandhi’s Seven Social Sins in this way, we must continually seek to discover opportunities to challenge our students and to have them challenge us on values issues.   We must continually seek to carve out time to address issues of the community.   We must continually keep the moral agenda before us. When our first and second curricula merge, we teach youngsters to avoid all of Gandhi's sins and perhaps a few of their own design.   (Bassett) As responsible individuals in a world that is partially in our hands, we must each consider the words of Gandhi and our connection to them.   It may be the role of the educator to plan actions, but it is the role of the student to take them.   If this were not the case, the words spoken by Gandhi would have fallen uselessly to the ground, never having been truly heard and incorporated into the lives of those who have both the necessary knowledge and character.Works CitedBassett, Patrick F.   â€Å"‘Do the Right Thing’: The Case for Moral Education.†Ã‚   NAIS Academic Forum.   Dec. 1995.   Independent Schools Association of the Central States. Burr, William.   Ed.   â€Å"The Atomic Bomb and the End of World War II: A Collection of Primary Sources: National Security Archive Electronic Briefing Book No. 162.†Ã‚   The National Security Archive.   5 Aug.   2005.   27 Sept. 2006.   . Douglass, Frederick.   Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself.   New York: Dodo, 2005. â€Å"Gandhi & Education: Basic Education (Buniyadi Shiksha).†Ã‚   MKGandi.Org: The Complete Site on Mahatma Gandhi.   25 Sept. 2006. . Hansen, Paul.   â€Å"Biblical Justice Consultancy: Gandhi's Seven Deadly Social Sins – A Reflection.†Ã‚   Redemptorists of the Edmonton-Toronto Province.   2005.   27 Sept. 2006.   .