Comparing the Strategy of a Runner with that of King Oedipus of Oedipus

Comparing the Strategy of a Runner with that of King Oedipus of Oedipus Rex and Creon of Antigone A runner must use a strategy that is specific to that style of racing. If a distance runner attempts to apply pacing to a short sprint he has lost the race before approaching the start. Although racing strategies differ between every individual race it is possible to associate some basic strategies used in particular types of races. These techniques are common amongst the runners of a particular event but vary compared to runners of different types of races. Oedipus and Creon are two new rulers that seek to establish their legitimacy to the authority of the Thebes’ throne. Oedipus sought to find approval and identification with the people of Thebes by ending a plague. Creon emphasized national unity and obedience to laws that benefit the state. Similar to the runners of separate types of races Oedipus and Creon approach the problem of establishing authority in different ways. Oedipus has the mindset of a sprinter and approached each arising problem with the same tactics. Creon is likened to a distance runner that is trying to have his team win a track meet. Viewing the characters as different types of runners allows for insight as to justification why each character fails to gain the legitimate authority they desire. The 110m hurdles is a race that requires exactness. The runner must have solid technique in each aspect of the race including the start, stride length and rhythm developed in the race. The start of the race is explosive because every moment in a short race is tremendously important. The hurdler’s steps throughout the race are calculated; an exact number of stri... ...during a race. Team strategy limits potential star performances of individuals. Antigone did have a star performance and attracts the other members of society away from the idea of acting as a team. The tragic results of Oedipus and Creon are attributed to the weaknesses present in the style of racing the adapted to attain authority of Thebes. Works Cited Sophocles. The Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. Trans. Robert Fagles. New York: Penguin Books, 1984. â€Å"Run With the Pack.† Runner’s World. October 30, 2003 http://www.runnersworld.com/home/0,1300,4-95-103-284,00.html. Works Consulted Sparrey, Kathleen Raske. â€Å"Development of Elite Hurdlers: Assesment of the Individual Athlete From: Identifying and Training Elite Hurdlers in the United States.† October 29, 2003 http://www.coachr.org/shrthrd.htm. Comparing the Strategy of a Runner with that of King Oedipus of Oedipus Comparing the Strategy of a Runner with that of King Oedipus of Oedipus Rex and Creon of Antigone A runner must use a strategy that is specific to that style of racing. If a distance runner attempts to apply pacing to a short sprint he has lost the race before approaching the start. Although racing strategies differ between every individual race it is possible to associate some basic strategies used in particular types of races. These techniques are common amongst the runners of a particular event but vary compared to runners of different types of races. Oedipus and Creon are two new rulers that seek to establish their legitimacy to the authority of the Thebes’ throne. Oedipus sought to find approval and identification with the people of Thebes by ending a plague. Creon emphasized national unity and obedience to laws that benefit the state. Similar to the runners of separate types of races Oedipus and Creon approach the problem of establishing authority in different ways. Oedipus has the mindset of a sprinter and approached each arising problem with the same tactics. Creon is likened to a distance runner that is trying to have his team win a track meet. Viewing the characters as different types of runners allows for insight as to justification why each character fails to gain the legitimate authority they desire. The 110m hurdles is a race that requires exactness. The runner must have solid technique in each aspect of the race including the start, stride length and rhythm developed in the race. The start of the race is explosive because every moment in a short race is tremendously important. The hurdler’s steps throughout the race are calculated; an exact number of stri... ...during a race. Team strategy limits potential star performances of individuals. Antigone did have a star performance and attracts the other members of society away from the idea of acting as a team. The tragic results of Oedipus and Creon are attributed to the weaknesses present in the style of racing the adapted to attain authority of Thebes. Works Cited Sophocles. The Three Theban Plays: Antigone, Oedipus the King, Oedipus at Colonus. Trans. Robert Fagles. New York: Penguin Books, 1984. â€Å"Run With the Pack.† Runner’s World. October 30, 2003 http://www.runnersworld.com/home/0,1300,4-95-103-284,00.html. Works Consulted Sparrey, Kathleen Raske. â€Å"Development of Elite Hurdlers: Assesment of the Individual Athlete From: Identifying and Training Elite Hurdlers in the United States.† October 29, 2003 http://www.coachr.org/shrthrd.htm.

Cyp Core 3.4: Support Children & Young People’s Health & Safety.

Understand how to plan & provide environments & services that support children & young people’s health & safety. 1. 1Describe the factors to take into account when planning healthy & safe indoor & outdoor environments & services. There are a number of important principles to think about when you are planning for healthy and safe environments or activities with children. Most of these are common sense but you need to remember that everyone is an individual and may have different needs.There are several points to take into consideration when planning safety:  · Every child is an individual – with different needs depending on their age and abilities. You must think about this when planning activities.  ·Some children have specific needs such as sensory impairments.  ·The different needs of families and careers must be considered.  ·Always be clear about why you are using the environment in question, the activities a child encounters and what sorts of services are o ffered.  ·The duty of care of a setting to children, parents and careers is a legal obligation.You should always have the child’s safety and welfare in the front of your mind when planning.  ·The desired outcomes for the children are the starting point. Most activities with children should have clear aims and objectives that are based around the required outcomes linked to their age.  ·Lines of responsibility and accountability are down to everyone that is employed in a setting, responsibility for the health and safety of children and staff are down to all employers and there should be clear reporting responsibilities.When I plan I ensure that the location/setting of what I plan to do with the Children is the right environment for the activity. I ensure that I account for all possibilities. If I were using bikes or scooters I would check that the bikes or scooters were in good working condition and safe. I would ensure the equipment (bikes or scooters) are used in the p roper manner and with all the safety accessories (helmets/elbow & knee pads) with plenty of space, so it would be impractical to use them indoors due to the lack of space, they would be used outdoors.I would check that all the entrances and exits to the outdoor area are secure (closed/locked) I would ensure that I had the correct staff ratio to support with the activity. I would ensure that the planned outdoor space for the activity was safe, that there were no rubbish, or plant threats, that there was no dog or cat mess around and that the ground was suitable for riding bikes or scooters. In my risk assessment’s I make sure that I take into account that Children and Young people are individuals, each with different needs.A varied environment supports Children and Young people’s learning and development, it gives them confidence to explore and learn in safe and secure yet challenging indoors or outdoor space. Risk assessments are carried out to ensure the safety of the activity and for all taking part in the activity. Risk assessments should be carried out for all activities and regular checks should be carried out around the setting daily. 1. Explain how health & safety is monitored & maintained & how people in the work setting are made aware of risks & hazards & encouraged to work safely. Health and safety is monitored and maintained in a verity of ways within the setting. Under the Health and safety at work act 1974 all employees have a responsibility for the health and safety of everyone else. There is a poster displayed in the setting outlining responsibilities, we have a Healthy and Safety policy, which is shared with all staff and available to parents, outlining the main areas and objectives.These objectives are implemented into the everyday running of the setting – all staff are aware of health and safety and are constantly assessing the area that they are working in or the activity they are carrying out, there are also other polic ies in place covering – food and drink, arrival and departure, non collection of children, changing if accidents happen, outings, administrating medicines, missing children, safeguarding and fire procedure. These policies give a clear outline to what procedures are in place and how they are followed.They also work alongside the EYFS framework, which considers all aspects of children’s welfare including safeguarding, suitable persons, suitable premises and equipment. Staff training is kept up to date. Risk assessments are carried out regularly including a daily check of the environment, which is being used; a full risk assessment of tools, equipment and the environment is carried out each term, and if there are any issues that need addressing they are looked at and rectified.It may be possible for some issues to be rectified there and then, such as a broken toy, which needs to be thrown away, or a cleaning material, which has been left out. Other issues may need an acti on plan which sets out what needs to be rectified, how long this may take and by whom it should be carried out. The action plans are then reviewed within a manageable time frame to ensure the action has been completed. A risk assessment is only valid at the time it is carried out. It is important to monitor risks identified and to change anything that needs updating.The setting manager is ultimately responsible for health and safety and any risks identified are directed to her, she would then decide the best process to rectify them. Regular staff meetings are held where any issues can be raised. Children, parents, staff and visitors are made aware of any issues concerning health and safety to help minimise any risks and to ensure children are able to thrive in a healthy environment. With all members of staff being aware of the policies and procedures in place we are working together to create a safe, happy secure environment for the children. 1. Identify sources of current guidance for planning healthy & safe environments & services. There are a number of agencies that you could refer to for guidance for planning healthy & safe environments & services:  ·Health & safety executive – is the national independent watchdog for work-related health, safety and illness. They are an independent regulator and act in the public interest to reduce work-related death and serious injury across Great Britain’s workplaces  ·Child accident prevention trust – they are committed to reducing the number of children and young people killed, disabled or seriously injured in accidents. Department for schools & families – is committed to creating a world-class state education system. They will work to improve the opportunities and experiences available to children and the education workforce by focusing on the following priorities: Giving greater autonomy to schools Improving parental choice Offering more support for the poorest Whole system improvement Great quality provision for children EYFS – sets standards and frameworks to follow to ensure the safety of children & young people  ·The government web-site – (directgov) is a great source of information and guidance  ·Workplace policies & procedures – health safety in work place, risk assessment, care-plans, healthy choices food, adhere to codes of practice promote a caring safe environment, meet the child's needs and requirements, keep confidentiality, communicate with multi agencies, record all accurate information and everything documented, safeguarding policies, pass on information to relevant people, promote well-being, keep updated on training to develop your skills and improve your knowledge, raise any concerns to relevant people . 4Explain how current health & safety legislation, policies & procedures are implemented in own work setting or service. The most important legislation in the UK is the Statutory Framework for the Early Years Foundation S tage. Since 2008 this sits alongside health and safety legislation and covers every aspect of the welfare of children which includes – †¢ Safeguarding †¢ Suitable people †¢ Suitable premises and equipment †¢ Organisation †¢ Documentation Health & Safety is very important. The Health & Safety Act is up on the wall for all of us to refer to if needed. My manager ensures that we all are trained and up to date with any new policies.We have fire drills (Fire Safety Order 2005), so all staff and children know what to do and where to assemble. We carry out Fire risk assessments each term. We are all trained or in the process of training in first aid, (the First Aid at Work Regulations 1981) and have adequate, appropriate equipment and facilities for providing first aid in our setting. We know how to record any first aid incidents or accidents and a bump note is always sent home with the child, when it’s a member of staff who is hurt for example I cut my finger, so I had to fill in an accident form detailing how and what first aid I was given and sign it. We ensure the setting provides a clean and safe environment for the staff and the children to work in.If any staff member is required to clean any spillages or clean any bodily fluids up we know where the products are kept and how to dispose of it safely and also what protective clothing to wear. All cleaning products and chemicals are kept in a locked cupboard. Children are taught to wash hands before eating and after using the toilet and also to throw away any tissues and wash their hands. If any child is ill which may spread to others their parents are informed and asked to collect the child as soon as possible and they are asked to keep the child off school for the appropriate length of time required so as to prevent it spreading to others. We are all responsible for good house keeping; new employees are informed of all relevant health and safety information as part of the i nduction process.All equipment has the correct safety markings in place, and electrical equipment is PAT tested yearly. The setting manager is responsible for the purchasing and maintenance of equipment and materials ensuring that it all complies with current health and safety standards. Risk assessments are carried out and reviewed on a regular basis (the Management of Health and Safety at Work Regulations 1999). Educational visits and journeys are all risk assessed. We also refer to and follow the legal framework:  ·Health and Safety at Work Act (1974)  ·Management of Health and Safety at Work Regulations 1992  ·Electricity at Work Regulations 1989  ·Control of Substances Hazardous to Health Regulations (COSHH) (2002)  ·Food Hygiene 2006  ·The Care standards Act Childcare Act 2006 – this sets out the statutory framework for assessment of settings, including health and safety in EYFS in force from Sept 2008  ·Manual Handling Operations Regulations 1992 (as amen ded)  ·Health and Safety (Display Screen Equipment) Regulations 1992  ·EYFS framework  ·Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 1995  ·Smoking Ban – UK wide in indoor public places from 1st July 2007 (EYFS includes a legal requirement to ensure children are always in a smoke-free environment)  ·Motor Vehicles (Wearing of Seat Belts)(Amendment) Regulations 2006 2Be able to recognise & manage risks to health, safety & security in a work setting or off site visits Assessed in the real work environment 2. 1/2. 2/2. 3 2. 4Explain how health & safety risk assessments are monitored & reviewedAny setting or activity carries a level of risk, by identifying and reducing risks in advance, the children in our care can make full use of the setting or activity to maximise the value and enjoyment. There are several different risks that you need to consider- †¢ Physical risks †¢ Security risks †¢ Fire risks †¢ Food safety r isks †¢ Emotional risks †¢ Personal safety risks Effective management of risk should become automatic as we become more experienced. For every activity we plan, we think about the hazards, the likelihood of the hazard occurring and the control measures. If I see a hazard in my day-to-day work, I deal with it straight away; it can be as simple as mopping up spilt water or moving toys of the floor.Risk assessment forms are used to assess hazards and identify control measures for all activities and outings. We carry out daily risk assessments throughout the setting and outside the setting. Our manager is responsible for the risk assessments that are carried out yearly (electrical/fire equipment/building) and for reviewing the risk assessments once or twice a term. A good risk assessment is only valid at the time it is carried out. Although the setting, outing or activity may be one you have used many times, one very important factor will change: The children taking part. Effe ctive risk assessments must take account of each child taking part and the number of children.Once we have started the activity that we have risk assessed it is important that we monitor the risks we identified and if anything changes we should review and change the risk assessment immediately. 3Understand how to support children & young people to assess & manage risk for themselves. 3. 1Explain why it is important to take a balanced approach to risk management We consider Managing Risks in Play Provision to be an important document that will contribute to the debate on the provision of children's play. It articulates the balance between the benefit and the need for children to play against the duty of play providers to provide safe play.We must not lose sight of the important developmental role of play for children in the pursuit of the unachievable goal of absolute safety. It makes clear that the safety must be considered at all stages of play provision but that, inevitably, there will be risk of injury when children play, as there is risk of injury in life generally. The important message is though that there must be freedom from unacceptable risk of life-threatening or permanently disabling injury in play. † Any activity a child does involves some risk. If the activity is well planned and organised with thought given to possible risks the likelihood of an accident or injury should be minimal. The secret is to balance the risks of an activity against the benefit to and safety of the child.Risk and challenge are important to a child’s development. Avoiding all risks and challenges would result in a very timid adult lacking in many everyday skills and abilities. It would be very easy to respond to all the risks to which children are exposed by not allowing them to explore or experiment. Children need to explore their environment, it is one of the ways in which they learn, but it needs to be a â€Å"safe† environment where adults control th e risk. Children need some freedom in order to develop their skills. Understanding the stage of development a child is at and their individual needs can help to provide the right amount of risk in activities. 3. Explain the dilemma between the rights & choices of children & young people & health & safety requirements. 3. 3Give example from own practice of supporting children or young people to assess & manage risk. Children learn by trying out new experiences and making choices. But they do not always have the skills and judgement to make safe choices. We as careers have the responsibility to identify potential hazards in any situation and to judge when it is safe to allow a child to undertake an activity or make a choice. Some children need this freedom to explore risk more than others. In a well-controlled setting the child can be encouraged to explore and try out new skills.At the start of the year our reception children were encouraged to explore the outdoor play activity. A few of the children were too scared to try and go round the activity, we supported them by holding their hand and walking around the activity with them, after a few times we would walk round with them but not hold their hand, instead we would praise them (wow look how far you have come; nearly there well done). Within a few weeks they were all able to go round the activity on their own. Some of the older children are allowed to climb the trees at the setting, if one of the younger children wanted to climb a tree and I felt that it was not suitable for their age and stage of development, I would suggest a different activity for them to do.Understanding the stage of development a child is at and their individual needs can help us to provide the right amount of risk in activities, for example children under the age of 8 cannot safely judge the speed or distance of a car on the road, so a child under the age of 8 should never be allowed to cross the road alone. Children are usually very go od at deciding what is safe or not. Using large play equipment is a good example of how children assess and manage risk. Without adult or another child’s interference most children will not stretch themselves beyond their capabilities. 4. Understand appropriate responses to accidents, incidents emergencies & illness in work setting & off site visits. 4. 1Explain the policies & procedures of the setting or service in response to accidents, incidents, emergencies & illness. 4. 2Identify the correct procedures for recording & reporting accidents, incidents, injuries, signs of illness & other emergenciesDuring our induction we go through the procedures to ensure that if an accident, incident, emergency or illness occurs we will know what to do and are able to carry out the required actions calmly and confidently. They are keep in a file that is easily accessible for careers to look at if requested, and so that we may refer to them if needed. Accident/First Aid: We have a qualifie d first aider in the setting or on an outing at any one time. It is our settings policy that all staff has a valid first aid qualification, so training in first aid is offered to all staff members. If a child has an accident at the setting and requires first aid then the relevant qualified person will use the settings first aid kit, which is easily accessible and regularly checked.When an accident occurs we fill out or accident book which details; where, when, how and what treatment was administered. The parents/carer is then informed and asked to sign it at the end of the session. If the injury is more severe and requires further medical attention then the parent/carer is contacted and informed or following signed consent on the settings registration form the child can be taken to the nearest Accident and Emergency unit. We have a duty to inform Ofsted and the Health and Safety Executive of any injury that requires treatment by a medical professional or in the event of the death. O ur manager reviews the accident book at the end of each term. This allows us to identify any potential or actual hazards. Medication:Before any medication can be given parents/carer have to complete and sign a consent form. The form states the child’s name; the name of the medication; the dose & frequency; how the medication should be given (before food/with food). All medication is stored appropriately in the kitchen out of the reach of the children in the setting. For the safety of the staff and children, all medication that is given to children is witnessed and checked by another member of staff. Incidents: When an incident occurs at the setting we record it in our Incident book, which is kept in the filing cabinet. An incident could be a break in or theft, vandalism, dangerous occurrence, injury or fatality.In the incident book we record the date and time of the incident, nature of the event, who was affected, what was done about it – or if it was reported to the p olice, and if so a crime number. Any follow up, or insurance claim made, should also be recorded. We comply with current HSE Regulations and report to the Health and Safety executive. Emergencies: These procedures state what to do in the event of a fire and/or evacuation. Our manager is responsible for the procedures ensuring they are up-to-date and in place. We carry out regular fire drills so that the children and staff know what to expect and also to identify any issues with our procedure. The dates and time taken to carry out fire drills are recorded. Sickness and illness:The settings policy for the exclusion of sick or infectious children is given to parents/carer in the settings information pack; these include the period of time we require a child to stay home following a bout of sickness or diarrhoea or other infectious illness such a chicken pox. When infectious illness is discovered, such as head lice, letters are given out to notify parents. If a child, following consultat ion with a qualified medical professional has an infectious disease, which is on the notifiable diseases list, then Ofsted are informed. If a child becomes ill whilst at the setting the parent/carer are called, if they are not available we have a list of authorised emergency contacts in the child’s file we can call to collect the child, until such time the child is cared for in an appropriate area of the setting.If a child becomes unwell and is a cause for serious concern then an ambulance would be called. We have procedures and specific cleaning kit for use on spilled bodily fluids. Recognising illness difficulty breathing – high temperature/fever – blueness around the lips – cold extremities – pale or clammy skin – floppy, unresponsive or unconscious Situations to be familiar with: Bites and stings – bleeding – burns and scalds – choking – electric shock – extreme effects of heat and cold – eye inj uries – poisoning – suspected fractures – meningitis – anaphylactic shock – febrile convulsions (www. nhs. co. uk) foreign bodies – caring for the unconscious person.All children have an emergency contact number in their files, it may not be the child’s parents, because of work commitments may make it difficult for them to be contacted, it may be the grandparents or auntie that is the emergency contact instead. The manager or key worker will get in touch with the emergency contact as soon as possible and inform the relevant person of the incident, and where the child has been taken if the accident was serious. The key worker or someone the child knows well will go to the hospital with them until there parents or other careers arrive, this will help reassure the child and be a point of contact when the parents arrive.

Gwen Harwood “Sharpness of Death” and “At Mornington” Essay

Through a critical study of Gwen Harwood’s poetry, the responder’s personal response has a significant effect on their judgement towards her poetry. In The Sharpness of Death, Harwood explores the inexplicable link between life and death, as well as the value of memories in response to the inevitable passing of time. Similarly in At Mornington, Harwood accentuates the value of appreciating life to overpower death and the importance of memories to lessen the effects of time passing. These aspects, which reoccur throughout Harwood’s poetry are universal, timeless, and prevalent to human existence and society. As a result, Harwood’s poetry has been able to endure varying contexts and continue to captive and create meaning for readers. The varying interpretations of Harwood’s work influence the judgement of responders to both the individual poems, and Harwood’s poetry as a whole. The Sharpness of Death explores differing perspectives on death and its irrefutable link with life, encouraging contemporary readers to question their value of death and develop a judgement on the poem and Harwood’s poetry as a whole. Part one of the poem establishes the personas desire to bargain with death, through the demanding tone that is used to address it, â€Å"Leave me alone.† For the contemporary reader, this highlights the desperation to evade death, something many modern responders are able to identify with. As the poem continues, Harwood renders the philosophers attempts to undermine death through analysis, as meaningless. The use of the oxymoron â€Å"complex logic,† highlights the futility of this act, suggesting that death cannot be explained, only experienced. This challenges the value of attempting to understand death for the responder as even those considered the most intelligent living, cannot provide sufficient answers. As the poem continues, the importance of life, rather than explanations, to overcome death is explored. The personification of blossoms in the line, â€Å"blossoms to hold the light that’s gone,† highlights for responders that the beauty of life, as represented by the blossoms, needs to be appreciated and understood in order to come to terms with the darkness that comes after death. The  final part of the poem returns back to first person, giving the poem a cyclical nature, common in Harwood’s poetry. This depicts to audiences the cyclical nature of life and the subsequent inevitability of death. In the final two lines of the poem,â€Å"If I fall from that time, then set your teeth in me,† the negative imagery depicts the persona’s view that only when she has lost the fulfillment that comes with life, will she be able to accept death. This creates a positive judgement for the responder, depicting that their fear of death can subside if their life has been lived with joy. The exploration of the connection between life and death throughout The Sharpne ss of Death, encourages responders to challenge their perception on the connection between to two. The response of audiences towards The Sharpness of Death, brings up questions in relation to the value of memory in response to the passing of time, inevitably impacting upon the judgement of the contemporary reader. In the second part of the poem, â€Å"I hope he found some light beyond that field of black everlasting flowers,† the positive connotation of light highlights the power of memories in overcoming the darkness that is death. For responders, this leads them to accept that their memories are what will alleviate them from the effects of times passing. This image of black flowers is juxtaposed by the description of the Nasturitums in part three of the poem, â€Å"Purest of colours, how they shone.† The metaphor of the flowers depicts the power of positive memories to overcome struggles that have been faced as time has progressed. The personification of light where Harwood says, â€Å"light like a noble visitor stayed with us briefly and moved on,† emphasis es the power of memories which often fade as time goes on. This encourages the contemporary reader to consider what their prominent memories are and thus, consider how their perception of them has changed over time. The rhetorical question, â€Å"How would you ever know me now†¦unless I brought these flowers,† enhances the idea that it is remembered past experiences which enable us to draw a connection between the past and present. For the contemporary reader, this accentuates the value of memories in appreciating life, a consistent theme of Harwood’s throughout her poetry. The sexual imagery in the final part of the poem, â€Å"my tongue sang with his juices,† depicts the strong influence of memories in relation to love in giving power to accept death, when the  passing of time is over. This places death in perspective for responders, as being only one aspect of life, with memories and friendship enabling people to transcend it. Throughout The Sharpness of Death, Harwood’s exploration of the power of memor ies in accordance with the passing of time influences the responder’s perception to a large extent. The connection between life and death is further accentuated through Harwood’s poem, At Mornington, which, similarly to the The Sharpness of Death, challenges readers to develop a judgement towards this inexplicable connection. The first part of the poem depicts the fearlessness and uncertainty of childhood, deriving from a lack of understanding of death. In conjunction with this, the simile, â€Å"was caught by a wave and rolled like a doll among rattling shells,† suggests the powerlessness of the persona to control her direction in life, at a stage where there was no understanding of death. This concept has been experienced by an array of responders, and thus impacts upon their judgment to a large extent. The metaphor which Harwood uses to describe the graveyard the persona is standing in, â€Å"avenues of the dead,† emphasises that everything in life is temporary, with death being the only definitive part. This asserts to the contemporary reader that death doe s not need to be focused upon as it is certain. Therefore life which is temporary and changing, should be valued. In the second last stanza, â€Å"We have one day, only one, but more than enough to refresh us,† the repetition of one highlights the power of even a small part of life being able to assist in overcoming the struggle that thought of death places upon our existence. As the poem progresses, the persona is able to develop a changed perspective on death. The irony in the line, â€Å"at your side among the graves I think of death no more,† highlights the personas acceptance of the cycle of life as a result of the strong friendship they have developed, enticing readers to do the same. Water is used as a powerful motif throughout the poem, highlighting the persona’s acceptance of the inevitability of death, in particular, â€Å"waters that bear me away forever†. This encourages the contemporary reader to also accept this inevitability in order to appreciate their own life. The response of readers to the value of life in accepting death throughout At Mornington, h as a significant impact upon their opinion as it is a concept that is universally experienced and  understood. In accordance with The Sharpness of Death, Harwood’s At Mornington, encourages audiences to develop a judgement in regards to the value of memories in response to the passing of time. The poem begins with Harwood’s memory of her early childhood where she â€Å"leapt† from her father’s arms into the sea. The alliteration to introduce this, â€Å"They told me,† highlights her lack of personal memory of the uncertainty of her childhood and the need of others to reinforce this memory. For many responders, the uncertainty of their childhood was not realised until adulthood, allowing them to appreciate Harwood’s poetry as relevant to their lives. The high modality to describe her memory of believing she could walk on water, â€Å"Indeed I remember,† depicts the prominent memories of the innocent child. This brings responders to consider that while the memory of invincibility is strong, the sense of invincibility itself has been lost as time has progressed. The motif of water is also continued, this time referring to memories, â€Å"on what flood are they borne.† This metaphor highlights that memories are able to cross the boundaries of time, thus emphasising the importance of them to responders who are experiencing the effects of times passing. This motif is continued in the fourth stanza, â€Å"There is still some water left over.† This depicts to the contemporary reader that even when time seems to have reached it’s end, memories still retain the ability to bring back the sense of abatement attached with them. In the final stanza, the metaphor, â€Å"rolled in one grinding race of dreams, pain, memories, love and grief,† highlights that memories are attached to varying emotions and are apart of the race that is life, where the inevitable end is death. This causes readers to consider the importance of the varying memories within their life, to make the journey to the end worthwhile. Through the appreciation of memories in response to times passing throughout At Mornington, responders are able to identify with Harwood’s poetry and thus develop a significant association with it. Throughout Harwood’s poetry, in particular, The Sharpness of Death and At Mornington, a variety of universal and timeless concepts are explored, sparking varying responses from responders. In both these poems, the  connection between life and death, and the value of memories in response to the passing of time is explored. This exploration by Harwood is one that can be related to by a variety of readers, influencing these readers to a large extent, to develop a judgement towards Harwood’s poetry as a whole.

Research Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Research Paper - Essay Example The laws that govern the sentences made towards the felons who commit drug related offenses include Three Strikes law and the Rockefeller Drug Laws. The Rockefeller laws were passed during a time that the government had declared war against drugs. Under this law, possession or sale of heroin, cannabis, and cocaine would call for a minimum of 15 years imprisonment (Barton-Bellessa et al. 50-51). Following the adoption of the Rockefeller laws, the prison population has been on the rise leading to constraints on available resources. The other law that has been criticized for being unnecessarily strict is the Three Strikes Law, which is directed towards individuals with previous counts of felony. Under this law, an individual convicted of a new felony having gone through a previous conviction of a serious crime is to be sentenced twice the term for the new crime (Judicial Council of California). Moreover, if a person was convicted of a crime having been through two prior sentences, this law requires that such an individual be imprisoned for at least 25 years or life imprisonment. Both laws have been criticized in the past and continue to receive criticism since they are unfairly harsh. Bearing in mind that prison space is finite, enacting such laws calls for additional resources, which come from the Amcferican taxpayers making their standards of living even harder. Therefore, I believe that this space should be filled with the most appropriate individuals and find alternative corrections for other criminals such as those who are drug related. For instance, drug related felons should be handled in community settings especially those that were involved in crimes while under the influence of drugs. Due to these laws, street addicts are being held in the prisons with insufficient resources for dealing with the mental health problems they might be going through as a result of the addiction (Gray). To me, from a logical perspective of view, it would not be of importance to imprison a mentally disturbed individual while there is a better option. If the American government takes this into serious consideration, it would reduce the prison population since individuals would be tested to determine whether they were in the right state of mind while committing a crime. Moreover, this would make more sense both from the perspectives of economic and logical aspects to provide an initial diversion from prison systems to community based health providers for the street addict. From my point of view, prison space should only be reserved for violent predators who committed the crimes in the right state of mind and repeat offenders without application of the three strikes law. This space should not be reserved for an individual who was arrested with cannabis worth a few dollars. However, if the individual must be jailed, 15 years is unreasonably long for such a crime. In fact, these laws have not improved the issue of drug sale and abuse in the U.S. This is becau se drugs still flock the American streets and new drugs such as methamphetamine have been introduced. With respect to non-violent street addicts, treatment and rehabilitation should be the first option in the line of defense for such individuals (McLemore 10-11). The unfair punitive effect brought by the Rockefeller Law in addition to the rigidity of the Three

Analysis of The Red Convertible by Charlotte Perkins Gilman Essay

Analysis of The Red Convertible by Charlotte Perkins Gilman - Essay Example Angered, Lyman smashes the convertible. Henry realizes their convertible is run-down. He repairs the convertible and they drive to the river with his brother. The two make a fire by the banks of the river and spends the moment talking. They disagree and fight. Henry jumps in the river to cool off. He drowns and Lamartine fail to rescue him. Lamartine starts the car and plunges it into the river. Symbolism in The Red Convertible The red convertible is an important symbol in the story. The brothers bought the convertible and used it to tour different places. The narrator expresses that they enjoyed each other’s company as they drove to different places together. This is a representation of the normalcy of life before the effects of war. Henry goes to war, and he separates with his brother. Lamartine takes the car apart to demonstrate their separation. After three years away from home, Henry comes back home a different man. Lamartine does not like how Henry comes home withdrawn a nd disinterested in the things they enjoyed before the war. He laments to see how his brother is not returning back to his old self. Out of this devastation, he bangs up the convertible. This symbolizes the torn relationship between the brothers (Erdrich 464). Henry confronts the brother after noticing the state of the convertible. This is indicative of the reality that war veterans face after serving in the war. They find things different as if in a new life. Henry manages to repair the convertible. This points to the repair of his relationship with his brother as the convertible was one of the things that held the two brothers together before the war. When Henry finishes fixing up the convertible, he asks his brother to drive to the river with him. Lamartine thinks that things will go back to normal. His hopes end shortly when Henry jumps into the river and drowns. After he is unable to save his brother, he sends the car plunging into the river so that to give it to his brother. T he demise points to the destructive effects that war has on veterans. It destroys the veterans and their relationships with others. After Henry returns from the war, he does not change his boots and his clothes (Erdrich 464). This is indicative of the permanent memories that veterans carry from the war. These include the horrors and scars they incur in the war. He refuses to change into the clothes he wore before going to war. This expresses difficulty that war veterans experience in resuming their normal lives. Bonita takes a photograph of her two brothers before they drive off to the river. In the photograph, the two look different. Lamartine’s face that comes out as being round, big and right out the sun is the representation of a person who has not been to war. Henry’s face is wrinkled, drawn back and has shadows (Erdrich 465). This represents the state of the soul of a person who has been to war. Henry does not like watching the color television. He becomes violen t to his brother over it. The color from the color television makes him re-experience the horrors he witnessed in the war. This is a common symptom with war veterans. Themes in The Red Convertible Change Change is most prominent in the story. Henry and Lamartine start as good friends who trust each other and enjoy each other’s company. They buy the red convertible together and gets away on a summer vacation. Their adventures in the red convertible express their innocence and freedom in life. They appreciate one another and are close. Henry slept

History of Programming Essay Example | Topics and Well Written Essays - 2000 words

History of Programming - Essay Example The essay "History of Programming" talks about the history of programming and programming languages that took place in various periods along with examples of prominent computer languages used. Futurist Raymond Kurzweil aptly stated that â€Å"if the automobile industry had made as much progress [as computers and software] in the past fifty years, a car today would cost a hundredth of a cent and go faster than the speed of light". The idea of synthesizing available science and means to get work from machines was not a new one. For example, Joseph Marie Jacquard invented a mechanical loom to make it easier to create complex designs for textiles. However, machines which could be classified as computers and based on electronics started appearing in the late 1940s. The initial machines were large physical machines, usually as big as a room and weighing tons in weight. To program these machines, low-level machine language was used, which, by its nature, was specific to the machine. Fast forward to today, and one can use ebooks which are many orders of magnitude more powerful than the computers of earlier years and high-level languages can perform actions which could not be imagined 60 years ago. O’Reilly Media, a noted publisher of technology books, has created a visual map of programming languages as they evolved during the short and fast-paced history of computing since the 1950’s. This map has been useful in writing this paper as it provides a single snapshot and reference of developments in the area over the years.

Management and leadership style Essay Example | Topics and Well Written Essays - 2500 words

Management and leadership style - Essay Example Some of the key differentials that exist between management and leadership also translate to the means by which both of these forms of direction are accomplished. To begin with, one should consider the management style as something of an administrative expertise that focuses on maintenance, systems structures, a focus on the bottom line, imitation, and accomplishing tasks in the specified way. Conversely, good leadership styles tend to focus upon innovation, originality, development, a focus on the shareholders, inspiration and development of trust, and keeping an eye on the future. As a function of such a definition, the reader can and should understand the management style as more of a nuts and bolts approach that tends to be somewhat formulaic and rigid whereas leadership engenders the unique ability to mold and integrate with changes as a means of seeking the best path. It is further important to understand that such a level of approach does not specify one or the other must be e ngaged upon. As such, it is possible and desirable for an individual to accomplish both of these styles of oversight in order to be an effective vehicle for change within a given institution. Although not all individuals can fulfill the requirements of each of these categories, the individual that does is able to see from both perspectives and seek to direct the firm/group/ or entity in the most appropriate way (Paul & Berry, 2013). With regards to ethics, the leadership and management styles play an integral role in determining the priorities of the given individual. One could even argue that ethics violations only spring from management styles if and when the management style is engrained within the company’s culture. This is due to the fact that management styles are almost always formulaic and required attributes that the individual most ascribe to in order to meet the standards of the organization or group he/she is representing to the employees. Conversely, leadership s tyles fall prey much more easily to ethical violations due to the fact that these are almost always more innately tied to the ability of the individual to incorporate what they heave learned from past experience, as well as their own personality into the change mechanism they are attempting to integrate with. In order to create an ethical environment, it is incumbent upon the culture and oversight mechanisms of the firm to seek to instill a strong level of ethics into the management styles that they engender with the leadership (Dong et al., 2012). In such a way, ethical decision making and a culture of morality can be attempted to be grown from the very base levels of the way in which decisions are made within the organizations culture. As a means of integrating this with the leadership and the styles by which they ultimately manage, the organization will maximize the potential of this having a carry-over effect and impacting upon the means by which even personal attributes impact upon management and leadership within such a culture. Good management can be considered as the ability to meet deadlines, evoke utility, and ensure that one’s team meets or exceeds output standards. This process in and of itself is important; however, it has a distinctly impersonal side to it. Ultimately, the metrics of management are somewhat distinct from what the metrics of