Thomas Hobbes vs. Immanuel Kant free essay sample

â€Å"Everyone is represented by his own explanation, and there is nothing he can utilize that may not be an assistance unto him in safeguarding his life against his foes (Hobbes, 120). † Thomas Hobbes, who is a viewed as a balanced prideful person, makes this point in his book Leviathan. Hobbes accepts that the methods for person’s activities must be added up to how it at last influences that individual. Our ethical obligations that we act at long last, all originate from personal circumstance, as opposed to being legitimized as ethically right or wrong. Hobbes expresses that our wants set us in opposition to each other, and the best way to secure our personal matters is to make a typical force that ensures the individuals who agree to it. Hobbes starts by portraying society as being in a â€Å"state of nature†, or a steady force battle. All assets are constrained, so when individuals need similar unfortunate obligation they are in rivalry with each other. We will compose a custom paper test on Thomas Hobbes versus Immanuel Kant or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Individuals are for the most part similarly prepared, with a range of abilities as it were, that guides them in their undertaking to crush others with a similar reason. This proceeding with rivalry between individuals is just counterbalanced by our energy to continue harmony, look after life, and secure wares fundamental for endurance, which eventually bolsters Hobbes’ hypothesis that individuals just carry on of personal circumstance. This state of harmonies or freedom from interminable unrest is possibly met when there is a typical force that individuals consent to follow. Without normal force, everybody carrying on of personal responsibility makes a world he depicts as, â€Å"no place for industry†¦no record of time; no expressions; no letters; no general public; and which is to top it all off, constant dread, and peril of rough demise; and the life of man, single, poor, frightful, brutish, and short (Hobbes, 118). † To help this thought, Hobbes utilizes the utilization of agreements, and normal laws. In his first Natural Law he states to â€Å"seek harmony and tail it (Hobbes, 120)†, which means life is about self-protection, and we should do what is important to hold it. This prompts his second law that expresses, an individual must safeguard themselves using any and all means and by doing so we carry on of personal responsibility. In this manner, to expel society from this condition of nature individuals must agree to pledges administered by Leviathan, which encourages the presentation of the agreements. For this to work appropriately every individual must surrender a few rights to a power. So on the off chance that one individual breaks an agreement; lets state individuals made a deal to avoid taking from one nother, the Leviathan has the ability to train the individual by imperiling their lifestyle, or even by death. What's more, along these lines not keeping a contract is hurtful to our personal responsibility on the grounds that â€Å" we are illegal to do anything dangerous to our life, and subsequently this is a law of nature (Hobbes, 124). † Hobbes accepts that man demonstration dependent on personal circumstance roused by two thoughts. Dread, which, â€Å"makes common man need to get away from condition of nature and reason, tells him the best way to get away (Hobbes, 122). Utilizing these two thoughts if an individual doesn't carry on of personal circumstance to save themselves through an agreement, or follow a pledge we structure with others at last everybody that is represented by that outsider won't need you to be separated of the general public they have shaped. This will bring about an individual being put again into a condition of nature. 25 PART 2: Immanuel Kant When Thomas Hobbes expresses that â€Å"our moral obligations must furnish every one of us with fantastic motivations to obey them, and that these reasons should eventually come from personal responsibility (Hobbes, 115). He neglects to account that our activities forces moral worth exclusively when they are inspired by the cooperative attitude. Immanuel Kant contends that our ethical demonstrations are just done separated from our benefits at long last. Its to state if everybody carried on of personal responsibility, submitting murder due to the dread of being toppled from the top would be ethically right. â€Å"A individual anyway isn't a thing and subsequently not something that can be utilized simply as a methods, however in the entirety of his activities consistently be viewed as an end in itself (Kant, 113). † It is our tendency, not obligation, to submit acts depend ent on personal responsibility or self-protection. Hence utilizing anything available to you as a methods would have no ethical worth. â€Å"It isn't sufficient that the activity doesn't struggle with humankind in our individual as a closures in itself; it should likewise fit with it†(Kant, 113). Individuals must act not concurring tendencies or rules, however it includes performing acts that have no additions for us, and that is the best way to safeguard humankind. In spite of the fact that Kant concurs with Hobbes that a condition of nature exists without appropriate power, he counters, saying it doesn't exist since everybody is carrying on of obligation. Expressing personal responsibility is the inspiration for our activities and extreme end clashes with the rule of framing an agreement to secure our personal circumstances. We would even now be in a condition of nature, due the â€Å"fool† who doesn't comply with his contract. In this way, making an agreement out of personal responsibility can prompt individuals in the public arena breaking this agreement or making void guarantees, because of later picks up they may get by not standing. Rather, when carrying on of obligation â€Å"I must reflect cautiously whether this falsehood (broken contract) may later offer ascent to a lot more noteworthy burden (Kant, 107),† which eventually can hurt our tendency to self-safeguard. Before one can act they should pose the inquiry would they need others to act thusly? This sets a saying for every person to follow, so a pledge is framed that society won't break since it our obligation, and carrying on of from this guideline fits in with positive attitude. The main path for society to not be in a condition of nature is for everybody to be socially cognizant. Nobody needs to be in strife with one another and in a consistent force battle, individuals carrying on of obligation, regardless of whether calls for activities that have no methods or increases to oneself is the main look after agreement. Carrying on of personal responsibility makes unrest, and just through positive attitude can individuals adjust to their obligations and feel a feeling of good worth through their activities. 20 PART 3: Thomas Hobbes over comes Kant’s analysis that individuals should carry on of positive attitude by contending that individuals never act simply with selfless intentions. On the off chance that society all in all acted dependent on what activities have moral worth, and had no unfortunate obligation, society would never flourish. Individuals are instinctually continually hoping to better themselves and Kant can concur, â€Å"Persevering one’s life is an obligation (Kant, 105)†. As our obligation, regardless of whether it is ethically right or wrong we should do what is important. This concurs with Kant’s thought that if everyone’s adage consents to self-protect, it is at last a general law to carry on of ones personal circumstance to do as such, at long last negating his thought that we should only carry on of good goodness. Kant additionally expresses that positive attitude must be acceptable in itself, yet doesn't characterize what is genuinely ethically fortunate or unfortunate. On the off chance that an individual is a volunteer fireman, Kant can say that this individual is carrying on of personal circumstance (like helping other people), so his activities have no ethical worth. By expressing this he asserts that individuals in the public eye acting with adjustment to their obligations instead of from obligation alone have no virtue, consequently their activities can't be simply or out of line. This thought in itself is imperfect, on the grounds that people’s activities whether they are of personal responsibility or positive attitude can be viewed as ethically right or wrong, since they serve to better the agreement, which they assented to. Hobbes excuses Kant’s thought that a contract framed from personal responsibility will at last be broken by individuals who look for gains by not tailing it, or who don't agree to the cultural understandings by essentially expressing, those â€Å"fools† will have no part in that society. Carrying on of personal responsibility better jam an agreement since when we don't follow this standard we are not, at this point socially responsible. In this manner, through the dread of harming our essential obligation to self-protect using any and all means conceivable and reason we agree to keep up our contract. 23 PART 4: Immanuel Kant While Hobbes tends to that carrying on of positive attitude prompts a general public that can't succeed, he isn't right supposing that society overall is cooperating and carrying on obligations dependent on cooperative attitude, there will be no nonstop battle for power (propelled without anyone else enthusiasm) permitting the contract of man to thrive all in all. This will dispose of the independence and individual self-intentions of man that can keep down society from making gains focused all in all. Hobbs misjudged the idea of the adage, when he expresses that it is exclusively spurred without anyone else intrigue. With respect to the possibility that all men should carry on of generosity, this leaves just a single suitable choice for a genuine saying. That saying is the main decision that dismisses unfortunate chore. In light of this no decision possibly in support of our ethical personal responsibility however for the obligation of following up on positive attitude. In Hobbs proclamation he fails to impress anyone in the definition what fills in as altruism. At the point when an agreement is shaped from personal responsibility, individuals looking for inside support will gradually contaminate and over obliterate the pledge in general. The best way to keep up power among men is to work regardless of individual objectives and goal and just out of generosity, which fits in with obligation.

Essay example --

Presentation The two most significant components that have added to medicinal services monetary changes are mechanical advances and clinical consideration. One thing that individuals need to comprehend is the way that the foundation of wellbeing financial aspects is cash and this focal position awards it the necessary job of guaranteeing that that the human services industry was effective (PBS, 2012). This cash isn't really from people’s private assets yet from like was the situation before however it is cash paid by insurance agencies that covers for people’s clinical tabs. What's more, other outsiders additionally represent the hospital expenses leaving the person to pay only a little capacity of the whole subsidizes stream from their own reserve funds. Having a comprehension of the historical backdrop of medicinal services financial aspects and the nature in which cash moves through the framework is significant in empowering directors to assess their current positions while simultaneously setting themselves up for what's to come. In this paper, the conversation will concentrate on assessing the historical backdrop of medicinal services financial aspects and its development just as how incomes inside this framework. History and development of medicinal services financial matters So as to comprehend the medical coverage frameworks as there are today in the US, one needs to best see how in was conceived or how it became and what the future has for it. The best inquiry to answer would then be the means by which it came to be in the US that businesses pays for the medical coverage of their representatives while they don’t pay for the various of their workers costs like food supplies. The first run through advancement in the human services framework was experienced was in 1920s. During that time, decisions limited to the patient’s favored type of treatment regardless of how insane or non-sensi... ...ds human services till to date. End During the 1920s, there was a compelling impulse to embrace another human services framework with more accentuation being on the clinical consideration costs and not on costs experienced during ailment, (PBS, 2012). The event of the downturn during the 1930s changes the medical coverage needs to fuse the jobless and advantages conceded to the older. With the Second World War during the 1940s, prepaid social insurance by bunches strengthened as bosses utilized medical advantages offers to bait representatives thus coming about to the ascent in the business based wellbeing framework as is available today. Nonetheless, poor people and jobless were forgotten about thus the government assistance administration to the poor during the 1950s. With time, expansion multiplied costs in clinics and the old and not working couldn't get to wellbeing administrations subsequently Medicare and Medicaid went to law during the 1960s till today.

Most Commonly Used Academic Words

Most Commonly Used Academic Words EP 21: Most Commonly Used Academic Words Expanding Your English Vocabulary EP 21: Most Commonly Used Academic Words Expanding Your English Vocabulary Are you looking to increase your academic or English vocabulary? This week on the Homework Help Show our Host and Top Writer Cath Anne kicks off a series in which she discusses the most commonly used academic words. Follow along so that you can increase your academic comprehension and incorporate some new words into your academic writing! Using the words, Cath Anne discusses how to create your own sentences and you can leave them in the comments below! We would love to hear from you. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:05] Whats going on guys? This is Cath Anne, weekly host of The Homework Help Show and Top Writer at Homework Help Global. Cath Anne: [00:00:12] This week we are going to discuss five common words used in academia and how to improve your academic vocabulary. This will actually be a series of videos in which I introduce you to 50 academic words and how you can incorporate them into your academic and English vocabulary. I didnt want to bombard you at first so were going to start off with 5 and then move on from there in the future videos. Cath Anne: [00:00:41] Before I get started I wanted to remind you that we do have a weekly live stream happening every week, Thursday at 7:00p.m. Eastern Standard Time. Were going to be doing it on Instagram and Facebook Live. Its actually going to be a Q and A and also a chance for you guys to bring your homework or anything that youre working on anything that you want to discuss. We will try to answer your questions the best we can. So again every Thursday, join us live 7:00p.m. Eastern Standard Time on Instagram live or Facebook Live. You can just look up Homework Help Global and we should be there. Add us on Instagram under Homework Help Global, follow along, and ask your questions. Cath Anne: [00:01:25] Its also a great opportunity for you to incorporate some of the knowledge that you learned in these videos into your communication through Instagram and ask any questions that you do have about the videos at that time. Cath Anne: [00:01:40] OK so lets jump into the content for this week. Cath Anne: [00:01:45] In this lesson, as I mentioned, Im going to be discussing five academic words which are very important. If you are a university or college student or if you are intending to go to university it can also help you on standardized testing. If you are taking an ESL class or if you are studying to be a teacher who is teaching English as a Second Language these words can definitely help. The subsequent vocabulary lessons will also help you as well. So all these words came from a very common list of words that I just Googled. It is the top words that are used in the academic world and in the English language in academia. So I just wanted to let you know that there is information out there if youre looking to do some more research on your own about academic vocabulary. In this segment I will discuss the word. So I wanted to make sure that you guys were familiar with the words. Im also going to discuss the part of speech, so whether it was a pronoun, an adjective, or a n oun. I think today we only have nouns and adjectives but in the future we may have other of parts of speech. Cath Anne: [00:03:20] I will discuss the word, the part of speech, and also the meaning and then we will also put the word into a sentence so that you can understand it in context. That is very important particularly to get the meaning of something, but also to retain the information and memorize the words. Cath Anne: [00:03:38] Lets begin. The first word that were going to discuss is alternative. Alternative is most commonly used as a noun. This means an additional choice a possible remaining choice. Used in a sentence: She wanted to explore the alternative. In other words she wanted to explore the additional choice. You could also say: The alternative was to take Joes car. In other words taking Joes car was the additional choice. It wasnt the first choice but it was the alternative. Cath Anne: [00:04:30] OK. Cath Anne: [00:04:32] Number two is the word assessment. You may be familiar with the word assessment because it is also related to test. Thats exactly what it means. Assessment, in this case is a noun. Assessment is an evaluation of something. We dont often like to be scrutinized or be tested. You may be familiar with the word because you might hear it in school. Someone wants to do an evaluation of you and they give you a test, that is an assessment. Most of us dont like assessments but this is what the word means. Used in a sentence you could say: They wanted to do an assessment on the property. So in other words, maybe the insurance company wanted to come to the property, have their list and check off their boxes to do an assessment of the property and make sure that everything is in line before the next people buy the house. That is assessment. Cath Anne: [00:05:42] So number three is benefit. Benefit is a noun. Benefit means something that is advantageous. We can use it in a sentence and say: He gained many benefits from the work at the store. One of the benefits might be that he gets a discount on his groceries or maybe he gets a discount on his gas. That is a benefit. That is a positive beneficial situation. Who doesnt want to save money? That is the word benefit, another great word to incorporate into your academic writing. Cath Anne: [00:06:38] Number four word is one of my favorite words to use in academic writing: the word complex. This is actually an adjective. Weve discussed all nouns so far. Complex is an adjective. I should have noted before. There are some words that might sound the same or that might have a different meaning. So for example instead of saying complex we can also say, complex, which is spelled the same, but it actually means something different. So in this case were discussing the word complex where as the word complex would refer to an apartment building or a large building like a gym complex for example. In this case we are talking about the adjective complex. So if something is complex it means that it has many different interconnected parts that are unique. They are all twisted and tied together and they may be difficult to understand. So for example you could describe something as: a complex situation or a complex problem. You might also say that something is a complex issue . So for example: In the United States race relations are a complex issue. These are some words that complex is used to describe: problem, issue, situation. They can all be complex. We could also use it as a sentence: The professor explained the complex topic, so that implies that the topic that was being discussed is complicated. Its a little bit difficult to understand but the professor explained it. If you are studying neuroscience it is likely that you will encounter several complex topics. There are many other disciplines that involve complex topics as well. Cath Anne: [00:08:48] Our number five word for this week is a concept. A concept is an idea. Its something that you form in your mind. So say you are thinking about something new, youre learning a new topic. You might think about it differently and come up with a new concept to try and explain that idea or show people. So for example, when the light bulb was invented that was a new concept. Lets use it in a sentence, Traveling to Mars is an interesting concept. This means traveling to Mars is an interesting idea. Its an interesting thought. We may not know all the details about how we do it or why we want to do it but it is an interesting concept to consider. It is something new and different that maybe we hadnt considered before. Cath Anne: [00:09:42] All of the above words are helpful to incorporate into your academic writing. We have the word alternative, we have the word assessment. We have the word benefit, we have the word complex, and we have the word concept. They are all great words to incorporate into your writing. Cath Anne: [00:10:05] Now I want to discuss how to improve your vocabulary. I wanted to discuss one quick tip that can help you to effectively build your vocabulary if you are finding it is somewhat limited and you were just beginning in the academic field. You can certainly learn words but it is more effective to learn phrases. So when we just memorize words it can be difficult to retain that information because were not putting it into context. So this is why I provided you with some ideas, some thoughts, and some sentences related to each word that we discussed. If you are hoping to remember some of the words we discuss today right now try to incorporate them into sentences and then share the sentences below in the comments. This will help you to retain some of the information that we have discussed. So choose one of these. It would be great if you guys could share in the comments a sentence you come up with in relation to one of the words we have discussed today. Cath Anne: [00:11:06] I forgot to write complex and concepts here as well. Cath Anne: [00:11:15] We love when you guys engage you so please take some time to think about the sentence and it will also help you to remember these words that we talked about. Try more than one sentence if you like! Cath Anne: [00:11:28] So that does it for me this week. Cath Anne: [00:11:30] Im hoping that this series will be really valuable to you. Were going to talk about fifty different words. I think that next time we might do 10 in one session. But I didnt want to do too many today just to get this segment rolling. I decided to start with 5. Cath Anne: [00:11:48] If you did enjoy this video and you think it will be valuable content please give this video a like and a thumbs up and follow us along on Instagram and Facebook and please SUBSCRIBE TO OUR YOUTUBE CHANNEL. Cath Anne: [00:12:01] We always love to hear from you. So DM us on Instagram, message us in the comments below. I cant wait to read your sentences and thats it for this week. If this was of benefit to you and if you want to gain access to any more of our content, we are on Facebook, Twitter, LinkedIn, Instagram, Google Plus, YouTube, Medium and now are also on SoundCloud, Anchor, iTunes Apple podcasts, and Google Play Music. Just search Homework Help Global and we will be there. Thats it for me this week. My names Cath Anne and I will talk to you soon. Most Commonly Used Academic Words EP 21: Most Commonly Used Academic Words Expanding Your English Vocabulary EP 21: Most Commonly Used Academic Words Expanding Your English Vocabulary Are you looking to increase your academic or English vocabulary? This week on the Homework Help Show our Host and Top Writer Cath Anne kicks off a series in which she discusses the most commonly used academic words. Follow along so that you can increase your academic comprehension and incorporate some new words into your academic writing! Using the words, Cath Anne discusses how to create your own sentences and you can leave them in the comments below! We would love to hear from you. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:05] Whats going on guys? This is Cath Anne, weekly host of The Homework Help Show and Top Writer at Homework Help Global. Cath Anne: [00:00:12] This week we are going to discuss five common words used in academia and how to improve your academic vocabulary. This will actually be a series of videos in which I introduce you to 50 academic words and how you can incorporate them into your academic and English vocabulary. I didnt want to bombard you at first so were going to start off with 5 and then move on from there in the future videos. Cath Anne: [00:00:41] Before I get started I wanted to remind you that we do have a weekly live stream happening every week, Thursday at 7:00p.m. Eastern Standard Time. Were going to be doing it on Instagram and Facebook Live. Its actually going to be a Q and A and also a chance for you guys to bring your homework or anything that youre working on anything that you want to discuss. We will try to answer your questions the best we can. So again every Thursday, join us live 7:00p.m. Eastern Standard Time on Instagram live or Facebook Live. You can just look up Homework Help Global and we should be there. Add us on Instagram under Homework Help Global, follow along, and ask your questions. Cath Anne: [00:01:25] Its also a great opportunity for you to incorporate some of the knowledge that you learned in these videos into your communication through Instagram and ask any questions that you do have about the videos at that time. Cath Anne: [00:01:40] OK so lets jump into the content for this week. Cath Anne: [00:01:45] In this lesson, as I mentioned, Im going to be discussing five academic words which are very important. If you are a university or college student or if you are intending to go to university it can also help you on standardized testing. If you are taking an ESL class or if you are studying to be a teacher who is teaching English as a Second Language these words can definitely help. The subsequent vocabulary lessons will also help you as well. So all these words came from a very common list of words that I just Googled. It is the top words that are used in the academic world and in the English language in academia. So I just wanted to let you know that there is information out there if youre looking to do some more research on your own about academic vocabulary. In this segment I will discuss the word. So I wanted to make sure that you guys were familiar with the words. Im also going to discuss the part of speech, so whether it was a pronoun, an adjective, or a n oun. I think today we only have nouns and adjectives but in the future we may have other of parts of speech. Cath Anne: [00:03:20] I will discuss the word, the part of speech, and also the meaning and then we will also put the word into a sentence so that you can understand it in context. That is very important particularly to get the meaning of something, but also to retain the information and memorize the words. Cath Anne: [00:03:38] Lets begin. The first word that were going to discuss is alternative. Alternative is most commonly used as a noun. This means an additional choice a possible remaining choice. Used in a sentence: She wanted to explore the alternative. In other words she wanted to explore the additional choice. You could also say: The alternative was to take Joes car. In other words taking Joes car was the additional choice. It wasnt the first choice but it was the alternative. Cath Anne: [00:04:30] OK. Cath Anne: [00:04:32] Number two is the word assessment. You may be familiar with the word assessment because it is also related to test. Thats exactly what it means. Assessment, in this case is a noun. Assessment is an evaluation of something. We dont often like to be scrutinized or be tested. You may be familiar with the word because you might hear it in school. Someone wants to do an evaluation of you and they give you a test, that is an assessment. Most of us dont like assessments but this is what the word means. Used in a sentence you could say: They wanted to do an assessment on the property. So in other words, maybe the insurance company wanted to come to the property, have their list and check off their boxes to do an assessment of the property and make sure that everything is in line before the next people buy the house. That is assessment. Cath Anne: [00:05:42] So number three is benefit. Benefit is a noun. Benefit means something that is advantageous. We can use it in a sentence and say: He gained many benefits from the work at the store. One of the benefits might be that he gets a discount on his groceries or maybe he gets a discount on his gas. That is a benefit. That is a positive beneficial situation. Who doesnt want to save money? That is the word benefit, another great word to incorporate into your academic writing. Cath Anne: [00:06:38] Number four word is one of my favorite words to use in academic writing: the word complex. This is actually an adjective. Weve discussed all nouns so far. Complex is an adjective. I should have noted before. There are some words that might sound the same or that might have a different meaning. So for example instead of saying complex we can also say, complex, which is spelled the same, but it actually means something different. So in this case were discussing the word complex where as the word complex would refer to an apartment building or a large building like a gym complex for example. In this case we are talking about the adjective complex. So if something is complex it means that it has many different interconnected parts that are unique. They are all twisted and tied together and they may be difficult to understand. So for example you could describe something as: a complex situation or a complex problem. You might also say that something is a complex issue . So for example: In the United States race relations are a complex issue. These are some words that complex is used to describe: problem, issue, situation. They can all be complex. We could also use it as a sentence: The professor explained the complex topic, so that implies that the topic that was being discussed is complicated. Its a little bit difficult to understand but the professor explained it. If you are studying neuroscience it is likely that you will encounter several complex topics. There are many other disciplines that involve complex topics as well. Cath Anne: [00:08:48] Our number five word for this week is a concept. A concept is an idea. Its something that you form in your mind. So say you are thinking about something new, youre learning a new topic. You might think about it differently and come up with a new concept to try and explain that idea or show people. So for example, when the light bulb was invented that was a new concept. Lets use it in a sentence, Traveling to Mars is an interesting concept. This means traveling to Mars is an interesting idea. Its an interesting thought. We may not know all the details about how we do it or why we want to do it but it is an interesting concept to consider. It is something new and different that maybe we hadnt considered before. Cath Anne: [00:09:42] All of the above words are helpful to incorporate into your academic writing. We have the word alternative, we have the word assessment. We have the word benefit, we have the word complex, and we have the word concept. They are all great words to incorporate into your writing. Cath Anne: [00:10:05] Now I want to discuss how to improve your vocabulary. I wanted to discuss one quick tip that can help you to effectively build your vocabulary if you are finding it is somewhat limited and you were just beginning in the academic field. You can certainly learn words but it is more effective to learn phrases. So when we just memorize words it can be difficult to retain that information because were not putting it into context. So this is why I provided you with some ideas, some thoughts, and some sentences related to each word that we discussed. If you are hoping to remember some of the words we discuss today right now try to incorporate them into sentences and then share the sentences below in the comments. This will help you to retain some of the information that we have discussed. So choose one of these. It would be great if you guys could share in the comments a sentence you come up with in relation to one of the words we have discussed today. Cath Anne: [00:11:06] I forgot to write complex and concepts here as well. Cath Anne: [00:11:15] We love when you guys engage you so please take some time to think about the sentence and it will also help you to remember these words that we talked about. Try more than one sentence if you like! Cath Anne: [00:11:28] So that does it for me this week. Cath Anne: [00:11:30] Im hoping that this series will be really valuable to you. Were going to talk about fifty different words. I think that next time we might do 10 in one session. But I didnt want to do too many today just to get this segment rolling. I decided to start with 5. Cath Anne: [00:11:48] If you did enjoy this video and you think it will be valuable content please give this video a like and a thumbs up and follow us along on Instagram and Facebook and please SUBSCRIBE TO OUR YOUTUBE CHANNEL. Cath Anne: [00:12:01] We always love to hear from you. So DM us on Instagram, message us in the comments below. I cant wait to read your sentences and thats it for this week. If this was of benefit to you and if you want to gain access to any more of our content, we are on Facebook, Twitter, LinkedIn, Instagram, Google Plus, YouTube, Medium and now are also on SoundCloud, Anchor, iTunes Apple podcasts, and Google Play Music. Just search Homework Help Global and we will be there. Thats it for me this week. My names Cath Anne and I will talk to you soon.

Essay about Religious Symbolism in A Good Man Is Hard to...

Religious Symbolism in the Grandmother and the Misfit Flannery O’Connor has long been criticized for her blatant incorporation of religious symbols into sinister, dark stories. In the short story â€Å"A Good Man Is Hard To Find,† the dark and apathetic Misfit is said to portray, in an allegorical sense, a Christ-like figure. However, through the interpretation of the inversions of divine characteristics, his repulsion of Christ’s very existence, and the denial of any powers beyond the observable realm, we find that the Misfit is actually representative of the Anti-Christ. Religion symbolism appears often in â€Å"A Good Man Is Hard to Find†; the first appearances of religious symbolism are presented with the speech of the grandmother. In her†¦show more content†¦This, however, is inaccurate because the Misfit is not actually a portrayal of Christ, but of the very thing Christ came to defeat – Satan. The Misfit is a symbol of the anti-Christ and is portrayed as such through the inversion of divine characteristics. As pointed by Marion Montgomery, â€Å"the devil she presents in her fiction is the devil Christ came to oppose, made articulate in a world largely given to him.† In the Bible, Jesus is a surrounded by little children, whom he loves. The Misfit is bother by little children, even stating, Watch them children, Bobby Lee, he said. You know they make me nervous (O’Connor 642). Michael O. Bellamy emphasizes that this â€Å"set of inversion is consistent with the Misfit’s entire personality† (200). When the Misfit is called â€Å"a different breed of dog,† this shows the inversion of the word God itself, and â€Å"demonology is based on inverting the sacred† (O’Connor 643, Bellamy 200). Moreover, â€Å"the Misfit is a self-imposed title,† which is representative of â€Å"the figure of that ultimate misfit of Christian o rthodoxy, Satan† (Montgomery 186). The emphasis on the Misfit’s alienation from society is show by the symbolism of the true misfit in Christianity. The rejection of Satan by God can be reversed to say that Satan rejects God, and thus the Misfit reject religion. Throughout the story, the Misfit is constantly in denial about the existence of God, the resurrection of Jesus, and the necessity ofShow MoreRelatedAnalysis of Characters, Conflict, and Symbolism in ‚Äà ºa Good Man Is Hard to Find‚Äà ¹771 Words   |  4 PagesAnalysis of Characters, Conflict, and Symbolism in â€Å"A Good Man Is hard to Find† The story â€Å"A Good Man is Hard to Find† is a fascinating story about a family traveling to Florida for a family vacation. The story’s main characters are the grandmother, the mother and a baby, the father Bailey, and the two children June Star and John Wesley. On this trip the family has a run in with the other characters The Misfit, Bobby Lee, and Hiram who are escaped convicts headed towards Florida. 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Hills like White Elephants, written by Ernest Hemingway, and A Good Man is Hard to Find, written by Flannery OConnor, are just two examples of admirable work. Each writer incorporated plenty of elements to improve the story. Since the amountRead MoreGood vs. Evil in â€Å"a Good Man Is Hard to Find† Essay1052 Words   |  5 PagesGood vs. Evil in â€Å"A Good Man is Hard to Find† Flannery O’Connor shows her readers a realistic look at their own mortality in â€Å"A Good Man is Hard to Find.† The story is about a family of five, a father, mother, grandmother, and two children, starting out on a vacation to Florida from Georgia. The family, on their way to a routine vacation, takes a detour that will change their lives forever. Through the use of literary elements like symbolism and characterization, O’Connor creates a theme ofRead MoreGrandmother vs. the Misfit in A Good Man Is Hard to Find987 Words   |  4 PagesGrandmother vs. The Misfit in A Good Man is Hard to Find In the story A Good Man is Hard to Find by Flannery O Connor, the theme is strongly supported throughout the story and is stated in the title of the story itself. In A Good Man is Hard to Find, O Connor uses symbolism throughout the entire story to represent faith and death. O Connor foreshadows death when the family goes to the town Toomsboro. The graveyard in the plantation is a symbol of death, and O Connor also writesRead MoreEssay on Generation Gaps in Flannerys A Good Man is Hard to Find567 Words   |  3 PagesGeneration Gaps in Flannerys A Good Man is Hard to Find The use of symbolism that emphasizes a major gap between the two generations, as well as religion, theme, and imagery along with an intriguing story plot make Flannerys A Good Man is hard to Find one of Americas classic short stories. Imagery is widely used in OConnors story, which makes the characters and surroundings seem lifelike. In the depiction of the grandmother the reader can visual see the woman sitting in the car waitingRead More Symbolism in A Good Man Is Hard to Find by Flannery OConnor1038 Words   |  5 PagesUse of Symbolism in A Good Man is Hard to Find by Flannery OConnor A Good Man is Hard to Find by Flannery OConnor is a short story that depicts a familys vacation to Florida that turned into an abysmal tragedy when they met with the Misfit, a convict who escaped from prison. This story is meant to be interpreted as a parable, whereby OConnor made skilful use of symbolism to bring about messages such as the class-consciousness and the lack of spiritual faith that exist amongst human. Read MoreAn Analysis Of O Connor s A Good Man 941 Words   |  4 Pages6/03/2015: O’Connor’s short story â€Å" A Good Man Is Hard To Find† symbolizes a theme of religion which questions me to think how O’Connor was raised? In my intention of this story every character seems to play a key role of religion. As for the Misfit can be seen as Satan himself as he encounters the family and kills them all. Yet he does it so politely saying â€Å"he is not a good man†, and how he only shoots just 3 bullets into the Grandmother. This gives me a sense of how O’Connor is conveying a messageRead MoreComparison of Grandmother and the Misfit1089 Words   |  5 Pages5 Reference Billingsley, R. T. (2011). A good man is hard to find. New York: Gallery Books. Shmoop Editorial Team. (November 11, 2008).A Good Man is Hard to Find Symbolism, Imagery amp; Allegory. Retrieved March 16, 2012, from http://www.shmoop.com/good-man-hard-to-find/symbolism-imagery.html COMPARISON OF THE GRANDMOTHER AND THE MISFIT 2 The grandmother in â€Å"A Good Man is Hard to Find† is a manipulator. The first thing I learnedRead MoreSymbolism Is The Use Of Symbols To Signify Important Meaning1305 Words   |  6 PagesSymbolism is the use of symbols to signify important meaning to things. These symbols could be basically anything in which a meaning is more than just the literal context. Hawthorne has several uses of symbolisms in his stories. Symbolism was very popular literary device during the Romantic period, where the object embodied some sort of idea. â€Å"The symbolism of his works focused on isolation and guilt of the individual, the uncertainties of good and evil, and the continual hold of the past on the

Great Hammerhead Shark

The great hammerhead shark (Sphyrna mokarran) is the largest of the 9 species of hammerhead sharks. These sharks are easily recognized by their unique hammer or shovel-shaped heads. Description The great hammerhead can reach a maximum length of about 20 feet, but their average length is about 12 feet. Their maximum length is about 990 pounds. They have a grayish-brown to light gray back and white underside. Great hammerhead sharks have a notch in the center of their head, which is known as a cephalofoil. The cephalofoil has a gentle curve in juvenile sharks but becomes straight as the shark ages. Great hammerhead sharks have a very tall, curved first dorsal fin and a smaller second dorsal fin. They have 5-gill slits. Classification Kingdom: AnimaliaPhylum: ChordataSubphylum: GnathostomataSuperclass: PiscesClass: ElasmobranchiiSubclass: NeoselachiiInfraclass: SelachiiSuperorder: GaleomorphiOrder: CarcharhiniformesFamily: SphyrnidaeGenus: SphyrnaSpecies: mokarran Habitat and Distribution Great hammerhead sharks live in warm temperate and tropical waters in the Atlantic, Pacific, and Indian Oceans. They are also found in the Mediterranean and Black Seas and Arabian Gulf. They undertake seasonal migrations to cooler waters in the summer. Great hammerheads may be found in both nearshore and offshore waters, over continental shelves, near islands, and near coral reefs. Feeding Hammerheads use their cephalofoils for detection of prey using their electro-reception system. This system allows them to detect their prey by electrical fields. Great hammerhead sharks primarily feed at dusk and eat stingrays, invertebrates, and fish, including even other great hammerheads. Their favorite prey is rays, which they pin down using their heads. They then bite at the rays wings to immobilize them and eat the entire ray, including the tail spine. Reproduction Great hammerhead sharks may mate at the surface, which is unusual behavior for a shark. During mating, the male transfers sperm to the female via his claspers. Great hammerhead sharks are viviparous (give birth to live young). The gestation period for a female shark is about 11 months, and 6-42 pups are born live. The pups are about 2 feet long at birth. Shark Attacks Hammerhead sharks are generally not dangerous to humans, but great hammerheads should be avoided due to their size. Hammerhead sharks, in general, are listed by the International Shark Attack File #8 on its list of species responsible for shark attacks from the years 1580 to 2011. During this time, hammerheads were responsible for 17 non-fatal, unprovoked attacks and 20 fatal, provoked attacks. Conservation Great hammerheads are listed as endangered by the IUCN Red List due to their slow reproduction rate, high bycatch mortality and harvest in shark finning operations. The IUCN encourages implementation of shark finning bans to protect this species. References and Further Information ARKive. Great Hammerhead. Accessed June 30, 2012.Bester, Cathleen.Great Hammerhead Shark. Florida Museum of Natural History. Accessed June 30, 2012.Carpenter, K.E. Great Hammerhead: Sphyrna mokarran. Accessed June 30, 2012.Compagno, L., Dando, M. and S. Fowler. 2005. Sharks of the World. Princeton University Press.Denham, J., Stevens, J., Simpfendorfer, C.A., Heupel, M.R., Cliff, G., Morgan, A., Graham, R., Ducrocq, M., Dulvy, N.D, Seisay, M., Asber, M., Valenti, S.V., Litvinov, F., Martins, P., Lemine Ould Sidi, M. Tous, P. and Bucal, D. 2007. Sphyrna mokarran. In: IUCN 2012. IUCN Red List of Threatened Species. Version 2012.1... Accessed June 30, 2012.Florida Museum of Natural History. 2012. ISAF Statistics on Attacking Species of Shark. Accessed June 30, 2012.Krupa, D. 2002. Why the Hammerhead Sharks Head is In the Shape Its In. American Physiological Society. Accessed June 30, 2012.ScienceDaily. 2010. Hammerhead Shark Study Shows Cascade of Evolution Affected Size, Head Shape. A ccessed June 30, 2012.

What to Expect From Movie Evaluation Essay Samples?

What to Expect From Movie Evaluation Essay Samples? Subtly make how you feel about the movie known to your reader and state the most important idea on which you are likely to expand. Before you commence giving your opinion on something, individuals should have some type of idea of what you're discussing. On the flip side, negative attitude is a sort of attitude wherein folks act inconsistently with. There are lots of judgments concerning the truth and false of the topic that you want to put forward in it. The Do's and Don'ts of Movie Evaluation Essay Samples To create any progress, you must frame the discussion in film theory. A thesis statement for your film report is basically a 1 sentence evaluation that may be threaded through the entire piece. Luckily, writing an appropriate video report isn't as complicated as it may seem and can typically be mastered with a bit of self-confidence. Obviously, choosing the right topic also is dependent on the duration of your paper. Based on the essence of the subject, you might need to present your audience some background information on the location's significance. The kid, on the flip side, feel safe and assured of a high quality life. Write about subjective camera work in the event the analysis is dealing with a region of the movie shot from the viewpoint of one of the characters. There are oodles of benefits and disadvantages linked to free-range style too. There are particular standards you expect from the phone based on just what the provider states the phone can do, and there are certain standards you expect from the service the business is offering dependent on the firm's own info. Another benefit of our website is the quickness. There are a lot of reasons why you ought to prefer our services. When choosing your subject, you're likely to want to concentrate on a particular provider, product, policy, or business. Although movies often borrow elements from several genres, there's always a princi pal genre that prevails. Genre is the thing that dictates the way the movie will be classified at the video shop. Identify the climax of the film. Identify the genre of the film. The Ultimate Movie Evaluation Essay Samples Trick In any event, a man or woman might or might not conform to any rules or regulations based on his personality traits and personal judgment at a certain time. You need specific reasons and evidence to back up your judgment. In order to appraise a topic or endeavor to pass judgment, writers will need to detail criteria where the topic is going to be evaluated. Normally, the writer is provided a set of criteria to base their evaluation regarding a particular experience. After discovering our website, you will no longer will need to bother friends and family with these kinds of requests. Double check everything to be certain it's accurate and that you've included all of the appropriate information. You believe you will remember each detail, but taking n otes is imperative to gathering enough info to compose a fantastic report. In any case, you'll certainly like our price policy. What Is So Fascinating About Movie Evaluation Essay Samples? Evaluative Criteria Evaluation criteria are the most crucial factor of an important evaluation essay. Evaluation essays can cover a good deal of topics that is the reason why it is employed in an assortment of industries and processes. In your essay, you should devote a minumum of one paragraph to every criterion. Then, paragraphs discuss every one of your criteria and present evidence to strengthen your reasoning. The Movie Evaluation Essay Samples Cover Up You should describe both positive and negative elements of your subject. Possessing a positive attitude creates an individual happy so that it's undeniable that he'd collect data, studies every detail, organizes thoughts, and integrates all understanding of the very same as a proof which he understood it best. It's tricky to effectively communicate a great deal of info in such a brief timeframe. Second, it's easy to determine the influences of any behavior messages. New Ideas Into Movie Evaluation Essay Samples Never Before Revealed Plagiarism free essays that offers information are predicted to write well to compose a terrific britain, similarly, essayslab. Then the ideal approach is place a request I want to acquire essay papers written. Our site i s just one of the most appropriate for essay help. You can rely on the very best essay help online. You may also just browse through samples and begin your evaluation essay from scratch. When making your own evaluation essay, you must always remember that the content of your essay has to be relevant to the message which you would love to disseminate or share to your target readers. The introduction is going to be set up the central portion of the essay. If you're on the lookout for Argumentative Essay templates, you may also take a look at our offered templates. Choosing Good Movie Evaluation Essay Samples This form of essay is a favorite in a variety of fields because reviews are vital to the growth of an endeavor. The character of somebody may impact conformity to normative social influence. The actual individuals highly praise our essay help site. The student is needed to research what makes the career a very good option, what the job is actually like and what education and skills are necessary to hold the job.

Crime Essay free essay sample

Crime remains the most pressing problems of all times presenting the biggest challenge to the development of any nation. Apart from the effect of fear of crime and violence of victims, it also has a devastating impact on the society. It is extremely important that all efforts should be made to reduce the level of crime in a society. But the question of concern is what measures can be taken to reduce the level of crime? What types of controls should be used so that the crime rate reduces to an optimal level? This paper will analyze the importance of punitivity in social welfare and as crime control policy. It is essential to understand the concept of punitivty as it is the attitude towards punishment. For example people in U.K. and U. S have a high punitive attitude towards young criminals. A survey was conducted to find out the punitive attitude of people and 51% of those who were surveyed said that a second time burglar should be punished. We will write a custom essay sample on Crime Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page (McAra 2007) Now the question is whether punitive attitude a good method of controlling crime? The idea is to highlight the attitude towards punishment and find out ways which can help in reducing the levels of crime. CONCERNS ABOUT CRIME Before we understand the relation between punitivity and society, it is important to find out why crime is of so much importance in our society. In simple terms, crime can be defined a breach of rules and regulations which inflict damage on some one. Crime results in a feeling of fear and anxiety among the victim and if the sufferer has being compensated and the criminal is not penalized, it might give rise to injustice in the society. Considering this definition of crime, we can understand the fact that the basic purpose of the government is to protect people from other individuals. Since there is a strong relation between crime and social injustice, it is important to understand that criminal activities will not only give create fear and anxiety but will also contribute towards social injustice which will ultimately result in the breakdown of social and moral values. If the victim is not compensated, he will develop a feeling of revenge which will ultimately destroy the harmony of a society. SOCIAL CONTROLS All societies impose some form of controls over its people either in the form of government regulations or in the form of social norms. The basic idea of a social control is to limit or control the behavior of an individual so that he cannot harm any other individual. Since it is the responsibility of the state to protect the rights of all individuals, it sets up certain rules and regulations which need to be followed so as to maintain peace and harmony in the society. The purpose of social controls is to protect people from other human beings living in the same society. Once rules and regulations have been formulated, it is important that the people abide by these laws. To ensure that people abide by these laws, the state again imposes certain regulations. These special regulations are called punishment. The basic idea of punishment is to protect people and punish those who do not abide by the laws. Punishment is a form of social control which his intended to act as a deterrent for people who perform unlawful actions. The effectiveness of punishment depends upon the attitude of people towards punishment. Simply it means whether people are actually afraid of a certain punishment or not. For example the punishment of a murder is death sentence. But the concern is whether this punishment is sufficient to act as a deterrent against murders.The fear of punishment is what is known as punitive attitude. If people have fear of punishment, there is high probability that they will not kill a person. On the other hand, if the punishment   is not very harsh for example, a murderer is only imprisoned for two years, then the fear of punishment is likely to be low and the crime arte will be higher in the society. The idea of social control is highly integrated with social welfare. In simple terms, social welfare is intended to promote the well being of individuals living in a society. For example, if the government is providing a certain health facility, the idea is to promote the well being of the people living in that society. The idea of social control such as punishment also intends to protect the people from others. (Larkin 2007) All forms of social controls are intended to protect the citizens. There is a debate about whether punitivity should be used as a social control against crime or are there other better solutions. Another important aspect of a welfare society is security. The concepts discussed above cannot be studied in isolation as they are all related with the idea of security. Since all individuals have a high need for a secure environment, we need to find out ways to reduce crime so that we can all live in a secure and peaceful environment. It is important to identify ways to reduce crime rate so that we can live in a serene and undisturbed society. Criminal Rehabilitation There are other ways to reduce crime rate and the most commonly used method is criminal rehabilitation. Proponents of this idea claim that criminals should not be punished as punishment inculcates the idea of revenge in the criminal, therefore the best way to reduce crime and violence is to rehabilitate the criminals. This refers to the moral and behavioral rehabilitation of the criminals by providing them education and an environment which can help them in reaching their potential. However, the critics to this approach claim that it is a very expensive and time consuming alternative to punishment. They also claim that once these criminals get out the rehabilitation centers, they restart their criminal activities as they are born like that and the best approach to modify their behavior is punishment. Reduction in Crime Requires Change in Society There is a certain group of people who claim that neither punishment, nor rehabilitation is a solution to crime. Instead they focus on chang ing the values and beliefs of the entire society. They believe that there is no magical solution to crime and reduction in criminal activities should be considered as a developing process. By inculcating true moral and integral values, the society will become an exemplary, crime free society. I personally feel that punitivity is the best approach to limit crime and introduce social justice. But it is important to understand the relation between crime and insecurity which arises among people. CRIME AND INSECURITY The fear of crime is a growing concern in contemporary societies.(Dina 2004) The insecurity of individuals about crime and other social problems has become a major issue in today’s world; therefore it is important to identify the factors which are resulting in growing insecurity of people. Risk Society In today’s modern world, the element of risk is growing at a very fast rate. People have the sense of insecurity and they are afraid of everything. One of the most important   reasons for this growing fear is stress. People have stressful jobs and they have a fear of getting fired. If people are rich, the have a fear of crime. People also have a fear of being rejected. The reason for this risk can be attributed to the growing influence of media and advancements in technology (Monterosso2009).Violence and crime as reported on media is a very important source of growing fear in our society. It is because of this growing fear that the society is demonstrating punitive attitude. Growing element of risk reinforces the importance of punitivity in our societies. Increased insecurity does not mean that people are getting more and more concerned about security. It simply means that people are more fearful of unforeseen events. There is a positive relation between punitivity and insecurity. People who are more insecure have a higher punitive attitude. For example people in U. S. have the highest punitive attitude and this was revealed in a surveyed which was conducted to find out the number of people who support juvenile imprisonment. 56% of those who were surveyed said that young burglars should be imprisoned. This instills the people who are more insecure are more likely to have punitive attitude and are more likely to rely on punishment as a deterrent to crime. PERSONAL RESPONSIBILTY There is a strong negative relation between punitivity and personal responsibility. People who take up responsibility for their own action are unlikely to have a punitive attitude. This is because they blame themselves for everything they do, good or bad and claims that punitivity is an authoritative approach which is far away from the concept of free markets. According to such people punitivity is a way of blaming others for their own mistakes. The negative relation between personal responsibility and punitivity also highlights people who are insecure do not take personal responsibility of their actions. That is why; insecure people have a high punitive attitude. They blame others for their loss and are highly likely to favor their punishment. CONCLUSION The question whether punitivity is a central concept to social welfare and crime control is not a simple one. It involves various interrelated concepts like fear of risk and loss and the growing role of media. It is impossible to negate the importance of punitivity as a social welfare tool and a crime control policy. Even today, people have a high punitive attitude because they still believe that punishment is the most effective deterrent of crime. The fact that punishment is an effective deterrent against crime cannot be denied as it can be reinforced by a number of statistics which prove that in countries like Saudi Arabia where punishment is strict and justice prevails, the crime rate is very low. Societies like U.S. and U.K. which focus on other measures to control crime are unlikely to achieve such low crime rates. Secondly the going insecurity among our society also reinforces the importance of punitivity in social control. BIBLIOGRAPHY Online Journal Hogan, Michael; Chiricos, Ted; Gertz, Marc,2005 . Justice Quarterly, Economic Insecurity, Blame, and Punitive Attitudes. Volume 22, Number 3, pp. 392-412(21), Online] Available at: http:// www.ingentaconnect.com [Accessed 28 February 2010]. Philip M. Larkin, September 2007, Journal of Law and Society, The ‘Criminalization’ Of Social Security Law: Towards A Punitive Welfare Society?Volume 34, Number 3, pp. 295- 320. [Accessed 28 February 2010].Hummelsheim, Dina, Hirtenlehner, Helmut Jackson, Jonathan Oberwittler, Dietrich Bacher, Johann (2004) Does social security protect against fear of crime? A cross-national study on the impact of national welfare policies on the feeling of (in) security [Accessed 28 February 2010].Lesley McAra(2007), Global Politics And Local Culture: Crime Control And Penal Practice In A Small Nation. [Accessed 28 February 2010]. Stephen Monterosso(2009), QUTLJJ, Punitive Criminal Justice and Policy in Contemporary Society, Volume 9 Number 1, pp. 13-25. [Accessed 28 February 2010]. Books Social Justice: Welfare ,Crime and Society (Janet Newman, 2008) [Accesses 28 Febuary 2010]

LOVE AS A DYNAMIC FORCE IN SHAKESPEARES SONNETS Essays - Sonnet 1

LOVE AS A DYNAMIC FORCE IN SHAKESPEARE'S SONNETS Shakespeare's love sonnets describe three different contexts in which love operates, as such, he depicts a multi-faceted picture of love. Love in Shakespeare's poems does not have a single definition, but rather, an intangible conglomeration of characteristics that, together, make up an ever powerful force that defeats all obstacles. In Shakespeare's love Sonnets numbers 116, 130, and 147, love is depicted as an overwhelming force that triumphs over time, the physical world, and reason, respectively. The force of love overpowers Shakespeare's era's cultural ideals of physical beauty in sonnet 130. In poem number 147, the speaker's reasonable mind is overridden by emotions which arise from his love and desire for his absent partner. Finally, in sonnet 116, love is given an identity as an immortal force, which overcomes age, death, and thus, time. On another level, these three sonnets can be seen as describing the three different identities of love (Rowse, Shakespeare's Sonnets 46). Love can be seen as an internally possessed force which is directed within oneself; love can be an internal force which is directed against external factors, or love can be an external force, operating independently, regardless of the individual, and overcoming other powerful external forces. As such, these sonnets create a vision of love as a dynamic and multi-relational force. Each sonnet describes a different conflict in which love is engaged. In sonnet 116, love is depicted as an invincible force that defies time as well as time's effects on beauty and youth, changes such as wrinkles and old age. Love's not Time's fool, though rosy lips and cheeks/Within his bending sickle's compass come (Lines 9 and 10). Love, unlike the physical being, is not subject to decay. Through the capitalization of the words Love and Time, Shakespeare personifies both of these words, giving them identities, which are independent of any possessor (Angelou et al 22). Time becomes godlike, omnipotent yet abstract. Love, too, becomes a powerful character, despite remaining physically intangible. Love is presented as an entity with supernatural qualities. This identity is everlasting, immortal, and unaffected be the passing of Time, which is also eternal. In many of Shakespeare's sonnets, Time is often portrayed as the destroyer of all that is happy and beautiful, because with time, everything changes, happiness fades and what was once beautiful fades away and then dies (Brown 79). The speaker claims that his love, real love, is untouched be the cruel hand of Time. Love, he says, is an ever-fixed mark that looks on tempests and is never shaken (Lines 5 and 6). According to Shakespeare, true Love is more permanent and powerful than Time, hence, love remains immutable despite the changes brought on by physical decay and despite changes wrought by the world, such as storms, wars and revolutions (Rowse, A Biography 67). Shakespeare further develops upon his ideas of love as a force which overcomes the restraints of physical existence in Sonnet number 130. In this poem, Shakespeare expands his definition of love to include an image of love as a force that overcomes social pressures. Shakespeare's speaker resists the conventions of his era's romantic poetry by describing his lover as an exception to all of the traditional romantic metaphors for beauty (Ballou 126). Shakespeare refutes one of his culture's most basic ideals: that of the universal standard of beauty, if snow be white, why then her breasts are dun (Line 3). Unlike other romantic poets of his time, in Sonnet 130 the speaker describes his beloved as an earthly and realistic woman. She, unlike most women in poetry, is not misrepresented. Shakespeare's speaker does not use false metaphors to describe her (Booth 84). He is able to depict her in human terms because, to the speaker, love is not based on physical beauty but rather on feelings, sensibilities, and affections. According to Shakespeare, love is more profound than the materialistic, romantic poems of his era seem to imply. Love overcomes the romantic imagery of what the ideal woman should look like. The speaker's love is, in this case, overcoming one physical reality of his situation: that his mistress may not be beautiful enough to deserve love and poetry, according to his culture's expectations of beauty. Shakespeare's speaker does not portray his lover as a goddess or as a princess; she does not float on air as she walks (Brown 92). She is simply a human being, a woman, yet she is special to him, regardless of her physical attributes (Brown 93). In discussing the

The Origin of the Sucker

The Origin of the Sucker Free Online Research Papers How may licks does it take to get to the center of a Tootsie Pop you ask? Who knows. This statement is a usless advertising campaign because it will take different amount of licks per person. Some people have huge tounges, some people have midge tounges, some people have extra saliva which helps to dissinegrate candy coated chocolate better, and some people (like your boyfriend for instance) have dry mouths which will almost double the amount of licks needed. Then we have the small fact that each sucker has 60 grams of calories and 10 grams of sugar. Is it really worth having your tongue cramp up just to become fat? Some people may not realize that just because you are exercising your tongue, it will not work off the fat gained by eating this sucker. Also, everybody knows of the big hunk of tootsie roll in the middle, which will, along with the candy coated outside, rot your teeth out. Tootsie Pops are not the only unhelthy sucker out there, there are also those called Blow Pops. What kind of person names a food that you put in your mouth in and out a Blow pop? This name will lead to sexual promiscuity. This is not good for the simple fact that it reaches out to young children. That is why there are so many teenage pregnancies. A girl walks into a gas station and purchases a sucker. She walks outside sees a man twice her age, puts the sucker in her mouth and withdraws it. In and out, in and out, the man sees her and takes her home where he recieves sexual pleasures and in return knocks this girl up because he did not withdraw his sucker. Besides that, the gum inside becomes stale within about a minute of chewing it. It becomes just a headache, but people just tend to purchase them to shut their kid up. What they do not understand is that by purchasing this cheap snack for their child, they are setting themselves up for a large dentistry bill. Suckers are not a healty or fun choice of a snack. Their is absolutely no sense in people these days to eat or lick, or even blow suckers. Suckers should be banned throughout the world and dentist will become the poor losers they really are inside. Research Papers on The Origin of the SuckerPersonal Experience with Teen PregnancyNever Been Kicked Out of a Place This NiceThe Spring and AutumnInfluences of Socio-Economic Status of Married MalesLifes What IfsAnalysis of Ebay Expanding into AsiaThe Masque of the Red Death Room meaningsHip-Hop is ArtGenetic EngineeringThe Relationship Between Delinquency and Drug Use

Construction Safety in the uses of Lifting Appliance (LA) and Lifting Term Paper

Construction Safety in the uses of Lifting Appliance (LA) and Lifting Gears (LG) for Foundation Works - Term Paper Example Violation of these rules may lead to accidents and injuries, especially when dealing with lifting appliances and lifting gear for foundation works. The main activities pertaining to safety in construction are: the proper organization of the construction and operations; organized storage of materials and components: the organization of the site and passes, ensuring the normal operation and emergency lighting of the working area, the organization of technical supervision of the state mechanisms, crane tracks, proper functioning of all construction equipment; a systematic coaching staff; compulsory fencing of areas and stairs, as well as rotating and moving parts of the crane, compliance with the rules of operation of the crane in accordance with the Instructions for installation and operation of lifting devices, use of alarm accordance with the rules pertaining international construction safety laws, and last but not the least, ensuring electrical safety. (Prichard, 2001) One of the mo st important documents that provide trouble-free maintenance works in construction is a project of work organization.  This project takes into account all safety measures that are indicated in the document, including heavy mechanization and labor-intensive work on horizontal and vertical transportation of materials, types of used construction materials and their placement on the site, and the inventory of the forest, scaffolding. Storage of construction materials is allowed only in areas of projected work organization .Indiscriminate storage of materials, products and equipment is prohibited.  Gaps between warehouses and piles are installed in accordance with the requirements of fire-fighting equipment. (Opfer, 2008) At the construction site, pointers driveways and walkways must be installed.  Walkways and driveways for working machines must be free: blockage of materials or waste is not allowed. The width of driveways for one-way traffic shall be not less than 4 m. Aisles bet ween stacks of building materials should be at least 1 meter in each pile should be kept only homogeneous elements. There is serious risk when using lifting gear (LG) or lifting appliances (LA), which can lead to accidents.  Therefore, the zone within which the working crane is dangerous and must be fenced. Since the handling of lifting appliances and lifting gears is a dangerous activity and can be fatal in case of an accident, safety measures concerning their management must be taken into consideration. In this paper, we will talk about Safety concern in Reversed Circulation Drilling, Crane Rotator, the risk assessment and hazards associated with LA and LG. (Prichard, 2001) Controlling LA and LG The main objective of controlling an LA or an LG is to ensure the safe movement and precise stop load-bearing body at a given height, and, if appropriate device, to ascertain the smooth supply of goods into the building. The Hoist driver manages to land the keypad, a 5 to 30 m from the b ase of the lift (depending on the height of the building), or auxiliary control panel located at a carrying a lift. (Opfer, 2008) The driver of the lifting appliance or

The Power of Poetry Essay Example | Topics and Well Written Essays - 1250 words

The Power of Poetry - Essay Example To prove the potency of poetry, the poem chosen here is called ‘Aunt Jennifer’s Tigers’ and it was written by Adrienne Rich. This paper seeks to prove how poetry can be used as a powerful medium to convey much more than pretty verses. Poetry can be a vehicle for social critique, literary expertise and so much more. ‘Aunt Jennifer’s Tigers’ is a relatively short poem of twelve lines that tells the story of the poet’s Aunt, a nervous and diminutive woman who lives in terror of her husband. It has a rhyme scheme of AABB with no variation. This rhyme gives it a very simple, almost childlike quality that belies its serious content. Another great thing about the choice of the structure for this poem is its short length. The brevity of the poem reinforces the tragic brevity of the life of Aunt Jennifer in the poem. Thus, it can already be noted that even the most apparent features of a poem can be of significance and hold more meaning than meet s the eye. To move into the poem itself, the first lines are: ‘Aunt Jennifer's tigers prance across a screen, / Bright topaz denizens of a world of green.’ The first words echo the title of the poem – again, much like a nursery rhyme does, reinforcing the irony of the childlike style against a grim subject. The lines also introduce the subject of the poem: Aunt Jennifer herself and her ‘tigers’. From the use of the metaphor ‘prance across a screen’, one can hazard a guess that these are either tigers that Aunt Jennifer embroiders or knits. The imagery of ‘bright topaz’ against a ‘world of green’ is very visually evocative and also serves the purpose of setting up a contrast that will tie in with the theme at a later point. The lines following these may come as a bit of a surprise to the reader. After introducing the rather pleasant scene of ‘prancing’ tigers of bright topaz, the poet writes: They do not fear the men beneath the tree; They pace in sleek chivalric certainty (Rich 3-4) This negation of fear does not ‘naturally’ follow a description of something. In usual conversation perhaps, or in prose, one would not jump from describing ‘prancing’ to ‘they do not fear.’ This sort of jump in logic to achieve an end – one that will be cleared by the end of the poem – can only be achieved with such mastery and simplicity in poetry. The lines introduce an element of gender. ‘Men beneath the tree’, given the context of tigers, evokes an image of hunters or hunting – a traditionally male activity. ‘Sleek chivalric certainty’ reinforces this image of hunters in their uniforms and presents a picture of masculinity. The oppression of women in a patriarchal world is the major theme of this poem and it is introduced here. Given this knowledge then, the contrast present in ‘bright topaz’ in ‘a world of green’ can appear to symbolize the visible nature of women in a world of men where they seem to ‘stick out’ and cannot blend in easily. The second paragraph of them poem begins with the identical phrase as the first, ‘Aunt Jennifer’s’ – this is a double reinforcing of the children’s nursery rhyme structure which usually has repetitions of phrases like these: Aunt Jennifer's fingers fluttering through her wool Find even the ivory needle hard to pull. The massive weight of Uncle's wedding

Importance Of Positive Interactions Children And Young People Essay

Importance Of Positive Interactions Children And Young People Essay It may be hard to establish a positive relationship with a child at first, the early years practitioners need to really get to know the children in their care in order to respond to them adequately. They need to know their interests, what frightens them or worries them, what makes them happy and sad and what annoys them. They need to be aware at what triggers their moods and they need to work out how to get each individual child to respond to them, trust them and open up to them and this is not very easy. Getting to know a child can be very difficult because they may be shy and may not like being around strangers and they also might be experiencing separation anxiety from their parents and may also be very wary of the setting they are in early years practitioners need to be aware that toys and games are no substitute for a warm and trusting relationship with an adult, who is actually interested in the child. Sometimes in early years settings the setting appoints each child with a key person, the key person will be responsible for helping the child settle in to the setting. The key person will try and build a genuine bond with the child so that they feel happy, confident, welcomed and valued. Babies and young children need to get to know there key person in order for them to feel safe and cared for. Also the key person will need to build up a good relationship with the childs parents and work together in finding ways for the best ways for the child to settle in, the child will settle more easily if they know they have one person who they can trust and rely on. Adults are a childs best resource and role model and by giving a child your complete attention are better than any toy or gadget. Most children long to be accepted in their surroundings and feel the need to belong and that their beliefs and opinions are respected and valued. By positively interacting with a child you will get to know that child really well, you will begin to understand what they like and d islike and once you know this you can plan appropriate activities for them to develop. A positive interaction with the child should start as soon as they come in in the morning by making sure the way you greet them is an extremely positive one as this is the most upsetting time for the child when their parents leave them. As the children get involved in activities you should be able to focus on what the child is saying and try and become a part of the conversation this lets the child think they are in the lead and you are taking direction from them and not the opposite way around, but there also maybe times when the child does not want or need input from an adult and by knowing the child you should know when to step back and quietly observe instead. All this comes from experience and how well you know the child, as you grow practitioner you will instinctively know when to intervene or simply just stand back and let the child explore. With all children they are all completely differe nt and some children will open up to you very easily as some children thrive on adult attention .however some children will not be so keen to open up and it will be extremely hard to build a positive relationship. They may find it difficult for a number of reasons for example they may be shy ,they may be experiencing problems outside the setting, they maybe unwell or just tired whatever the reason if the child has been in the setting for some time you should instantly tell why the child is being quiet or withdrawn and t maybe a good idea to have a word with the childs parents but if the child is new to the setting and are finding it difficult to settle in , it maybe that they are not interacting or communicating with anyone in the setting . Its down to the early years practitioners to try and find a way to get to know them better this might be a lot easier if you talk to the parents and find out the childs interests, try and spend quality time with the child on a one to one basis so you can gradually build up their trust. a child shouldnt be forced into mixing with others till they are ready to do so they may just like to watch and adjust to their new setting .books can be extremely good by getting the child to interact, find out what their favourite story is and offer to read it to them this may encourage the child to talk about the story. It is very important that your child as a positive relationship with their practitioner as the child may spend 5-7 hours a day with them. Interacting positively with the child from an early age is the basis for a good relationship which benefits the children immensely by positively interacting with the child they get one on one time with the practitioner and produce a positive relationship between them. By having a positive relationship it helps develop the childs cognitive skills , social emotional and language skills ; children not only obtain language and social skills but they also develop sensitivity , the ability to t alk out their problems, encouragement and the ability to ask questions . teacher child interactions are most developmentally appropriate when the teacher responds quickly , directly and warmly to the children this provides a variety of opportunities to engage in 2 way conversations and identifies and elaborates on the feelings , interests and activities of the children teachers which react in a sensitive and positive way are more likely to develop positive and nurturing relationships which is a key to a childs security , increasing the likelihood that the child will explore their environment giving them more opportunity to learn . 3.2. Describe why it is necessary to listen to children and effective ways of doing this. Children need to talk excessively and constantly and whilst we hear what they are saying do we really listen to them? If you ask children about adults who they like to be with, time and time again they will tell you, someone who they can talk to. Listening is an integral part of working effectively with children of all ages. It needs to begin when children are babies; babies need to see responses to their early vocalisation. Adults working with babies may smile, pick up a baby and reply by expanding the vocalisation. Later as children become more fluent speakers, the need to learn the skills of listening. Contrary to popular belief, this is not learnt by keeping them still and quiet, listening is actually an active skill and children need to learn to respond appropriately. they can do this if adults are actively listening to them . Active listening is more than just hearing: it involves thinking about what the other person (in this case a child) is trying to convey. Active listening also means giving a child your full attention, this can be hard in busy settings, but need to be prioritised. In most settings opportunities for active listening are linked to layout and routines. Preparing the fruit for snack time and wiping tables are examples of tasks can be done with a child chatting alongside. The key is to make sure children feel relaxed and they know that you are not in a rush or likely to be distracted. By listening closely to children we can identify their needs and capabilities and interests and also helps them build on their confidence and self-esteem. we can use this knowledge to plan activities and decide how to extend these activities in order to promote the childs learning in all areas of learning and development , some children take a while before they really get round to talking . This is one reason why it is important to create situations where you are not rushed. A child may simply begin by just wanting to be with you and gradually begin to want t o talk. Some children also need visual props and cues to help them. This is particular important in younger children. As well as children whom the language of the setting is not their own language. A child who cannot tell you cannot tell you what they want is likely to grab what they need by behaving badly. To listen to what a childs saying you need to give the child your full attention and make sure you know that you have done so face them, look them in the eye, lean in towards them and respond to what they are saying, do not deny or reject what they are saying. It is also important to remember that when we talk about listening to children we do not simply mean taking into account what they are saying through there spoken word. There are many ways in which a child can communicate or even very young babies or children with a developmental delay or disability can communicate in a number of ways. These children must also be listened to and their feelings taken into account. Early year s practitioners need to learn how to identify the right moment when to intervene in a childs conversation without taking control or finishing sentences for them you can do this by trying to expand on what they are saying through asking appropriate questions or giving relevant opinions. If a child begins to feel like what they have to say is of no consequence and you are not likely to take into account their opinions they will cease to voice them, speaking and listening are fundamental to everything we do every day. A childs communication skills need to be targeted daily. Their ability to talk and express themselves need to be nurtured and the best way this can be done is for early years practitioners to listen intently to what they have to say. We may not always agree with them and it may not always be possible to let them have what they request. However it is possible for us to listen to them and respond to them in an adequate and effective manner. 3.3 summarise the importance of spontaneous play and how this can be achieved in early years settings. Given the opportunity children play spontaneously which means they provide their own motivation to play and act without intervention of an adult .the time and type of play is totally decided by the child and activities can be stopped and taken up at will. Playing to the child is just spontaneous and may not have any goal or conclusion. Spontaneous play can be extremely effective and practitioners should make use of unexpected opportunities, for example it may suddenly start raining or snowing, this is the perfect opportunity for the children to build snowmen or just go out into the rain and explore the puddles in their wellys, or even look for rainbows. Spontaneous play can happen anytime or anywhere in all environments, jumping in leaves whilst walking to the park or just by picking up a teddy bear and starting a tea party are just a few examples of spontaneous play. It is essential that all early years workers understand and value spontaneous play in order to become sensitive faci litators. While most children embark on spontaneous play willingly, adults need to make the right provisions. It is important to remember that every child is an individual with their own needs and during development these needs change. facilitating spontaneous play requires careful planning , anticipating the next stage and adapting resources to fulfil the need of the child.in providing play , space ,resources , time and friends need to be considered. Appropriate space should be set aside for play. It should be big enough for free ranging activities for a child in relation to the childs developmental changes, play space should be safe and should have opportunities for exploration and investigation by the child. Provide stimulating resources that are appropriate for the specific child, resources should be easily obtainable and representable of a multi-cultural society and they all should be checked for safety. Spontaneous play depends on the child being given the opportunity to engag e in activities without interruption. They should be given enough time to do the specific play activity. At all stages of development children need playmates it is important for them to interact with children. Enthusiasm and encouragement from adults should be available when the children need it. Just by watching young children it is easy to see that play is often stimulating and rewarding , and they get a great deal of emotional satisfaction from playing . Although the differences are not always clear cut or easily understood, it is possible to identify distinct functions that play has for a child. Mary d Sheridan a researcher in child development for over 40 years termed these functions apprenticeship, research, occupational therapy and recreation Apprenticeship. As children get older they gradually develop competence in performing everyday tasks, such as dressing and feeding them or answering the telephone, play can provide the shills of acquiring such skills. Research. Children find out about the world around them through a process of observing, exploring, speculating and making discoveries. For example the child will learn about the properties of water which some things float and sink. Playing provides ample opportunities for this kind of learning. Occupational therapy. Play can have a soothing or distracting effect. It can be a simple escape from boredom, a means of diverting attention or coming to terms with things that are unpleasant such as pain. Recreation. This is the function of play that readily springs to mind. Children entertain themselves through play; they are simply just enjoying themselves and having fun. Studies carried out by researchers including Mary d Sheridan ,show that the functions that play fulfils for each child from moment to moment and day to day are part of the wider contribution that play makes to each childs overall development . In other words play helps children in their development. Bilbliography Beith, Kate and penny tassoni and Kath Bulmer childrens care learning and development oxford, Heinemann, 2005 Bruce, Tina and Carolynn meggitt childcare and education Oxon, book point ltd.

Neo is God. :: essays research papers

ATLANTIC CITY - Atlantic City High School students Catrise Lackland and her partner Kevin Barksdale had a difficult task ahead. Their mission: teach free enterprise principles to a group of second-graders. "It's hard trying to get them to understand," Lackland said. "But everybody deserves a chance." Lackland and Barksdale are members of Atlantic City High School's new award-winning chapter of DECA - Distributive Education Clubs of America - a nationwide association of hospitality management and marketing students. A partnership between the Borgata and the Board of Education funds the program. Six of the 12 members of the local chapter are headed to DECA's national competition April 19-23 in Salt Lake City, Utah, where Lackland and Barksdale will present their work and other team members will receive leadership training. "For a first-year chapter to have done this well is exceptional," said teacher Pam Wilson, who works with the students. Local members already have won nine awards on the regional level. Lackland said she and Barksdale accomplished their goal through role-playing sessions at the Chelsea Heights School. The second-graders dressed up like McDonald's employees and had to deal with customer service and other issues. Both the children and the Chelsea Heights School staff loved it. "If you look at the state standards, one major strand is career development. A lot of times our young people come out of elementary school without any idea of what they want to do or even what career opportunities are available to them at the local, national and international levels," said Chelsea Heights Principal Diane Saunders. "These type of partnerships allow our students to think in that direction and prepare themselves." Atlantic City High School Principal LaGreta Brown also was pleased. "I attribute the success to the students and their teacher," Brown said. "I'm proud of them. It's absolutely wonderful." DECA falls under the high school's Academy of Hospitality and Marketing Careers, a component of the Atlantic City Jobs and Opportunities Program. The parent program was designed to provide employment for 2,000 unemployed and underemployed local residents through a commitment made to the city by Boyd Gaming and MGM Mirage, partners in the Borgata project. The Borgata is slated to open in 2003. The Borgata program includes five components: life and employability skills training, occupational skills training, professional development, building and construction trades apprentice programs and a youth program. "While the first four components address the employment needs of adults, we felt that it was important to focus on youth development activities to contribute to a continuous, ongoing system of workforce development in Atlantic City," said Eric Reynolds, who designed the Jobs and Opportunities program.

Everyone is a traveler, choosing the roads

Everyone is a traveler, choosing the roads to follow on the continuous journey of life; there exists not a path that leaves one with but a sole direction in which to advance. In his poem, â€Å"The Road Not Taken†, Robert Frost exhibits insight and perception in using poetic techniques to communicate this message. The piece depicts a man’s regret at not being able to travel two roads, and having to make a choice between the two. The importance of making decisions is disclosed in the narrator’s assertion that his choice â€Å"has made all the difference.†The first few lines of the poem introduce the elements of Frost’s primary metaphor and symbol, the diverging roads. The use of the road suggests that life is a journey that the narrator is traveling. The â€Å"two roads diverged† symbolize the points in this journey where one must make choices. As the narrator contemplates his decision, wishing that he could take both paths at the same time wh ile knowing there is no possibility in that, the reader is able to glimpse the strength of Frost’s symbolism- every person must make decisions with the knowledge that going back and changing them is impossible, because one has already traveled too far down the chosen path to turn back.The setting, along with imagery, assists in developing the key symbols of the poem. The piece opens with the narrator taking a walk in the woods during the autumn season, when he is suddenly confronted with a diverging path. The central image of â€Å"two roads diverged† helps to convey the theme of having to make choices in life. The â€Å"yellow wood† corresponds to the autumn season, a period that is often related to the end of the annual cycle in flora and foliage. Autumn may be perceived as a state in limbo between the vivacity of summer and the chill of winter.The speaker examines one path to the best of his ability: â€Å". . . and looked down one as far as I could to where it bent in the undergrowth†. His vision, however, is limited because the path bends, and a certain amount of undergrowth obscure the destination of the road. The description of the paths indicates that although the speaker would like to acquire more information, he is prevented from doing so because of the nature of his environment. The road that will be chosen leads to the unknown, as does any choice in life. The concept of â€Å"two roads diverged in a yellow wood† illustrates an interval between two phases in life, and helps convey the theme of one having to inevitably choose between digressing paths.The ironic tone is inescapable: â€Å"I shall be telling this with a sigh / Somewhere ages and ages hence.† The speaker anticipates his own future insincerity. He knows that he will be inaccurate, at best, or hypocritical, at worst, when he holds his life up as an example. In fact, he predicts that his future self will betray this moment of decision as if the bet rayal were inevitable.This realization is ironic and poignantly pathetic. But the â€Å"sigh† is critical. The speaker will not, in his old age, merely gather the youth about him and say, â€Å"Do what I did, kiddies. I stuck to my guns, took the road less traveled by, and that has made all the difference.† Rather, he may say this, but he will sigh first; for he won't believe it himself. Somewhere in the back of his mind will remain the image of yellow woods and two equally leafy paths.Ironic as it is, this is also a poem infused with the anticipation of remorse. Its title is not â€Å"The Road Less Traveled† but â€Å"The Road Not Taken.† Even as he makes a choice (a choice he is forced to make if does not want to stand forever in the woods, one for which he has no real guide or definitive basis for decision-making), the speaker knows that he will second-guess himself somewhere down the line–or at the very least he will wonder at what is irrevocab ly lost: the impossible, unknowable Other Path. But the nature of the decision is such that there is no Right Path–just the chosen path and the other path. What are sighed for ages and ages hence are not so much the wrong decisions as the moments of decision themselves–moments that, one atop the other, mark the passing of a life. This is the more primal strain of remorse.It is observed that the title of the poem, â€Å"The Road Not Taken,† may be intended to serve as a subtle hint, an insinuation of the narrator’s dissatisfaction with the decision he made. What about â€Å"the one less traveled by†? Neither of the roads was less traveled than the other. He less traveled both roads because this was the first time the narrator had come upon these paths. Leaves covered the ground, and since the time they had fallen no one had yet to pass by on this road; both were worn about the same â€Å"in leaves that no step had trodden black.† Nevertheless , the speaker is unhappy that he took the path that he chose, and yearns to go back and take â€Å"The Road Not Taken.† Time, however, does not allow second chances.â€Å"The Road Not Taken† is an ironic commentary on the autonomy of choice in a world governed by instincts, unpredictable contingencies, and limited possibilities. It parodies and demurs from the biblical idea that God is the â€Å"way† that can and should be followed and the American idea that nature provides the path to spiritual enlightenment. The title refers doubly to bravado for choosing a road less traveled but also to regret for a road of lost possibility and the eliminations and changes produced by choice.â€Å"The Road Not Taken † reminds us of the consequences of the principle of selection in al1 aspects of life, namely that al1 choices in knowledge or in action exclude many others and lead to an ironic recognitions of our achievements. At the heart of the poem is the romantic myt hology of flight from a fixed world of limited possibility into a wilderness of many possibilities combined with trials and choices through which the pilgrim progresses to divine perfection.The reader finds, at the literal level, the narrator expressing his regret at his human limitations, at not being able to travel two roads; he must make a choice. The choice is not easy, since it took him a long time to come to a decision: â€Å" . . . long I stood and looked down one as far as I could†. He examines one path â€Å"to where it bent in the undergrowth†, but his vision is limited because the path bends and is covered over. He describes the second path as â€Å"just as fair† as the first rather than more fair, and that the paths are â€Å"really about the same†.This ambiguous evaluation of the paths reveals his search for a clear and logical reason to decide on one path over another– only that reason is unavailable. When the narrator finally makes h is decision, he tries to persuade himself that he will eventually satisfy the desire to travel both paths, while simultaneously admitting that such a hope is unrealistic:  Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back.  At the end of the poem, in the future, the narrator will claim that the paths were actually different from each other, and that his choice â€Å"has made all the difference.†The last lines of the poem suggest that life would have been different had the speaker taken the other path: â€Å"I took the one less traveled by, and that has made all the difference.† The fact that the speaker says the entire last stanza â€Å"with a sigh† works together with the title to show that the speaker is disappointed with the choice he made. Once the entire poem is read, it may be realized that this is not an inspirational piece about why one should be different from everyone else. Rather, it re minds the reader of the consequences that follow a decision, and the manner in which one choice can shape one’s life.In his poem, Robert Frost conveys his notion of life as a journey that every person must travel, a journey laden with diverging roads, many decisions, and occasional sighs; the piece demonstrates the poet’s belief that it is the road that one chooses that makes him or her the person who he or she is. â€Å"The Road Not Taken† leaves its readers with many different interpretations. In any case, however, it is Frost’s clever use of poetic techniques to express the theme that opens the door for analysis, and allows all readers from different backgrounds to relate to the poem.