The Themes in Oedipus Rex Essays -- Oedipus the King Oedipus Rex

The Themes in Oedipus Rexâ â â â   â Sophocles’ disaster, Oedipus Rex, contains one principle topic, which this exposition will consider. The topic is the general convention or conviction certain in the dramatization, which the writer tries to make influential to the peruser (Abrams 170).  In â€Å"Sophocles’ Moral Themes† Robert D. Murray Jr. refers to a pundit who is carefully moralist in the understanding of the topic of Oedipus Rex:  Let C. M. Bowra represent the moralists:  The focal thought of a Sophoclean catastrophe is that through enduring a man figures out how to be unobtrusive before the divine beings. . . . When [the characters] are at last compelled to see reality, we realize that the divine beings have won and that men must acknowledge their own unimportance.  So, for Bowra, the pith of each play of Sophocles is a message asking quietude and devotion (45).  Van Nortwick, apparently on the side of Bowra, portrays Oedipus’ shocking imperfection as something comparable to the absence of unobtrusiveness before the divine beings which Bowra alludes to:  As ruler, he is a dad to Thebes and its residents, and like a dad he will deal with his â€Å"children.† We see as of now the incomparable self-assurance and simplicity of order in Oedipus, who can address different people’s kids as his own, yet in addition be a dad to men more established than he is. In any case, past even this there is, in the sretched stance of the residents, the trace of surrender before a god. We are â€Å"clinging to your altars,† says the cleric. . . . That he likewise oozes an exceptional authority according to his subjects just reinforces the chivalrous representation. . . .(21-22).  The â€Å"godlike mastery† to which Van Nortwick alludes is a similar authority which Creon in his last lines assigns as the reason for the... ...of Oedipus Rex, altered by Michael J. O’Brien. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968.  Jevons, Frank B.â â€Å"In Sophoclean Tragedy, Humans Create Their Own Fate.† In Readings on Sophocles, altered by Don Nardo. San Diego, CA: Greenhaven Press, 1997.  Murray, Robert D. Jr. â€Å"Sophocles’ Moral Themes.† In Readings on Sophocles, altered by Don Nardo. San Diego, CA: Greenhaven Press, 1997.  â€Å"Sophocles† In Literature of the Western World, altered by Brian Wilkie and James Hurt. NewYork: Macmillan Publishing Co., 1984.  Sophocles. Oedipus Rex. Transl. by F. Storr. no pag. http://etext.lib.virginia.edu/etcbin/peruse blended new?tag=public&images=images/modeng&data=/writings/english/modeng/parsed&part=0&id=SopOedi  Van Nortwick, Thomas.â Oedipus: The Meaning of a Masculine Life. Norman, OK: University of Oklahoma Press, 1998. Â

Project Management 2 Essay Example | Topics and Well Written Essays - 250 words

Undertaking Management 2 - Essay Example ts ought to have a MSc degree in Biochemistry and Molecular Biology or a related field, they ought to have in any event ten years pertinent involvement with driving innovation applications, oversee and activity of an examination program, They ought to know about cutting edge sequencing procedures and techniques working with atomic diagnostics of plants just as creature pathogens. The person who gets the opportunity to meet all requirements for the activity ought to likewise be learned in the accompanying fields of study in particular; utilization of genomic instruments in a wide scope of issues, atomic science strategies for inquire about, devices of sub-atomic science and innovation of bioinformatics. Versatility is essential for one to land the position. They ought to be prepared to learn and adjust to new innovation and strategies that will upgrade program viability and learning. They will be working in a multicultural multiracial condition and they will be required to regard and work viably and proficiently with their associates. They ought to be can facilitate ,sort out and see to finish specialized exercises of research stages, they ought to have astounding individuals and hierarchical aptitudes, have a decent authority of English both composed and spoken and in conclusion they should be PC

Characteristics of Adult Children of Alcoholics

Characteristics of Adult Children of Alcoholics Addiction Alcohol Use Children of Alcoholics Print Characteristics of Adult Children of Alcoholics By Buddy T facebook twitter Buddy T is an anonymous writer and founding member of the Online Al-Anon Outreach Committee with decades of experience writing about alcoholism. Learn about our editorial policy Buddy T Medically reviewed by Medically reviewed by Steven Gans, MD on July 02, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 17, 2020 More in Addiction Alcohol Use Children of Alcoholics Binge Drinking Withdrawal and Relapse Drunk Driving Addictive Behaviors Drug Use Nicotine Use Coping and Recovery Many adults who grew up in families affected by the disease of alcoholism never really grow up in many ways. Sure, they grew up physically, but emotionally, psychologically, and spiritually, many are still stuck back there in early childhood. They never learned a normal way of thinking, feeling, or reacting. As long as things are going smoothly, they are fine. However, when they experience conflict, controversy, or crises, they respond with less-than-adult-like reactions, therefore the term adult children. What Do We Mean by Adult Children? According to the Adult Children of Alcoholics World Service Organization (WSO) website, the term adult children refers to adults who were raised in alcoholic homes, who exhibit identifiable traits that reveal past abuse or neglect.?? However, more than 30 years of research has revealed that the same character or personality traits that are common to children from alcoholic homes are also common in children who grew up in homes that were otherwise dysfunctional in some manner.?? The same characteristics have been found in adults who were raised in homes where there were other compulsive behaviors. The same presence of abuse, shame, and abandonment found in children of alcoholics are also found in children from homes where there was: gamblingovereatingbehavioral addictionschronic illnessstrict or legalistic religious practicessome foster or adoptive homesother dysfunctional systems Many adult children were raised in homes where alcohol and drugs were not present at all, but abuse, neglect, or unhealthy behavior was very much present. What Are the Common Characteristics of Adult Children? Over the years, those who have studied the adult child phenomenon have compiled a list of common characteristics which many people who grew up in dysfunctional homes seem to share. The following characteristics were developed in 1983 by Dr. Janet G. Woititz. Many children of alcoholics and other dysfunctional homes find that when they become adults they: guess at what normal ishave difficulty in following a project through from beginning to endlie when it would be just as easy to tell the truthjudge themselves without mercyhave difficulty having funtake themselves very seriouslyhave difficulty with intimate relationshipsoverreact to changes over which they have no controlconstantly seek approval and affirmationfeel that they are different from other peopleare either super responsible or super irresponsibleare extremely loyal, even in the face of evidence that loyalty is undeservedtend to lock themselves into a course of action without giving serious consideration to alternative behaviors or possible consequences. This impulsivity leads to confusion, self-loathing, and loss of control of their environment. As a result, they spend tremendous amounts of time cleaning up the mess. These characteristics are, of course, general in nature and do not apply to everyone. Some may apply and others not. And there are still other characteristics which are not on this list. The Other Laundry List Not all children of alcoholics are affected by the experience the same way. Although many live their lives victimized by the abuse and neglect of their parents, others have the opposite reaction and become victimizers. Research by the Adult Children of Alcoholics WSO has developed The Other Laundry List, which outlines characteristics of ACOA members who compensate for their childhood experiences by becoming aggressive and defensive. According to the WSOs other list of common behaviors, adult children can: become authority figures to frighten others and cause them to withdrawbecome rigidly self-sufficient, disdaining the approval of othersfrighten others with anger and belittling criticismdominate others and abandon them and isolateare attracted to people that can be manipulated and controlledbecome irresponsible and self-centered to cover shortcomingsmake others feel guilty when they assert themselvesinhibit fears by staying deadened and numbhate those who play victim and beg to be rescuedsuppress emotions by the dramatic expression of pseudo feelingsproject self-hate onto others and punish themquickly let go of relationships that become too closedeny being affected by family dysfunction or that there ever was dysfunction in the homeact as if they are nothing like the dependent people who raised them Do These Characteristics Sound Familiar? You may have known for a long time how growing up in an alcoholic or dysfunctional home has affected you, but chances are that you may not have been aware at all. Many adult children go through life struggling with the consequences of having been raised in an alcoholic home but do not realize why they were struggling. Many do not make the connection between how they were raised and the problems they experience in adulthood even though it has affected everything about them, including their attitudes, behavior, and choices. Dealing With the Consequences There are many adult children of alcoholics that do not become aware of how much they have been affected by the experience until a problem in their life becomes so overwhelming they seek help for that specific situation. One adult child tendency is to become alcoholics, marry one, or both. If that is the case, many adult children will end up experiencing serious problemsâ€"either with their own substance abuse or in their business or personal relationships. It is when they seek help for these problems that they can become aware of the influence that growing up in an alcoholic home has had on their decision-making ability, their interactions with others, and their very attitude toward life. Making a Decision to Seek Help The ACA website describes how many adult children finally become aware of how growing up affected their lives and why they decide to seek help: Our decisions and answers to life did not seem to work. Our lives had become unmanageable. We exhausted all the ways we thought we could become happy. We often lost our creativity, our flexibility, and our sense of humor. Continuing the same existence was no longer an option. Nevertheless, we found it almost impossible to abandon the thought of being able to fix ourselves. Exhausted, we held out hope that a new relationship, a new job, or a move would be the cure, but it never was. Awareness of the problem can be the first step in beginning to recover. Accepting or admitting that your life was deeply and profoundly affected by how or by whom you were raised, can mean that you are now free to address the real source of your problems rather than merely try to address the symptoms. What Is Next for Adult Children of Alcoholics? One of the first things you can do to address your adult child issues is to find a safe place where you can talk to someone about your situation. For many adult children, that can be with a counselor, therapist, or a trusted spiritual advisor. For others, it can mean joining a support group with others who have similar experiences, such as Adult Children of Alcoholics or Al-Anon Family Groups. Finding a Safe Place It is understandable that if you are one of the adult children who tend to isolate, that joining a support group might be the last thing you would ever consider doing. But, because you tend to isolate that is the very reason that a mutual support group would benefit you most. Many adult children discover that once they find that their support group is a safe place and they begin to come out of isolation their healing begins. After becoming a part of the group, many of them say, I should have done this years ago! Whether its with a support group or with a counselor who is trained to deal with adult-child issues, your emotional healing can begin as you move away from burying your feelings and cease isolating, by talking freely with someone who understands. Other Tools of Recovery There are other ways adult children of alcoholics have chosen to aid their recovery. Here are some of those suggested tools: Learn as much as you can about adult children of alcoholicsSet and enforce personal boundariesBegin writing a personal journalDiscard people, places, and things who are unhealthyWork a 12-step programHelp others with similar problems Developing a Healthy Lifestyle There is a reason that the 12 steps have been adapted and used to address all kinds of problems from alcoholism to overeating to gambling to other behavior addictions. The program can help you clean up the baggage from your past and help you lead a happier, more positive life in the future. Which 12-step program you join would depend on your own personal experience. The most popular and readily available include: Alcoholics AnonymousAl-Anon Family GroupsAdult Children of AlcoholicsNarcotics Anonymous To help you learn as much as you can about the adult-child phenomenon, there are several books available on the topic, including the New York Times bestseller by Dr. Janet Woititz. A Word From Verywell If you relate to the characteristics common to adult children listed above, it doesnt mean that you are a bad person, mentally ill, or hopelessly lost. As the ACA website suggests, it may help to look at your situation as having been infected by a disease as a child which still affects you as an adult. Regardless of where your path has taken you, there is hope. You can learn to make healthier choices, set safe limits and boundaries, increase your self-esteem, form healthy relationships, and find that you can actually play and have fun. Help is out thereâ€"all you have to do is seek it.

Learning French Where to Begin

One of the most frequent questions potential students of French ask is Where do I start? French is a vast language, and there are so many resources available that its easy to feel lost. So before you start studying anything about the French language, there are a couple of things you should know and some questions you need to ask yourself. There Are Two French Languages There are essentially two French languages: written French (or book French) and modern spoken French (or street French). Book French is what youd study in a school, where you follow typical grammar lessons and learn vocabulary. Learning Book French teaches you the structure of French, and you cannot master French without it.Modern spoken French uses all these rules, but with strong pronunciation variations and sometimes softer grammatical structures. For example, here is a typical grammatically correct French question:- Quand Camille va-t-elle nager ? The here is the same question in street French:- Camille va nager, quand-à §a ? Both mean When is Camille going swimming? But one is grammatically correct, and the second one is not. However, its likely even French language purists would use the street French way of saying this when they speak to their family and are not in the spotlight. Now, you need to decide why you want to learn French. What is your primary reason? The reason will allow you to clarify your search. Youll be able to focus and find what requirements you face in order to learn French, what information youll need  to learn French, what resources you can draw upon to help you learn French and much more. What is your reason for learning French? Do You Want to Learn French to Pass Tests? If this is your primary reason, the core of your studies should be in book French. Learn the grammar, all the topics most common in tests, check exactly what you should be studying to pass your test and focus on that program. You might want to go to a school that specializes in preparing you for French-certification exams such as the Diplà ´me dEtudes en Langue Franà §aise (DELF) or  the Diplà ´me  Approfondi de Langue Franà §aise (DALF). Both are official qualifications awarded by the French  Ministry of Education  to certify the competency of candidates from outside France in the French language. Anyone who passes one or both of these is awarded a certificate thats valid for life. Check with your teacher about the exact requirements for these or other exams. Do You Want to Learn French to Read It Only? If this is your goal, you need to concentrate on learning a lot of  vocabularies. Study verb tenses, too, since books use them all right away when other methods will usually ease you into them. Also study linking words, which are the essential connective tissue in French. Do You Want to Learn French to Communicate in French? Then you need to learn with audio files or other audio material. Written material cannot prepare you for the modern gliding youll hear when the French speakers and you wont understand them. And if you dont use these glidings yourself, native French speakers may not understand you. At the very least, youll stand out as a foreigner. This brings us to the final points. After youve decided what your goal is in learning French, youll have to figure out  what method best fits your needs and what your options are (studying French with a tutor/ a class / in immersion or self-studying). Online courses are very effective for the independent student and not so expensive. Look at sites with good views from verified reviewers and experts, a site that explains French grammar clearly to a native English speaker and one that offers  a 100% money back guarantee or   a free trial.  And finally, make sure you get level-appropriate learning tools that dont deflate your confidence because they are too difficult for your level. Follow up with free French learning tools that will help if  you want to self-study. Or you might decide you need the expertise of a French tutor or teacher via Skype,  in a physical classroom or in an immersion program.   Its completely up to you. Decide on whats best, then establish a plan of action for learning French.

The Effects Of Technology On Childhood Obesity - 983 Words

The effects technology has on childhood obesity Twenty five percent of children in the US are overweight and a shocking eleven percent of them are obese (Dehghan, Akhtar-Danesh and Merchant). Child hood obesity is a forerunner to one of the United States greatest public health crisis. The growth of technology has had a major impact on childhood obesity. Obesity is a widespread epidemic and is getting incredibly worse as technology increases. The use of technology relates directly with childhood obesity because it has been proven that technology has made children live more sedentary lifestyles versus active lifestyles. Also, television commercials influence children to increase their food intake as well as advertise foods extremely high in sugar and fat. Childhood obesity is mainly caused because of personal lifestyle choices and environmental factors, such as where the child is living. (Dehghan, Akhtar-Danesh and Merchant). In this paper I will address why technology has a direct cor relation with the soaring childhood obesity rate in our society. In the fast past sedentary lifestyles we live today make technology such an efficient way to get things done. Although technology has it perks and has made a remarkable contribution to our society, it is often overlooked that it is negatively affecting our health. For parents, it seems easiest to just give your child a phone or computer to play on to keep them occupied. What parents aren’t realizing by doing so is that that is aShow MoreRelatedWhy has Childhood Obesity Become a Paramount Problem in the United States?1609 Words   |  7 Pages According to the Center for Disease Control and Prevention, â€Å"Childhood obesity has more than doubled in children and tripled in adolescents in the past 30 years,† (â€Å"Childhood Obesity Facts†). The monumental question that researchers seem to be asking is why the increase now? Childhood obesity has become a paramount problem in the United States in recent years due to various social, biological and technological factors that ultimately requires immediate assistance in order to promote a healthierRead MoreChildhood Obesity : An Epidemic1036 Words   |  5 PagesRainsu Kumbhani All About Childhood Obesity Childhood obesity is an epidemic in U.S. In the year of 2012, about â€Å"one third of children and adolescents were overweight or obese.† Also, percentages of childhood obesity have increased by over ten percent in the last thirty years in children and adolescents (Childhood Obesity Facts 2015). These statistics are shocking, and many people are concerned for the health of their children. This medical condition, as defined by Mayo Clinic, leads to seriousRead MoreObesity The Problem Of Children!. Are You Aware Of1662 Words   |  7 Pages Obesity the problem of children! Are you aware of that over million American children are struggling with obesity? Obesity is a serious medical and psychological condition that affects children, adult, and elderly people. According to WHO, People who are above the normal weight for their age and height are called obese. Being overweight an early age has been global problematic. As Cause, high number of obesity results from an abnormal intake of unhealthy food and drink and also unable toRead MoreCauses of Childhood Obesity630 Words   |  3 Pageshowever, can be a problem to many children. This is referred to as obesity, when it occurs among children between ages 2 and 8 it is called childhood referred. Childhood obesity has been on the rise for the past few decades and it is making the lives of children shorter. Childhood obesity can be the outcome of many influences. Economic factors, an unmonitored environment, and lack of activity, are some effects of childhood obesity. To start with, the first and major reason causing children to beRead MoreChildhood Obesity : A Epidemic Of Today s Youth1108 Words   |  5 PagesChildhood Obesity Have you ever been told to clean your plate because there are starving kids in Africa? This is a phrase you probably heard from your mother during childhood. With the difference ,in portion control, on the go meals, and lack of exercise in today,s youth, this question can cause a child to be a statistic of childhood obesity. Childhood obesity is one of the United States most leading medical epidemic of today’s youth. According to the Center for Disease Control, seventeen percentRead MoreVideo Mediums and Childhood Obesity971 Words   |  4 PagesVideo Mediums and Childhood Obesity Childhood Obesity has now reached a critical level. The main reason for the growing number of obese children is inactivity. With obesity in children being related to many health issues, it is important that we not only stop the rise in childhood obesity, but reverse it. With their health at risk, it is imperative that we assure our children are in good physical shape and at healthy weight levels. The stakes are quite high, according to the U.S. DepartmentRead MoreTechnology Is Making The Citizens Of The World1336 Words   |  6 PagesObesity has dramatically increased due to the progression of technology in the form of currency, entertainment, and the prosperity of our country causing humans to gain weight. As one goes through his or her life they constantly see people with their faces lodged into the screen of the technology they are using. They seem to be lost and oblivious to the outside world. The technology created seems to have a positive effect upon the lives of peo ple around the world, however these false visions overlookRead MoreMedia Influences on Childhood Obesity 1272 Words   |  6 Pagesbest pieces of technology in our world. Since then my brother’s free time outside running around has decreased drastically. His eyes and hands are glued to his IPhone 4s. Finding him playing basketball or throwing a football around in my yard when I go home on the weekends has become less and less. This is just one of thousands of children whose physical activity has suffered due to technology. Today our society has created the perception to children that without the latest technology they are notRead MoreThe Path to Success in Childhood Obesity Essay example679 Words   |  3 PagesThe current success of fad diets is most likely overestimated (Bombak, 2014). Most weight loss is attributed to the compound effects of both diet and exercise, but once the pattern is ceased most actually regains the weight that was lost. It is also determined that extreme weight loss is actually harmful. This rapid loss in weight causes the body to increase stress hormones, releases organic pollutants, and increases one risk of osteoporosis due to excess consumption of calcium from the bonesRead MoreThe Effects Of Advertising On Childhood Obesity Essay1042 Words   |  5 Pagesgrowing technology, has moved on to things such as radio, television and the internet. In this day and age, advertisement techniques can be considered almost predatory in nature targeting people who are interested in new forms of technology, gaming, clothing and even food. It has become easier for a products influence to make its way into people s homes. Even though television advertisements can be incredibly powerful tools, they cannot be held entirely accountable for childhood obesity because

Lucozade Adverts Free Essays

Lucozade is a product which over the years has totally changed the target audience and its impact on the market. At the start of its production life it was marketed as a drink which helped aid recovery for sick children, so the obvious target market was mothers who would be encouraged by the commercial to buy the drink for their children. However, as time went by this proved unsuccessful. We will write a custom essay sample on Lucozade Adverts or any similar topic only for you Order Now It was time for change and this they did, changing not only image but target market and the different uses for the drink. The first advertisement studied was an original commercial which advertised Lucozade as a drink which aids recovery from illness; aimed to be bought by mothers, and promoted very much as a ‘happy family’ drink. However, the slogan ‘Lucozade Aids Recovery’ made consumers think it was a drink only for the sick and not intended for healthy people; because of improving social conditions and medical care, fewer people felt the need to buy Lucozade when they were ill, causing as obvious decrease in sales. Another problem was the packaging: it was a unique large glass bottle, but was only suitable for use in the home. Consumers who felt thirsty were unlikely to buy it and drink it on the street, which meant that the brand was only sold in large grocery stores and chemist so limiting its availability and reducing its market share. The drink itself was also a problem as it was then only provided in one flavour and consumers could take it or leave it, so many simply d id not like the taste and bought other soft drinks. A positive side to this advertising, however, was that everybody had heard of Lucozade and it had an excellent reputation, strongly associated with glucose and health. It was sold at a high price compared to production cost which meant that Lucozade made tremendous profit on each bottle sold. There was also no direct competition, not even from supermarkets, who often market their ‘own brand’ versions of successful products. The Daley Thompson advertisements were the ‘cure’ and saviour of the Lucozade drink in using a top sports superstar to endorse and advertise the product. Thompson was a double Olympic gold winning decathlete in the 1980s, and so was a world renowned sports star and he was British! A totally new advertising campaign was now launched to give Lucozade a new image and enhance its reputation in a modern was that consumers would feel was relevant to them. The image of the children and sickrooms was gone and in came representations of fitness and healthy living, so completely transforming the total target market, as it now promised energy for healthy athletes, not for convalescent children. In addition there would be announcements of new products for example providing new flavours that would give Lucozade a much wider appeal through its advertising. Also the first part of the campaign introduced the single-drink, quarter litre bottle. Sales improved dramatically and the newer, smaller bottle was sold in small shops as well as chemists, so widening its availability. The Daley Thompson advertisement starts with an extreme close-up of a red traffic light which draws attention immediately to the screen, as it then switches to a shot of Daley Thompson slowing down from a run, while it states: ‘8AM Daley Thompson’, stops training for a refreshment. Another picture of a red light cross fades to a shot of Daley coming to a standstill: when Daley stops, the viewers stop to focus a shimmering heat on the running track, which is red, the corporate colour of Lucozade. The effect of this dramatic opening is to show the viewer Thompson’s total exhaustion, whilst the red colours remind us of the product label. It also has an American style with the traffic lights and intense heat so suggesting what an international superstar Daley Thompson is. It also indicates that if he trains in America, he must be popular whilst it is a country associated with success – as is Thompson, and, by implication, Lucozade The traffic lights turn amber as it goes to a shot of Daley: the clothes he is wearing are grey and dull emphasising that he is exhausted from a long training session. He is depicted with a bottle of Lucozade, flipping it out of out of his bag to show it is portable and will fit into a bag which can be taken anywhere. He drinks it; am extreme close-up follows of the vivid orange Lucozade liquid and bubbles passing through it like the energy building up. There is also an extreme close-up of the bottle with a Royal Seal of Approval indicating that is a high quality product, which is good enough to be royally approved, to remind viewers of the tradition and reputation. The music speeds up and the camera moves in and goes to an extreme close-up of a green light, zooms in and out quickly and moves to a mid-shot of Daley getting ready to sprint; this is in slow-motion which indicates the energy building up and rushing through his body from the tip of his toes to the top of his head. He burst from the block and races down the track towards the camera and audience to fully involve them, stressing how quick he is and it is implied that the Lucozade has fully revitalised him. There is then a variety of shots of his legs pounding down the runway, making the advertisement more explosive and exciting so retaining audience involvement. The shots change quickly to reflect the speed of Lucozade, but it ends with a freeze frame of Daley in motion winning his race. The words ‘Lucozade’ and ‘the refreshing glucose drink’ appear in the Lucozade ‘font’ whilst the voice of Des Lynam is heard saying these words, portraying more c elebrity endorsement which gives Lucozade an even better image having been endorsed by two famous sport personalities. Sound is also used to excellent effect in the advertisement as the music is of a heavy metal style, which was popular with teenagers at the time, the band being Iron Maiden with their song ‘Phantom of the Opera’, complementing the images perfectly. The music gives the advertisement a racy and modern edge whilst also appealing to a younger audience than the mothers of the older advertisements. Therefore, the advertisement was constructed extremely well and this was reflected in a huge increase in sales, mainly because of the Daley Thompson endorsement. It helped Lucozade become what it is today, a well known and respected top sports drinks used by the worlds best professional and amateur athletes aswell as ordinary people on the street who have been convinced by a series of very powerful advertisements. How to cite Lucozade Adverts, Papers

October Sky Essays - American People Of German Descent, Laura Dern

October Sky How about I believe in the unlucky ones? If I don't I'd probably go crazy.(Laura Dern, October Sky) This could arguably be the most important line in the entire movie, in my opinion. This teacher recognizes the potential in every student, not only the ones with visible ability. This, I would hope, would be the goal of every teacher. Teachers have the greatest gift in the world - - the ability to help shape a student's life. Recognized and appreciated he or she can use that to present a world of opportunities to those who may not have had any. This was true in October Sky; the Rocket Boys were from a small failing mining community, where little expectations were placed on them and even less opportunities were available. When Dern's character was accused of giving the boys false hopes she held her grounds and continued to support the boys. This to me is an example of a great teacher, one who will continue to do what he or she thinks is right regardless of whether it earns her the disapproval of the rest of the staff. The movie October Sky gives a very positive representation of a teacher. She is a role model, a friend, a source of information, a defender, and a fighter. She is portrayed as compassionate, understanding, and very beneficial in keeping the students directed toward their goals. This would seem to say that teachers need these qualities in order to fully relate to their students. A teacher can not only be there for informational needs, but must also stand behind her students and be prepared to defend their rights to discover themselves. A teacher should be prepared to recognize hidden potential; it is in almost every student. This is a difficult task, especially if the student also brings great adversity, however, it is not impossible; Dern's character realized this. Every teacher will have a student in his or her classroom with hidden ability; despite the student's possibility for greatness, the great teacher will be measured by her ability to see the potential inside that student.

Write a Summary That Sums It All up

Write a Summary That Sums It All up Write a Summary That â€Å"Sums It All up† When it comes to summarizing a thought or essay for Toronto professors, you must be able to think critically, be concise, and have a certain amount of writing skill. Being a better writer makes you a better reader, because you understand how to find important points. This isn’t a talent developed overnight. Unfortunately, most people don’t know how to summarize effectively. Our tips will help you to recognize what is necessary to do more than explain, restate, or describe something you read. Understand What You Are Reading If you don’t have a thorough understanding of what you are reading, take your time with the text and try to grasp the basic â€Å"gist† of what the writer is conveying. As you read content, try to be more analytical. What argument is the author making? What does an idea presented mean to you? Take Notes If you like, taking notes can be done during a second read-through. Write down answers to any questions you had on the first reading. Write down the main points the author made. Leave out nothing, even if a point seems only vaguely important. Removing certain notes and thoughts is easier than later trying to remember something that wasn’t written. Edit Now is the time to thin out your notes. If anything seems less important to your summary, excise it. Create an Outline Review those notes and structure the paper based on them. Use key details and quotations where appropriate. Edit Again Look for more unnecessary ideas or statements. If an item doesn’t support your argument, remove it. If your text seems too wordy, find ways to say the same thing in fewer words. If your writing seems too short, add by using your thoughts from the reading work. Make sure to save this version under a different title just in case you want to reuse an earlier thought in your final draft. Start Writing Review the outline and beef up the main points. Do this one section at a time. Don’t worry about a first draft being â€Å"perfect;† there’s opportunity to fix things later. Check Your Work Review your writing. Did you make all your points? Are there spelling or grammatical errors? Smooth out the rough edges: Does some writing seem awkward? Read your text out loud and catch more errors. If you need assistance writing a summary for Toronto for school, college, or university, call toll-free: 1-800-573-0840. We can help with this or any other kind of writing assignment.

The Joys and Pains of Teaching Seniors

The Joys and Pains of Teaching Seniors There is a certain attitude in high schools that Senior teachers often get off easy. Typically, their students finish sooner than the rest of the school. Further, the worst behaved students have often times left school for good by that point. Despite these positives, teaching Seniors is not always a bed of roses. So how do we keep students who are suffering from Chronic Senioritis motivated? I cant say I have all the answers, but I can give you some insights that might help you make it through the last day of graduation practice without losing your mind or your patience. Teaching Seniors requires a person with a special personality. You cant take things as seriously with Seniors because, honestly, you are dealing with at least four special circumstances: Non-college bound students who are doing fine and will definitely graduate. They know that by second semester they only need to pass (not excel) in your class and therefore they do not take it seriously. Note: If you teach an non-required elective, this is even worse.College-bound students who by their second semester have already been accepted to their University and know that it is VERY rare that students will be turned away based on their last semester grades unless they fail.Students who are in danger of not graduating and are doing everything they can to stay afloat and make that grade that will give them the required GPA.Students who have no chance of graduating on time. These can be divided into two subcategories: those that will take the required summer courses to graduate and those that wont. Further, the ones who wont are often under the false impression that somehow a miracle will happen and they will be allowed to graduate. (Whats really sad is that many schools allow the se individuals to actually walk across the stage - just not get a diploma. Why cant we teach our students the harsh reality of their poor decisions? They will learn them soon enough - so arent we doing them a disservice by not helping them learn coping mechanisms now? But thats another article for another day.) So with that said, you can probably see that your best and average students are usually not interested in giving it their all. The only people still interested in working hard are those who either do or dont have a chance to graduate on time. And they are most interested in getting work in that will raise their grades. What to do? You can choose to give up for the last semester and just show movies - loosely based on your topic. You can continue teaching as always hoping they will settle down and get back to the way they were first semester. Or you can change what you are doing and include interest building activities that could actually result in some thinking and learning. Ideas for Interest Building Activities: Have the entire Senior class work on a project that culminates near the end of the year. In my school, we always had a Mock Legislature. Kids spent time writing bills and then for two days, the bills went through committees. If they made it through the House committees then they had to go to the Senate committees. If they made it out of their, they had to go to the entire House and Senate. If they made it out of that, the Governor would determine if it was a worthy bill and either sign or veto it. Of course, the competition for the top spots (committee chairs, Speaker, Governor, etc.) would be advertised and students would have to apply and turn in resumes. etc. This kept kids motivated and interested in coming to school. Hold classroom debates Go back to Grade School. The oddest thing happens with last semester Seniors. They are eager to leave but they are also (secretly) afraid of leaving the safety of High School. Therefore, they seem to really enjoy activities in class that requ ire artwork, cutting and pasting, experimenting, even coloring. Make them curricularly-sound - they will enjoy it. Teach them about what they can expect in College. Spend a little time talking to them about college and about how to succeed. Teach them note-taking skills. Let them in on some truths - like how important it is to figure out each professor at the beginning of a course to know how best to turn in work that they will appreciate. Help them create goals. There is no greater gift that you can give them giving students a road map to making their dreams become reality. Play educational games. Some simulation games provide students wiht a real depth of understanding. Interact has an awesome line up of simulations throughout the curriculum. Even though something might be listed as for Middle School, it can still be used in the upper grade. In the end, motivating Seniors is more about changing your teaching style to keep their interest. This is not say that you have to be an entertainer but if you want to make the last months of school enjoyable each year, try one or more of these strategies and see what happens. Good Luck!

ART Essay Example | Topics and Well Written Essays - 250 words - 6

ART - Essay Example Two heads of a raven were carved and positioned in a way that they appear to be like a horns or ears. These have the same colors as well that with the black color being dominantly used, giving a perfect match for its function. Brown twisted cords were used for the feathers which complement not only the colors but the mask as a whole. In totality, the artwork gives the picture of birds that could be scary not only in this mask but in reality as well. As the galokwudzuwis is considered a monster by the American Indians, cranes are known to be predators of small animals like rodents. Ravens on the other hand have a similar diet but in addition portray bad luck as they are believed to represent death because of their color. This piece of work attracted me because of the beauty the colors brought to it. However, it could also be pretty scary to be looking at it intently because it brings a chilling effect to the nerves especially as I ponder on what the birds represent. This could well be appreciated in the context of art appreciation but could really be challenging looking at it for a long time. George Walkus is a rare

The Good Life Essay Example | Topics and Well Written Essays - 1500 words

The Good Life - Essay Example As asserted by Plato in The Republic, the good life is basically defined in terms of the moral life. Although there is more to good life that morality, Plato believed morality is a vital component of living the good life. In this regard, the conflict between the good life and moral life becomes logically impossible in view of their internal relationship. (Nagel) In searching for the good life, one must strive to have a moral life. This endeavor leads us to break away from the senseless and ungratifying pursuit of physical pleasures, honors and material benefits that commonly take precedence over one's search for the moral life (Kraut). It is in this manner that my view is similar to Plato's. As Plato proposed that living a good life involves contemplation by ceasing to engage in unsatisfying interests, I also believe that a good life entails the same kind of thinking to seek out the truth about our happiness, a critical factor of the good life, by giving up on trivial pursuits. At this day and age when we are bombarded with myriad messages the powerful media about the superficial notions on how to satisfy our desires, this requires substantial sacrifice. According to Aristotle, living a good life necessitates the fulfillment of one's nature. ... Similarly, I believe that using our ability to think is crucial to the good life. The greatest gift that we possess is our ability to think and bring about the fullest potential of our brains. I also consider that using this ability to improve the chances of future generations to live a good life is of great importance. Apart from this condition to good life, Aristotle also provided a profile of one who may live a good life. He defined good life as the activity of the soul in accordance with virtue, which comprised of theoretical wisdom, practical wisdom, and understanding (Edel). As such, only those who are able to exemplify these are deemed capable to lead good lives. For Aristotle, this profile excludes women, slaves and lower classes including trades people and farmers because they are not capable of making their own decisions so they are unable to practice these virtues. Moreover, those who had experienced great loss are not able to lead the good life as it would be difficult to build new friendships, a necessary requirement to have a good life. The chronically ill would also find it difficult to have a good life for it is difficult for them to learn the desires of a healthy person since health is a requirement for leading the good life. (Haslip) In this point, my view on good life contradicts Aristotle's idea. This is because for me, good life is attainable regardless of age, race, gender, social standing, mental and emotional conditions. I believe that anyone who has the ability to hold one's intrapersonal factors separate from external and other environmental factors may achieve happiness, thus, live a good life. For instance, a sick person, although he/she is not of sound health, can still be happy

Pure Luck :: English Literature Essays

Pure Luck During a warm and lucid evening in September my life would change forever. Something like this does not just happen to anyone; fate decides who deserves such a wake up call. That seemed to be the last night I expected a scene so horrifying to happen because the vibe of the whole evening was uplifting. Everything seemed perfect since everyone happened to be in that happy-go-lucky mentality. We did not expect the events that were to follow later that evening. I heard the restlessness in his voice. â€Å"You got a light?† Steve questioned with eagerness. He was not the only one with the anxious tone to his voice. I hooked him up with that so needed light to calm his nerves a little. We were on an excursion to one of the greatest places in the world: New York. Steve, Dennis, and I had planned this journey for several weeks now. Our anticipation grew immensely. The outing was to a club in New Rochelle which would be a new experience for all of us. Riding in the car seemed ominous. â€Å"Na man, you gotta take the exit for the George Washington Bridge,† I nearly screamed at Steve when he almost took the wrong exit, which would have put us in a position we absolutely did not want to be. â€Å"Alright, DICK† he sarcastically replied. After what seemed like an eternity we hit the right exit and it put us down the road from the club. We arrived, jumping furiously out of the car and hauling ass to the line at the front of the club. At the club there were many DJ’s and live acts that I looked forward to catching. Fortunately I got to see most of them. The experience was quite a relief after that car ride. The inside of the club appeared amazingly pleasing to the eye. The surroundings were the most comfortable of leather couches and a balcony over the main floor that was humongous. More than two hundred people occupied the balcony alone: drinking, talking, and staring awestruck at the sights, which included a thirteen foot tall glass case housing two six foot long iguanas and two sixteen-foot long Burmese pythons. After a few hours the party ended and patrons dispersed including my friends and I. Once outside, the masses gathered around handing out flyers that would most likely end up with a new home on the sidewalk.

New Paradigms in the Study of the Civil War Essay

A civil war is a war between organized groups within the same nation state or republic, or, less commonly, between two countries created from a formerly united nation state. The aim of one side may be to take control of the country or a region, to achieve independence for a region, or to change government policies. Civil wars since the end of World War II have lasted on average just over four years, a dramatic rise from the one-and-a-half year average of the 1900-1944 period. While the rate of emergence of new civil wars has been relatively steady since the mid-19th century, the increasing length of those wars resulted in increasing numbers of wars ongoing at any one time. For example, there were no more than five civil wars underway simultaneously in the first half of the 20th century, while over 20 concurrent civil wars were occurring at the end of the Cold War, before a significant decrease as conflicts strongly associated with the superpower rivalry came to an end. Since 1945, civil wars have resulted in the deaths of over 25 million people, as well as the forced displacement of millions more. Civil wars have further resulted in economic collapse; Somalia, Burma, Uganda and Angola are examples of nations that were considered to have promising futures before being engulfed in civil wars. Formal classification James Fearon, a scholar of civil wars at Stanford University, defines a civil war as â€Å"a violent conflict within a country fought by organized groups that aim to take power at the center or in a region, or to change government policies†. The Correlates of War, a dataset widely used by scholars of conflict, classifies civil wars as having over 1000 war-related casualties per year of conflict. This rate is a small fraction of the millions killed in the Second Sudanese Civil War and Cambodian Civil War, for example, but excludes several highly publicized conflicts, such as The Troubles of Northern Ireland and the struggle of the African National Congress in Apartheid-era South Africa. That the Party in revolt against the de jure Government possesses an organized military force, an authority responsible for its acts, acting within a determinate territory and having the means of respecting and ensuring respect for the Convention. That the legal Government is obliged to have recourse to the regular military forces against insurgents organized as military and in possession of a part of the national territory. That the de jure Government has recognized the insurgents as belligerents; or That it has claimed for itself the rights of a belligerent; or That it has accorded the insurgents recognition as belligerents for the purposes only of the present Convention; or That the dispute has been admitted to the agenda of the Security Council or the General Assembly of the United Nations as being a threat to international peace, a breach of the peace, or an act of aggression. That the insurgents have an organization purporting to have the characteristics of a State. That the insurgent civil authority exercises de facto authority over the population within a determinate portion of the national territory. That the armed forces act under the direction of an organized authority and are prepared to observe the ordinary laws of war. That the insurgent civil authority agrees to be bound by the provisions of the Convention. Causes of civil war in the Collier-Hoeffler Model Scholars investigating the cause of civil war are attracted by two opposing theories, greed versus grievance. Roughly stated: are conflicts caused by who people are, whether that be defined in terms of ethnicity, religion or other social affiliation, or do conflicts begin because it is in the economic best interests of individuals and groups to start them? Scholarly analysis supports the conclusion that economic and structural factors are more important than those of identity in predicting occurrences of civil war. A comprehensive studies of civil war was carried out by a team from the World Bank in the early 21st century. The study framework, which came to be called the Collier-Hoeffler Model, examined 78 five-year increments when civil war occurred from 1960 to 1999, as well as 1,167 five-year increments of â€Å"no civil war† for comparison, and subjected the data set to regression analysis to see the effect of various factors. The factors that were shown to have a statistically significant effect on the chance that a civil war would occur in any given five-year period were: Availability of finance A high proportion of primary commodities in national exports significantly increases the risk of a conflict. A country at â€Å"peak danger†, with commodities comprising 32% of gross domestic product, has a 22% risk of falling into civil war in a given five-year period, while a country with no primary commodity exports has a 1% risk. When disaggregated, only petroleum and non-petroleum groupings showed different results: a country with relatively low levels of dependence on petroleum exports is at slightly less risk, while a high-level of dependence on oil as an export results in slightly more risk of a civil war than national dependence on another primary commodity. The authors of the study interpreted this as being the result of the ease by which primary commodities may be extorted or captured compared to other forms of wealth, for example, it is easy to capture and control the output of a gold mine or oil field compared to a sector of garment manufacturing or hospitality services. A second source of finance is national diasporas, which can fund rebellions and insurgencies from abroad. The study found that statistically switching the size of a country’s diaspora from the smallest found in the study to the largest resulted in a sixfold increase in the chance of a civil war. Low per capita income has been proposed as a cause for grievance, prompting armed rebellion. However, for this to be true, one would expect economic inequality to also be a significant factor in rebellions, which it is not. The study therefore concluded that the economic model of opportunity cost better explained the findings. Population size The various factors contributing to the risk of civil war rise increase with population size. The risk of a civil war rises approximately proportionately with the size of a country’s population. Gleditsch et al. did not find a relationship between ethnic groups with polygyny and increased frequency of civil wars but nations having legal polygamy may have more civil wars. They argued that misogyny is a better explanation than polygyny. They found that increased women’s rights were are associated with less civil wars and that legal polygamy had no effect after women’s rights were controlled for. Duration of civil wars Ann Hironaka, author of Neverending Wars, divides the modern history of civil wars into the pre-19th century, 19th century to early 20th century, and late 20th century. In 19th-century Europe, the length of civil wars fell significantly, largely due to the nature of the conflicts as battles for the power center of the state, the strength of centralized governments, and the normally quick and decisive intervention by other states to support the government. Following World War II the duration of civil wars grew past the norm of the pre-19th century, largely due to weakness of the many postcolonial states and the intervention by major powers on both sides of conflict. The most obvious commonality to civil wars are that they occur in fragile states. Civil wars in the 19th and early 20th centuries Civil wars through the 19th century to early 20th century tended to be short; the average length of a civil war between 1900 and 1944 was one and half years. The state itself was the obvious center of authority in the majority of cases, and the civil wars were thus fought for control of the state. This meant that whoever had control of the capital and the military could normally crush resistance. If a rebellion failed to quickly seize the capital and control of the military for itself, it was normally doomed to a quick destruction. For example, the fighting associated with the 1871 Paris Commune occurred almost entirely in Paris, and ended quickly once the military sided with the government. The power of non-state actors resulted in a lower value placed on sovereignty in the 18th and 19th centuries, which further reduced the number of civil wars. For example, the pirates of the Barbary Coast were recognized as de facto states because of their military power. The Barbary pirates thus had no need to rebel against the Ottoman Empire, who were their nominal state government, to gain recognition for their sovereignty. Conversely, states such as Virginia and Massachusetts in the United States of America did not have sovereign status, but had significant political and economic independence coupled with weak federal control, reducing the incentive to secede. The two major global ideologies, monarchism and democracy, led to several civil wars. However, a bi-polar world, divided between the two ideologies, did not develop, largely due the dominance of monarchists through most of the period. The monarchists would thus normally intervene in other countries to stop democratic movements taking control and forming democratic governments, which were seen by monarchists as being both dangerous and unpredictable. The Great Powers, defined in the 1815 Congress of Vienna as the United Kingdom, Habsburg Austria, Prussia, France, and Russia, would frequently coordinate interventions in other nations’ civil wars, nearly always on the side of the incumbent government. Given the military strength of the Great Powers, these interventions were nearly always decisive and quickly ended the civil wars. There were several exceptions from the general rule of quick civil wars during this period. The American Civil War was unusual for at least two reasons: it was fought around regional identities, rather than political ideologies, and it was ended through a war of attrition, rather than over a decisive battle over control of the capital, as was the norm. The Spanish Civil War was exceptional because both sides of the war received support from intervening great powers: Germany, Italy, and Portugal supported opposition leader Francisco Franco, while France and the Soviet Union supported the government . Civil wars since 1945 In the 1990s, about twenty civil wars were occurring concurrently during an average year, a rate about ten times the historical average since the 19th century. However, the rate of new civil wars had not increased appreciably; the drastic rise in the number of ongoing wars after World War II was a result of the tripling of the average duration of civil wars to over four years. This increase was a result of the increased number of states, the fragility of states formed after 1945, the decline in interstate war, and the Cold War rivalry. Following World War II, the major European powers divested themselves of their colonies at an increasing rate: the number of ex-colonial states jumped from about 30 to almost 120 after the war. The rate of state formation leveled off in the 1980s, at which point few colonies remained. More states also meant more states in which to have long civil wars. Hironaka statistically measures the impact of the increased number of ex-colonial states as increasing the post-WWII incidence of civil wars by +165% over the pre-1945 number. While the new ex-colonial states appeared to follow the blueprint of the idealized state – centralized government, territory enclosed by defined borders, and citizenry with defined rights -, as well as accessories such as a national flag, an anthem, a seat at the United Nations and an official economic policy, they were in actuality far weaker than the Western states they were modeled after. In Western states, the structure of governments closely matched states’ actual capabilities, which had been arduously developed over centuries. The development of strong administrative structures, in particular those related to extraction of taxes, is closely associated with the intense warfare between predatory European states in the 17th and 18th centuries, or in Charles Tilly’s famous formulation: â €Å"War made the state and the state made war†. For example, the formation of the modern states of Germany and Italy in the 19th century is closely associated with the wars of expansion and consolidation led by Prussia and Sardinia, respectively. Such states are considered â€Å"weak† or â€Å"fragile†. The â€Å"strong†-â€Å"weak† categorization is not the same as â€Å"Western†-â€Å"non-Western†, as some Latin American states like Argentina and Brazil and Middle Eastern states like Egypt and Israel are considered to have â€Å"strong† administrative structures and economic infrastructure. Historically, the international community would have targeted weak states for territorial absorption or colonial domination or, alternatively, such states would fragment into pieces small enough to be effectively administered and secured by a local power. However, international norms towards sovereignty changed in the wake of WWII in ways that support and maintain the existence of weak states. Weak states are given de jure sovereignty equal to that of other states, even when they do not have de facto sovereignty or control of their own territory, including the privileges of international diplomatic recognition and an equal vote in the United Nations. Further, the international community offers development aid to weak states, which helps maintain the facade of a functioning modern state by giving the appearance that the state is capable of fulfilling its implied responsibilities of control and order. The formation of a strong international law regime and norms against territorial aggression is strongly associated with the dramatic drop in the number of interstate wars, though it has also been attributed to the effect of the Cold War or to the changing nature of economic development. Consequently, military aggression that results in territorial annexation became increasingly likely to prompt international condemnation, diplomatic censure, a reduction in international aid or the introduction of economic sanction, or, as in the case of 1990 invasion of Kuwait by Iraq, international military intervention to reverse the territorial aggression. Similarly, the international community has largely refused to recognize secessionist regions, while keeping some secessionist self-declared states such as Taiwan in diplomatic recognition limbo. While there is not a large body of academic work examining the relationship, Hironaka’s statistical study found a correlation that suggests that every major international anti-secessionist declaration increased the number of ongoing civil wars by +10%, or a total +114% from 1945 to 1997. The diplomatic and legal protection given by the international community, as well as economic support to weak governments and discouragement of secession, thus had the unintended effect of encouraging civil wars. There has been an enormous amount of international intervention in civil wars since 1945 that served to extend wars. While intervention has been practiced since the international system has existed, its nature changed substantially. It became common for both the state and opposition group to receive foreign support, allowing wars to continue well past the point when domestic resources had been exhausted. Superpowers, such as the European great powers, had always felt no compunction in intervening in civil wars that affected their interests, while distant regional powers such as the United States could declare the interventionist Monroe Doctrine of 1821 for events in its Central American â€Å"backyard†. However, the large population of weak states after 1945 allowed intervention by former colonial powers, regional powers and neighboring states who themselves often had scarce resources. On average, a civil war with interstate intervention was 300% longer than those without. When disaggregated, a civil war with intervention on only one side is 156% longer, while intervention on both sides lengthens the average civil war by an addition 92%. If one of the intervening states was a superpower, a civil war is extended a further 72%; a conflict such as the Angolan Civil War, in which there is two-sided foreign intervention, including by a superpower, would be 538% longer on average than a civil war without any international intervention. Effect of the Cold War The Cold War provided a global network of material and ideological support that perpetuated civil wars, which were mainly fought in weak ex-colonial states, rather than the relatively strong states that were aligned with the Warsaw Pact and North Atlantic Treaty Organization. In some cases, superpowers would superimpose Cold War ideology onto local conflicts, while in others local actors using Cold War ideology would attract the attention of a superpower to obtain support. Using a separate statistical evaluation than used above for interventions, civil wars that included pro- or anti-communist forces lasted 141% longer than the average non-Cold War conflict, while a Cold War civil war that attracted superpower intervention resulted in wars typically lasting over three times as long as other civil wars. Conversely, the end of the Cold War marked by the fall of the Berlin Wall in 1989 resulted in a reduction in the duration of Cold War civil wars of 92% or, phrased another way, a roughly ten-fold increase in the rate of resolution of Cold War civil wars. Lengthy Cold War-associated civil conflicts that ground to a halt include the wars of Guatemala, El Salvador and Nicaragua . See also The Logic of Violence in Civil War War of Independence Wars of national liberation References

Maya Angelous Poems Essay - 1288 Words

Maya Angelou’s Poems Maya Angelou’s poetry occupies a very special position in her development as a writer (Chow 1). As a child, Angelou went through five years of complete silence after she was raped at the age of seven years old, by a man named, Mr. Freeman. As a result of telling about her traumatic experience, her uncle’s literally kicked the man that raped her to death. Beings she spoke of her traumatic experience and the result of the man dying, she then imagined that her voice had the potential to kill. Thanks to her teacher, Bertha Flowers, at school Angelou started writing poetry as a means of expression of her life events through her poetry (Chow 1). Poetry thus played an essential part in the recovery of her voice, which in†¦show more content†¦She also conveys in this poem that hard times and painful past experiences aren’t reasons to avoid living life, but yet is a part of what makes one’s â€Å"life†. She uses death as a metaphor for lifeâ€℠¢s battles in her recurring phrase â€Å"I keep on dying†, but adds the idea of starting over and having another chance to overcome battles that are recurring in her life (12). The title of this particular poem, The Lesson is very significant to the poem within itself. The lesson that is preached in this poem is about the constant courage and determination in one’s life to defeat and her refusal to be overwhelmed by the challenges of life. Her hope as a determined woman will get her through her personal and physical tribulations, and even though each challenge in life offers her up a small dose of â€Å"death,† every time, it cannot keep her or anybody technically speaking down permanently. When there is a will, there is a way and Angelou always made a way to get back on her feet and keep it moving. Mayo Angelou explains the reality between struggles and the beauty of overcoming them in her poem called â€Å"Woman Work†. This poem is about a mother, preferably, a single mother that has children that she takes care of. The poem starts off by saying, â€Å"I’ve got children to tend / The clothes to mend / The floor to mop / The food to shop / Then the chicken to fry / The baby to dry / I got company to feed / The garden to weed / I’ve got shirts to press /Show MoreRelatedTwo Pesentations of Love in Maya Angelous Poems: ‘A Kind of Love, Some Say’ and ‘Where We Belong, A Duet’1008 Words   |  5 PagesThese poems written by Maya Angelou both portray love in a very different way. The detrimental effects of love are shown in ‘A Kind of Love, Some Say’ and the empowering effects of love are shown in ‘Where We Belong, A Duet’. ‘A Kind of Love, Some Say’ shows that Love and relationships is what caus es the struggle for identity as in the other poem being in love and in a relationship allows the persona to find their true identity. The poem ‘A kind of love some say’ is one of Mayas more emotionalRead MoreEssay on The Interpretation of None the Other, Maya Angelou1508 Words   |  7 PagesA poem can capture the mind, soul, and the bare heart, but, how can one’s interpretation of a poem alter the true value of the poem itself? The answer to this question may vary, depending on one’s interpretation. Then again, that response can be used to answer every question this world holds. Dr. Maya Angelou is one of the most renowned and influential voices of our time. Hailed as a global renaissance woman, Dr. Angelou is a celebrated poet, memoirist, novelist, educator, producer, actress, historianRead MoreEssay Personal Perseverance in the Works of Maya Angelou1313 Words   |  6 PagesPersonal Perseverance in the Works of Maya Angelou      Ã‚  Ã‚   Internationally respected brilliant poet, historian, and author Maya Angelou says in all my work I try to tell the human truth-what it is like to be human...what makes us stumble and fumbleand fall and somehow miraculously rise and go on from the darkness and into the light (Ebony 96). This theme is consistently exemplified throughout Angelous greatly acclaimed autobiographical worksand poems such as I Know Why The Caged Bird SingsRead More Maya Angelou: A Source of Humanity Essay1329 Words   |  6 PagesMaya Angelou: A Source of Humanity I am human, Angelou said, and nothing human can be alien to me (Shafer). Maya Angelou just may be the most human person in the world. Indeed, with all of the struggles she went through in her early life, her humanness increasingly deepened. Her life was characterized by the instability of her childhood and her family, along with the challenge of being a black woman growing up in 19th century America. The deepness of her humanness is evident in allRead MoreMaya Angelou: Speak Up Essay example1127 Words   |  5 PagesMaya Angelou experienced a life-changing event at the vulnerable age of eight: her mother’s boyfriend raped her. As a result, she chose to be mute for five years due to the emotional trauma this caused. Soon, a family friend named Mrs. Flowers, a wealthy and intellectual woman from Stamps, Arkansas where her grandmother resided, read with Angelou and helped Maya to express herself through writing. Mrs. Flowers taught Maya â€Å"words mean more than what is set down on paper. It takes the human voiceRead MoreMaya Angelou1001 Words   |  5 PagesMaya Angelou You may shoot me with your words, you may cut me with your eyes, you may kill me with your hatefulness. But still, like air, Ill rise. Have you ever been so influenced by such a small amount of powerful words? This brilliant quote extracted from Maya Angelous own poem, Still I Rise, basically brings out the spirit and nature of each of her publications. Maya Angelous works of poetry are seen as inspiration for those who have been discriminated for their public appearances. AsRead MoreEssay on Maya Angelou1185 Words   |  5 PagesDistress in Maya Angelous Life Marguerite Ann Johnson, commonly known as Maya Angelou, was born on April 4, 1928 in St. Louis, Missouri. She is a famous African-American poet, novelist, and playwright and also worked during the civil rights: Angelou is a very remarkable Renaissance woman who hailed as one of the great voices of contemporary literature (www.mayaangelou.com). She is also an activist in civil-rights. Angelou went through many controversies during her childhood and adulthood; herRead MoreWhat Criteria Make Up A Poem?1225 Words   |  5 PagesWhat criteria make up a poem? According to Terry Eagleton’s book How to Read a Poem, it suggests that a â€Å"poem is a fictional, verbally inventive moral statement in which it is the author, rather than the printer or word processor, who decides where the lines should end† (25). Terry Eagleton uses his own opinion to characterize what aspects he believes make up a poem. Eagleton argues that form and content are two different terms in regards to po etry; however, the form of a poem helps relate to the contentRead MoreMaya Angelou: A Model Woman Through Influential Literature Essay1708 Words   |  7 Pagesinfluence on society itself. Maya Angelou is a great example of the model woman. She has beaten the odds and has become one of the most well known African American women of today. She is an author, poet, historian, songwriter, playwright, dancer, stage and screen producer, director, performer, singer, and civil rights activist. Her most influential work comes from her extraordinary books and poems. Her literature has influenced the young and old with their contents. Maya Angelous literary significanceRead MoreA Comparison of ‘Still I Rise’ by Maya Angelou and ‘No Problem’ by Benjamin Zephaniah860 Words   |  4 PagesMaya Angelou is a internationally respected, brilliant poet, and author. Maya Angelou says In all my work I try to tell the human truth, what it is like to be human, what makes us stumble and somehow miraculously rise and go on from the darkness and into the light†. This theme is consistently exemplified throughout Angelous greatly acclaimed poem ‘Still I rise’. The poem shows us the true life story of Maya Angelous tragedies, and their dreadful conditions she had encountered in her youth. But