Revelation Essay Essay Example for Free

Revelation Essay Essay The opening lines of the poem initiate the main themes; â€Å"Black bull† introduces one of the themes which are gender stereotyping. This suggests the bull is powerful, strong and very angry. Females are then introduced in the poem, â€Å"eggs and milk†. This suggests females are pale, delicate and easily broken. The poet highlights the theme of stereotypes by placing â€Å"black bull† above â€Å"eggs and milk†. This is to effectively state that the black bull is on top of eggs and milk which emphasises on the importance of gender stereotyping. The second theme is introduced which is innocence and experience, â€Å"They call him Bob – as though perhaps you could reduce a monster with the charm of a friendly name†. Tone her is cynical. The bull has been given a cheery, friendly name which is a irrelevant name for the harsh animal. The key words of the quote are â€Å"monster† and â€Å"friendly†. This is a very striking contrast between the idea of the name Bob being friendly, cheery and approachable, but in actual fact behind the cheery name lays a monster. The quote, â€Å"at the threshold of his outhouse†, is the turning point in the story. Look more:  first poem for you essay This is a symbolic quote that states you must go over a line before starting a new life. In the poem a young girl is standing in the area between safety and danger. The line is significant as the pause creates a series of tension building up to a sense of danger. The girl’s initial perceptions of the creature are conveyed in, â€Å"At first only black, and the hot reek of him†¦Ã¢â‚¬  The girl’s sensory impressions of the bull are that the word â€Å"black† represents danger. The words â€Å"hot reek† represents the smell and stench of the bull. Her over all sensory impression is the smell of the bulls pungent aroma that is its natural smell and the limited sight gives her a sense of the unknown danger. The poet continues to reference the main theme of gender stereotyping by developing it, â€Å"We was immense†, This quote highlights masculinity and power. It shows that males are bigger, more powerful and the dominate gender. The theme of innocence and experience is also developed, and the bull and the girl are compared to each other. The girl is full of fear and innocence. She is extremely intimidated by the bulls presence. The poet powerfully, reinforces the contrasting thematic dichotomies suggested in verse one. In the first instance this is done by including details in verse two which contract with details from the first verse. The poet has reinforced the theme of innocence and experience as he shows that the bull knows he is restrained. Also reinforces the theme of gender stereotyping – girl and boy. This is done as it is dark and the girl cannot see what the bull is doing, whilst the girl is unaware of this, the bull is trying to break free from where he is chained up too. The poet condenses the contrast by highlighting them in a few lines of verse two. â€Å" I had always half known he existed† Here, the poet points out that the girl had always knew the bull was there, just she had never seen the bull and didn’t want to come to terms with the reality. Verse three is effective as it shows that the girl is fearful of her encounter with the bull. The girl is terrified by the bulls presence and runs away from the farm. She runs past a group of boys. Here the writer links the bull and the boys together by the use of harsh sound effects. It is important that this link is made as it makes a direct comparison between the bulls aggression and the boys cruelty. It highlights that they both share the same characteristics. Finally, the girls attention is redirected to the parlous state of the eggs and milk, due to the flight, â€Å"scared of the eggs shattering† While she’s too busy protecting the eggs it shows the reader that females are protective towards anything precious. In the girls eyes the eggs and milk are precious, and she wants to protect them from any harm. â€Å"in case the milk should spill† The precarious position of the milk is highlighted in the small hands of a weak girl, who has been charged with the responsibility of looking after the eggs and milk. She is protecting what is important to her. The poet seems to be suggesting that her experience shows that females are scared of males and have to protect themselves from any harm. Females protect all forms of life, they are caring and sensible creatures.

Destiny, Fate, Free Will and Free Choice in Homers Iliad :: Iliad essays

Fate and Destiny in The Iliad The Iliad portrays fate and destiny as supreme and ultimate forces. The Iliad presents the question of who or what is finally responsible for a man's destiny, yet the answers to this question are not quite clear. In many instances, it seems that man has no control over his fate and destiny, but at other points, it seems as if a man's fate lies in the consequences of his actions and decisions. Therefore, The Iliad reveals a man sometimes controls his destiny. In The Iliad the god's fate is controlled much in the same way as a mortal's, except for one major difference, the immortals cannot die and therefore do not have a destiny. Immortal's lives may not be judged because they have not and will not die. The gods are able to manipulate mortal's fate but not their own directly. In Book I, the plague is a result of the upsetting of Apollo. The gods produce situations over trivial things, such as forgetting a sacrifice or, in this case, insulting Chryses. The gods have temper tantrums, and they switch sides quickly and without consideration. One day they protect the Achaeans, the nextt day the Trojans. The gods play favorites with no sense at all of any of the moral or political issues involved in the war. Zeus does what he can, but the others behave as though they were better than all the rest, in more ways than one. They have no compassion for their own kind, and their concern for man is even less. Occasionally, the gods will show c oncern for one of their favorites when he is having a bad time, but it is very rare. This attitude is the result of their own vindictiveness against humanity and man's own tendency to irrational behavior or carelessness in worshipping the gods. But more often than not, men find themselves fighting a force beyond their control. The opening statement of The Iliad contains the phrase "the will of Zeus," and this reflects the Greek's belief that man is in the grip of forces that he cannot control. It is also another way of saying that all things are fated and out of the hands of man. Book XXII shows that the gods control the fates of man: But once they reached the springs for the fourth time,

Adolescent Essay Essay

The purpose of this paper is to discuss and research a problem faced by adolescents and the community’s response to resolving the problem. This paper will examine, that childhood obesity and how it is a growing disease that has become an epidemic in Canada that can cause psychological effects on a child. Childhood obesity is a condition where excess body fat negatively affects a child’s health or wellbeing. As methods to determine body fat directly are difficult, the diagnosis of obesity is often based on BMI. Due to the rising prevalence of obesity in children and its many adverse health effects it is being recognized as a serious public health concern. Childhood obesity is a growing illness in Canada as well as all over the world that causes psychological effects on children. There are three main psychological effects that child obesity has on children; low self esteem, high levels of depression, as well as more behavior problems. Children and adolescents with obesity face stigmatization and discrimination in many areas of their lives, and it has been assumed that their psychological well-being will be compromised as a result. Based on a study completed from the Journal of Pediatric Psychology they found a strong correlation between child obesity and psychological effects of the child. The study that was completed explored the relationship between obesity and psychosocial adjustment in a combined clinical and nonclinical sample of 139 obese children and 150 non–obsess children (ages from 9 to 12 years and matched for age, socioeconomic status, and gender) who filled out the Perceived Competence Scale for Children; their parents completed the Child Behaviour Checklist. All obese children, independent of their help–seeking status, status, reported more negative physical self–perceptions than their non-obese peers and they scored lower on general self–worth. According to their parents, the obese children of the clinical sample appeared to have more behavior problems. Findings suggest that psychopathology depends on a clinical obese status, and they provide evidence for a psychosocial at–risk profile for a subgroup of obese children.

Curriculum Strengths and Weaknesses

The curriculum that I have chosen is the K-12 Physical Education curriculum of a school in the United States. The strengths and weaknesses of the curriculum were assessed and are explained below. Besides this, recommendations are also provided for improving the physical education curriculum of the school. Strengths and weaknesses of the school physical education program The school-community environment was examined and the quality of the environment was considered to be moderately strong. The awareness of the mission/philosophy statement of the school is strong, but the classroom instruction does not seem to be integrated with the mission/philosophy statement of the school. The curriculum should be integrated to help the â€Å"students see and make the connections between and among subjects† (ETIM, 2005). The school environment is strong. There is general concern among the staff for the welfare of the students but more should be done to strengthen the student assistance program to help students at risk right from the elementary level. Students who have motor and fitness requirements besides emotional and other special needs are considered as at-risk students. There is strong recognition of student achievements but there is lesser recognition for the achievements of teachers and administrators. There is a need for recognizing quality teaching and this is one area where there is scope for a lot of improvement. Parent involvement is very strong and there is enough opportunities for parents to be involved in the activities of their wards. But there is scope for improvement in this area too, because getting parent input on their ward's development in a frequent and systematic manner. This is required especially in the school's curriculum, recognition and evaluation areas. There is scope for improvement in the communication and evaluation categories. The quality of communication needs to be improved especially at the elementary, middle and high school levels. The communication between classroom teachers and the physical education instructor needs to be improved. An effective communication program that highlights the activities and achievements of the physical education program is very much needed to gain much needed support for the physical education program. The goals and objectives of the school physical education program needs to be clear and as such it should improved. A clear program and instruction objectives is necessary to organize, implement and evaluate the quality of the K-12 program. If the goals and objectives of the chool physical education program are clear then designing high-quality instructional material and its evaluation becomes much easier. Also, the reports of the evaluation can be sent to the students, parents and others who are keenly involved in the development of the physical education program. There is also a need to implement, monitor and refine the school physical education curriculum to make it consistent with the resources available within the community. This is needed to eliminate redundancy and to promote a K-12 program that supports sequential learning. The secondary physical education service for students with special needs is very strong in the school overall, but there is scope for improvement of this service at the elementary school level. The quality of physical education for special students has to be improved at the elementary school level. There is scope for improvement of the program evaluation, implementation and dissemination needs for the K-12 physical education program in the school. Staff should concentrate more on improving the physical education program in the school because â€Å" a quality physical education program focuses on physical development, while integrating emotional, social and intellectual components† (Klungseth, 2009). Classroom instruction and class management are moderately strong but it should be improved to the level that it becomes absolutely strong. Currently, classroom instruction and class management are negatively impacted by the size of the class, the bigger the class the poorer the classroom instruction and class management, this situation should change. The certification process for physical education instructors should be tightened especially for activities that are considered high-risk activities. Also, the variance in qualification should be reduced for staff members in the school and it should be effectively streamlined. Staff development programs should be improved and there should be periodic evaluation of the staff. There should be involvement of the physical education director in monitoring physical education instruction, and there should be a clear role for a physical education coordinator. Information for garnering support for the physical education program should be provided to administrators by the physical education staff. The physical education facilities need to be upgraded. Currently they appear to be outdated, over-utilized and poorly maintained. Inadequate facilities can lead to injuries and poor physical education instruction. If facilities are inadequate then larger classes would thoroughly expose this problem. Poor facilities are the cause of less funds and decreased student enrollment. Student records in the physical education planning process needs to be automated. Currently the availability of equipment for this purpose is reasonably strong along with the availability of equipment for safety and medical records categories. Safety should be a top priority issue for the school, emergency action plans have to be drawn up with emergency first aid kit, telephones and supplies being made available at each teaching station. Teachers should be provided with student health information so that students are not put at risk by the physical education regimen. There is a need to improve the safety practices at the school that reduces risk to the well-being of students. Recommendations to improve the school physical education program The safety practices at the school needs to be improved, the safety practices should â€Å"recognize the risk and safety factors associated with regular participation in physical activity† (Griffey, Housener, 2007). There should be emergency action plans, telephones and first aid kit installed at all teaching stations. The process for getting student medical and health records should be improved. Staff development programs should be put in place especially in areas where there is need to improve safety practices. Proper processes and procedures should be developed for continuous evaluation of the physical education program. The program evaluation should lead to a proper assessment of the specified objectives of the program. The physical education program has to be implemented fully at all grade levels and to this extent additional physical education teachers need to be hired. Also, the standards set by the National Association for Sport and Physical Education (NASPE) should be implemented in the school. The NASPE standards â€Å"inform the teachers of the primary outcomes to be achieved in physical education at each grade level† (Lund, Tannehill, 2010) The goals and objectives of the physical education program needs to be implemented through the design of a curriculum framework. The framework should state the goals and objectives clearly and speak about the role of a comprehensive physical education program, besides, the program content should be matched with the local resources and prioritized based on the objectives of the program and the importance of the program content. Also, the program content should be in synchronization with the K-12 curriculum. The physical education program results should be summarized and provided as feedback to all stakeholders concerned besides this, adequate funds should be obtained for creating physical education facilities and for the purchase of equipment to be used at the facilities to enable the smooth implementation of the physical education program. Committees should be formed to monitor the implementation of the physical education program and to suggest and implement improvements where ever needed in the physical education program. References ETIM, J. 2005. CURRICULUM INTEGRATION K-12 – THEORY AND PRACTICE. University Press of America, Maryland. Griffey D. C. , Housener L. D. 2007. Designing effective instructional tasks for physical education and sports. Human Kinetics. Klungseth S. 2009. A comparison between public elementary physical education programs in South Dakota and the STARS criteria for high quality physical education programs. ProQuest LLC. Eisenhower Parkway, Ann Arbor, MI. Lund J, Tannehill D. 2010. Standards-Based Physical Education Curriculum. Jones and Bartlett Publishers, LLC, MA 0 1776, USA.

Colonial Life DBQ essays

Colonial Life DBQ essays There are several reasons as to why the colonies of the Chesapeake and the colonies of New England differed so greatly. The reasons all had to do with the climates, the religions, the people, and their motives for coming to the areas in which they settled. The climates of New England and the Chesapeake area differed greatly. This factored in and effected several different key differences. The climate down south was more conducive to cash crops such as sugar, tobacco, and rice- while New England's rocky and infertile soil catered to a lifestyle that revolved around manufacturing. The north would purchase crops from the south and then use them to manufacture goods. Then, they would sell the finished products to the south or to England. This ensured economic stability because Britain always bought products from the colonies, and the south depended on the north for finished goods. The climate also affected the quality and length of life. In the Chesapeake region, life expectancy was rather poor. Diseases like malaria were not uncommon and long days working in the fields often took years off one's life. Another problem was that when the colonists who had come to the south arrived, most were not into the whole idea that one had to plant crops and hunt in order to survive. They were mostly into looking for gold that didn't even exist. So from the start, their numbers dwindled and many died over the Because so many young men passed away, women actually had to be afforded certain rights, such as the widow's right to inherit her husband's property. This was a far cry from the rights of women up north. Basically, their rights included taking care of their children (they usually had about eight) taking care of the household, and being accused of practicing witchcraft. In New England, women just really didn't have that much power, mostly because men didn't ...

Profile of Harvey M. Robinson

Profile of Harvey M. Robinson The east side of Allentown, Pennsylvania had the reputation of being a nice, safe area for families to raise children. The residents in the area felt secure to walk their dogs, jog, and let their kids play out in the yards. All of that changed in the summer of 1992. The residents and police force of Allentown had a problem. For the first time, its east side residents were being stalked by a serial killer. A Killer Is Born Harvey M. Robinson was born on December 6, 1974. He grew up in a troubled family. His father, Harvey Rodriguez Robinson, was an alcoholic and physically and emotionally abusive towards his mother. By the time he was three, his parents were divorced. Harvey Rodriguez Robinson ended up going to prison for manslaughter after beating his mistress to death. The younger Harvey idolized his father, regardless of his abusive and criminal behavior. School Years At a very early age, young Harvey Robinson showed great athletic and academic potential. He won awards for his essays and was a fierce competitor in wrestling, soccer, football and various cross-country sports. However, as early as nine years old he demonstrated a dark side that diminished all of his positive accomplishments. School counselors determined that Robinson suffered from severe conduct disorder. As a child, he was known to throw tantrums. As he got older, he developed a quick temper and was unable to define between right and wrong. From the age of nine to 17, he filled up a rap sheet with numerous arrests including burglary and resisting arrest. He was also a known substance abuser, which added to his propensity towards impulsive aggressive behavior. He detested authority and lashed out at those who tried to control him including the police and his teachers. As he grew older, his threats intensified. Teachers and students were afraid of Robinson, and he liked it. Why Robinson began raping and murdering children and women is unknown, but as far as what is known for sure, it all started on August 9, 1992, when he was 17-years-old. First Victim At about 12:35 a.m. on August 5, 1992, Robinson burglarized the home of Joan Burghardt, 29, who lived alone in a one-bedroom apartment on the first floor of a residential apartment complex on the east side of Allentown. He broke through the screen on the patio door, which was locked, and ripped just enough to slip his hand through the doorknob and open it. Burghardt reported the burglary and the missing $50 from a drawer in her bedroom dresser. Everything else seemed undisturbed. Four days later at around 11:30 a.m. on August 9, 1992, Burghardts neighbor telephoned the police to complain that Burghardts stereo had been on for three days and nights and that no one answered the doorbell. She also reported that the screen had been out of the window for three nights and during one of those nights she heard Burghardt screaming and banging the wall and sounds as if she was being beaten up. When the police arrived, they found Burghardt dead, lying on the living room floor. She had been severely beaten about the head. The autopsy revealed that Burghardt had been sexually assaulted and hit over the head at least 37 times, fracturing her skull and damaging her brain. She also had defensive injuries on both hands, indicating that she was alive during at least some of the attack. Seminal stains were found on a pair of shorts found at the scene, suggesting that a male had masturbated on them. Second Victim Charlotte Schmoyer, 15, was always diligent about delivering the Morning Call newspaper on her assigned route on the east side of Allentown. When she failed to deliver the paper on the morning of June 9, 1983, one of her customers scanned the street for the young carrier. She did not spot Schmoyer, but what she did see alarmed her enough to phone the police. Schmoyers newspaper cart was left unattended, for more than 30 minutes, in front of a neighbors house. When the police arrived, they found that the newspaper cart was half-filled with newspapers, and Schmoyers radio and the headset had been strewn on the ground between two houses. There were also finger streaks on the windowpane of the door to the nearby garage of one of the houses. Based on the scene the police concluded that Schmoyer had likely been abducted. The police began their search and found her bicycle abandoned along with some of her personal property. Within hours a tip came in, and investigators began searching a wooded area where they found blood, a shoe, and the body of Charlotte Schmoyer buried under a stack of logs. According to the autopsy report, Schmoyer was stabbed 22 times, and her throat was slashed. Also, there were cutting and scraping wounds in her neck area, indicating they were inflicted while the Schmoyer was conscious and her neck bent down. She had also been raped. Investigators were able to collect blood samples, a pubic hair and a head hair on Schmoyer that did not match her blood and hair. The evidence was later matched to Robinson through DNA. Burglary John and Denise Sam-Cali lived on the east side of Allentown, not far from where Schmoyer had been abducted. On June 17, 1993, Robinson burglarized their home while the couple was away for a few days. He had taken Johns gun collection, which was kept in a bag in the closet. Within days John bought three new guns, one of which he purchased for Denise for protection. The couple grew even more concerned about their safety after learning that someone had broken into their neighbors home and attacked their child. Third Victim On June 20, 1993, Robinson entered a womans home and choked and raped her five-year-old daughter. The child managed to live but based on her injuries it appeared that he had intended for her to die. Some theorized that he was actually after the childs mother, but when he found her sleeping with her partner, he attacked the child instead. Fourth Victim On June 28, 1993, John Sam-Cali was out of town, and Denise was alone. She awoke to the sounds Robinson was making from inside the walk-in closet near her bedroom. Frightened, she decided to try to run out of the house, but he grabbed her, and they struggled. She managed to get out of the house, but Robinson grabbed at her again and pinned her down onto the ground in the front yard. As the two fought, she was able to bite him on the inside of his arm. He repeatedly punched her, sliced her lip open and then raped her, however, her screams alerted a neighbor who turned on her porch light, and Robinson ran away. When the police arrived, they found Denise alive, but severely beaten, with strangulation marks around her neck, and her lip deeply slashed. They also found a butcher knife wrapped in a napkin lying outside the bathroom door. After recovering in the hospital, the Sam-Calis went out of town for a few days. Fifth Victim On July 14, 1993, Robinson raped and murdered Jessica Jean Fortney, 47, in the living room of her daughter and son-in-laws home. She was found dead, half-naked and her face was swollen and black. There was blood spatter on the wall indicating she had died a violent death. The autopsy revealed that Fortney died in the early morning hours after being strangled and severely beaten. It was also determined that she had been raped. What Robinson did not know was that Fortneys granddaughter had witnessed the killing and was able to give the police his description. Back to Finish the Job On July 18, 1993, the Sam-Calis returned home. Before going out of town, they had the house equipped with a burglar alarm. At about 4:00 a.m. Denise heard a noise in the house and then the back door opened, setting off the alarm and the intruder, Robinson, took off. After that, the Allentown police set up a sting operation and arranged for a police officer to stay in the Sam-Cali home every night. They thought the man who attacked her was coming back to kill her because she could identify him. Their hunch was right. Officer Brian Lewis was staked out inside the Sam-Cali home when at around 1:25 a.m. on July 31, 1993, Robinson returned to the house and tried to open doors. Lewis heard the noises, then watched as Robinson broke into the house through a window. Once he was entirely inside, Lewis identified himself as a police officer and told Robinson to halt. Robinson began shooting at Lewis and gunfire was exchanged. Lewis went to the Sam-Calis bedroom to warn the couple to stay inside the room. He then called for backup. In the meantime, Robinson escaped by breaking through several glass panels on a wooden door in the kitchen. The police found a blood trail in the kitchen and out the door. It looked like the intruder had been shot, or severely cut during his escape. The local hospitals were alerted. Caught A few hours later the police were called to the local hospital after Robinson showed up there to be treated for a gunshot wound. A physical exam of Robinson found that he had fresh wounds to his arms and legs indicative of being cut with glass as well as a bite mark on the inner part of his arm. Officer Lewis also identified Robinson as the man he encountered inside the Sam-Calis home. He was arrested on various charges including kidnapping, burglary, rape, attempted murder, and murder. Investigators built a large case against Robinson with DNA evidence, eyewitness accounts and physical evidence found at his home and the victims homes. It was a solid case. The jury found him guilty for raping and murdering Charlotte Schmoyer, Joan Burghardt, and Jessica Jean Fortney. He was sentenced to a combined 97 years in prison and three death sentences. Resentenced Robinson and his lawyers were able to get two of the three death sentences resentenced to life in prison. One death sentence remains.

What Does It Mean To Be An Educated Person Essay

What Does It Mean To Be An Educated Person - Essay Example Everyone goes to university and earns a degree but educated ones are only those who learn something and use their knowledge. Education has become the backbone of every society and especially everywhere in the world the competition of getting quality education is intense. Youngsters are running here forth to get the best of education and to compete in this technologically advanced world. Competition is more intense in rural areas than urban areas in attaining good grades because the students there knows well that whoever will get a scholarship can further afford to study otherwise rest of them have to either stop studying or get admitted into some infamous, small or not up to the mark college or university. Whereas, in urban areas the competition is not only just about attaining the good grades but also about studying in a prestigious and well known college or university. They consider it as their status symbol to get qualified from a famous university. Mostly students take education for granted and show reluctance towards their studies. They are always indulged in bunking classes, involving in some notorious activities, getting suspension, and not completing their homework. Life is a joke for them and they are not serious about their future. Hence, they suffer in the end when they are not left with any option and have to start off everything from the beginning in order to compete with the educated ones. It takes entire life to become successful but youngsters think that success comes with a blink of an eye (Kapoor; Naomi; Ozieh). Education opens one’s mind and widens his vision. He interacts with so many different people who belong to different culture, tradition, race, religion and areas. People learn a lot during their time in schools and colleges but once they are graduated and done with their degree, it’s the time to show the application of their LEARNED knowledge. Ignorance is the curse for a society and hence, every country in the world is s triving hard to make it developed by education and success. It is believed that success comes to those who are educated but in actual educated people struggle hard for success. Education enlightens the knowledge of the person. This globe consists of many challenging and major social problems and an educated person should use his education as a tool to aware people about how to