Sex and Gender Essay Example for Free

Sex and Gender Essay When most of us think about differences between men and women (or boys and girls) we tend to think first about the biology involved. The physical shape of our bodies genitalia mostly, but also the relative breadth of hips and shoulders, the presence or absence of a uterus and the potential to sustain a pregnancy helps us sort humans into male and female. Simple as pie. Which is good because sorting people by sex is something that is very important to most people. Watch nearly anybody go up to someone holding an infant and the first thing that she or he will ask the parent if the child is a girl or a boy. But why should it matter to anyone what the sex of the baby is? Even if it is easy to tell masculine from feminine. Except, of course, that its not. Theres nothing at all simple about the differences that exist between men and women because the biological differences between the sexes are only the beginning of the overall difference. (And even the biology itself can be ambiguous at times: Intersex individuals and others whose DNA is different from the most common XX or XY can be ambiguous in terms of appearance. Much of what gives us our gender identity as opposed to what we might call our sexual classification derives not from biology (or at not from genetics) but from the social and cultural values that give shape to each persons life. Because of this latter fact, the sociologist (along with the anthropologist and the social psychologist) is ideally qualified to help us understand what distinguishes the male from the female and why there are more differences among men and women than between them. Doctors and physiologists are of far less use in determining gender than one might have suspected. One of the most longstanding, most intense (and ultimately most frustrating) questions within the social sciences is that of nature-versus-nurture or how much we come into the world with and how much that birthright is shaped by our experiences ex utero. This is frustrating because, of course, there is simply no way to determine what we begin with in terms of understanding our gender and having a sense of self: Infants are very poor reporters about their internal states. Moreover, phrasing the question as one of a binary choice between nature and nuture suggests that the two do not interact with each other rather than the reality, which is that they continuously affect, alter, or reinforce each other in an iterative fashion. The area of sex and gender is one in which this debate (of nature and nurture) is especially fierce. This is true currently not primarily because of any discussion or disagreement about the nature of sex differences but rather because of the debate over same-sex marriage. One of the arguments that many proponents about same-sex marriage make is that sexual orientation is biological, something that results either from genetics, from biological conditions in utero, or from some interaction among genetics, biology, and other factors. If we accept this to be the case (and I do), then it is important to acknowledge that there are clear genetic/biological elements to gender identity and gender orientation in addition to the physical shape of peoples bodies. Thus, while I am arguing here that gender is primarily socially and culturally constructed, I am not disregarding the fact that biology has no small part in identity. While I am discussing the issue of sexual orientation, I would like to note that one of the ways in which men and women are both like each other (and highly variable within each sex) is that of sexual orientation. Very few men and women are purely heterosexual or purely homosexual. Rather most women and most men fall somewhere between these two poles. In this way a woman who is wholly homosexual is more like a man who is wholly homosexual than she is like a woman who is wholly heterosexual. The graph below demonstrates the way in which sexual orientation plays out. Men and women can equally be graphed in each sector, and those in each sector are highly similar to each other, regardless of sex (Ross, 1983, p. 28). Likewise, those of the same sex can be very different from each other depending where they fall on this scale of sexual orientation. But while there is an important biological element to gender, the majority of what creates a sense of gender identity (that is, what makes us identify and understand what masculine and feminine are and provides us with the psychological and social tools that allow us to act the way society expects us to) come about through several key areas: Our families and home environments, religious institutions (in some cases), schools, mass media, and what we might call simply society or culture. From infancy, our culture teaches what it means to be a boy or a girl. From the colour of clothes to the toys we play with, the messages begin at a very early age. Young people are influenced by a barrage of messages to conform to a variety of expectations, to buy this widget, and to preserve a rigid set of values that stress the differences between genders (Learning Gender Stereotypes, n. d. ) Because I think that it has the most influence of all (simply because of the amount of time we spend at home and the fact that we are exposed primarily to our families when we are developmentally at our most receptive or vulnerable I will focus on the family of origin and the early home environment, including toys. Anyone who has spent some time with small children knows that there is a great deal of pressure on parents to give their children the right toys. This is (I believe) generally true more for boys than for girls. A relevant anecdote here. A few weeks ago I was in a Target store and heard a man talking to a woman I assume his wife who was carrying an infant. She had a package of pacifiers in her hand and the man was saying, You get him anything that isnt blue and I swear to God if he turns out to be a fag then Ill kill you. I wanted to kidnap the child. Many parents are adamant about dressing girls in pink (and handing them only dolls to play with) and boys in blue (and giving them only cars and guns). Parents who raise their children like this tend to make the argument that they are not forcing their children into gender roles, but rather that they are simply catering to the inherent gender self-identity of their children. This is perhaps most commonly seen in the way that parents dismiss the bad behavior of their sons with the phrase, Oh, boys will be boys. True but the kind of thing that a boy is is in large measure what his parents make him. Boys like girls are the creations of their cultures. We can see this dynamic in the study performed by Condry and Condry. (The study was performed in 1976, but I believe it remains valid today. It is certainly a powerful study. ) They asked a group of subjects to observe the behavior of a group of nine-month-old babies (who were dressed so that the observers could not determine the sex of the baby). After a few minutes, the babies were scared by a Jack-in-the-box leaping out at them. When observers were told that the infants were boys, the subjects described the infants as being angry. Then the next group of observers was brought in and asked to observe the same infants who were then scared (again! ) by the Jack-in-the-box. This time, told that the infants were girls, the research subjects described the infants as being fearful. Bland (1998) summarizes the cumulative effects of his kind of reinforcement from the outside world on the growing childs sense of self, including her or his sense of what her or his own gender should do. The suggestion is, that boys may react with anger, and girls with fear, because we expect them to. All through our lives we tend to behave to match the attributions people make from social stereotypes because, to behave untypically, sets us apart. We are unconsciously behaving how we are expected to.

Evaluation and the use of concept mapping

Evaluation and the use of concept mapping A concept is a thought, notion, or an abstract idea developed from a situation or particular instance experienced by the learner. Concept mapping consists of diagrams that represent an organized visualization of a concept and its associations or explanations (Novak Gowin, 1984). The use of concept mapping as an educational tool is well established through many branches of learning, including nursing (Schanze Grà ¼b-Niehaus, 2008; MacNeil, 2007; Trochim, 2009). Knowledge derived from the nursing process flows remarkably well into the overall design of a concept map. Although similar to other types of knowledge mapping, concept mapping provides a unique structure to gather major concepts together with direct linkages that can be easily visualized and readily examined. Properly prepared concept mapping will allow the learner to venture into all the learning domains, including cognitive, affective, and psychomotor; as well as allow the educator to move from a teacher-centered learning environment to one that is learner-centered. Concept mapping is designed to promote meaningful learning by the student, and allow for an effective formative or summative evaluation method by the educator. As the map is designed, the learner can incorporate new knowledge and reject inaccurate concepts and ideas. The map can also refine knowledge with examples or events, and allow for learning rather than route memorization. For the educator, the concept map can demonstrate the depth of the learners knowledge, and visually depict what the educator must emphasize to complete the learning process. The educator can also rapidly develop further learning opportunities through critical thinking exercises employing proposed changes to existing concept maps. Concept Mapping Theory Concept mapping was developed in 1972 as part of an effort at Cornell University to study the ability of young children to obtain basic scientific concepts. The design was the result of research into the cognitive psychology of learning and the constructivist epistemology. Based on Ausubels theory of learning, concept mapping attempts to emphasize the difference between rote learning and meaningful learning (Novak Caà ±as, 2006). Rote learning occurs when new information is added to the learners prior knowledge framework in a random and verbatim fashion. Thus, there is little permanent structure and the new information is rapidly forgotten. In meaningful learning, the new information is linked to the learners prior knowledge framework in a conscious and purposeful manner, thus producing a stable structure and substantial change in the way the learner experiences learning, in other words a conceptual change (National Institute for Science Educations College Level One Team, Universit y of Wisconsin, n.d.). This relationship is shown in Figure 1. Further studies and collaboration on concept mapping use and design, including work at the Institute for Human and Machine Cognition (IHMC) in Florida, led to integration of concept mapping with software tools and enabled rapid application of the concept mapping framework to numerous disciplines. Concept Mapping Design In concept mapping, graphical representations are arranged in two predominant manners. First, in the hierarchical fashion, the main topic or question is displayed at the top of the diagram, with inclusive and general concepts near the top and specific, less general concepts arranged in a progressively downward pattern (see Figure 2). The other most common concept map design is in a circular fashion, known as the spider method, with the core topic or idea in the center immediately surrounded by inclusive and general concepts, becoming less specific and more general the further from the core (see Figure 3). Other less common concept mapping methods include the flow path method, where concepts are linked together in a progressively linear fashion to represent a final concept, and the systems method, where input and output concepts are related to the central concept in a production-line style of visualization. Still other methods of concept mapping may be developed to reflect the learners or the educators vision of representation. Typically, concepts are enclosed in boxes, circles, or other geometric shapes with the relationships identified by connecting lines. There are descriptors on the connecting lines that specify the nature of the relationships. Concepts may also be cross-linked to show relationships between domains of knowledge or concepts located in different areas of the map (Caà ±as, 2003). Examples, events, or possible solutions can also be included, although these may not be boxed or circled, and the connecting lines can be dashed or dotted to represent an unsubstantiated relationship. Concept Mapping Construction Many methods can be used to construct a concept map. In general, the process will begin as follows: identify a question related to a process or problem; identify the key concepts of the process or problem; rank these concepts in order by identifying the most descriptive and broadest concept then narrowing the descriptions until the most specific concept is listed last; connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage; provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts; and then continue to link, add examples, and promote the relationships. Some constructors may find it useful to perform this design using post-it notes or index cards, and arranging their ideas on a table or white board to allow for ease of concept ranking, as well the ability to provide easy changes of relationships and rapid visualization of data. The novi ce and expert alike may also use various shapes and colors to designate concepts and subconcepts to make the map clearer. Concept Mapping Software Although concept mapping may be performed with pen, paper, and other non-electronic methods, there are a number of software programs that can be used to provide a variety of concept maps with ranges of detail. In addition to using traditional word-processing programs such as Microsoft Word, Microsoft PowerPoint, or Corel WordPerfect or Corel Draw to construct concept maps, specific concept mapping software has been developed. The IHMC, a coalition of Florida universities, has developed Cmap Tools, a robust concept map developer that is free for use (IHMC, 2009). This software also includes a search feature that allows the user to search a wide variety of public Cmap databases for sample concept maps. Other software programs that are specific to concept map construction includes Axon Idea Processor, 3D Topicscape, Inspiration, MindGenious, MindMapper, MindView, Semantica, SmartDraw, Spinscape, and Tinderbox. Several of these software packages are available in multiple programming formats, in addition to several languages, and are free for download. Concept Mapping Example As an example to demonstrate concept-mapping construction, a learner is assigned to research the disease process sepsis, and make a presentation to the class. The learner studies several peer reviewed journal articles (DellaCroce, 2009; Nelson, LeMaster, Plast, Zahner, 2009; Steen, 2009) to obtain the latest information on the disease process, and decides to develop a concept map to explain the pathophysiology, risk factors, diagnostic tests, and treatments for sepsis. The learner develops a table to highlight the ideas that will be outlined on the concept map (see Table 1). Finally, using the CmapTools Knowledge Modeling Kit, Version 5.03, the learner prepares the concept map (see Figure 4). Preparation for Developing a Concept Map Steps Responses 1. Identify a question related to a process or problem What is sepsis? How is it diagnosed? What are the signs and symptoms? How is it treated? 2. Identify the key concepts of the process or problem Invading Microorganism, Sepsis, Inflammatory Response, Organ Failure, Systemic Inflammatory Response, Septic Shock, Treatments, Risk Factors, Infection, Death 3. Rank these concepts in order by identifying the most descriptive and broadest concept, then narrowing the descriptions until the most specific concept is listed last Rank 1) Invading Microorganism 2) Infection 3) Inflammatory Response 4) Systemic Inflammatory Response 5) Sepsis 6) Septic Shock, Severe Sepsis 7) Organ Failure 8) Treatment, Risk Factors, Diagnostic Tests 9) Death 4. Connect the concepts by links, using notations to represent the relationship between the concepts and enable meaning to the linkage Links are Pathophysiology, Leads To, Plus, Can Lead To, Organ Failure 5. Provide examples, including social, personal, and professional examples to clarify the concept or the relationship between concepts Vital Signs, Signs of Organ Failure, Criteria for Determining Sepsis Table 1: Preparation for Developing a Concept Map Concept Mapping Advantages Concept maps provide several advantages over other methods of instruction and evaluation. Concept maps can provide the learners access to a â€Å"big picture† view of the topic of interest, allowing the student to advance to conceptual understanding rather than simple memorization or rote learning. This in turn can provide the student the bases for critical thinking. Concept maps are also easy to construct. Concept maps can also be used as both an instructional strategy for the educator or a learning activity for the learner. As a learning activity, the student can acquire the desired knowledge, performance, and behaviors specified by the curriculum (Caputi Blach, 2008). In situations such as developing continuing education opportunities for existing nursing staff, the use of concept mapping can aid in learning new content through visualization, as many staff prefer visual or kinesthetic learning (Nursing Times, 2009). In cases where students need a platform to reduce anxiety generated prior to testing due to a lack of surety on whether the critical aspects of a clinical lesson were studied, the use of concepts maps can help students organize data, determine complex relationships between patient data and disease processes, and provide the student with an overall picture of the care provided to their patient (Hsu, 2004). Concept Mapping Disadvantages Although concept mapping has many advantages, some disadvantages exist. The wide variety of possible concept map designs can lead to additional evaluation time by the educator as students use different construction techniques. Grading of the differing concept maps may also lead to difficulties unless the educator uses strict grading criteria, such as a detailed assignment rubric. The use of concept mapping may also require a paradigm shift by learners used to only the memorization method of learning. This can sometimes cause difficulty as the learner transitions to the new method of learning. Concept Mapping Use in Learning Domains The cognitive domain includes knowledge and skill development. As cognitive learning occurs, the learner is able to recall facts, patterns, and concepts that will result in the development of intellect. Concept mapping is primarily based on the cognitive domain, as the learner combines concepts into a framework that can develop critical conceptions and critical thinking. The affective domain includes learning that is based on our interaction with our environment through feelings, values, motivations, and attitudes. Concept mapping draws into the affective domain through the construction of the framework, and the use of the environment to provide definition to the concept, and the use of values, attitudes, and feelings to link the concepts together to promote understanding. The psychomotor domain includes learning in the physical domain, such as movement, coordination, and development of motor skills. Psychomotor learning is measured through speed, precision, and techniques in execution. Concept mapping lends well to learning in the psychomotor domain, as the learner physically constructs the concept map using a variety of tools and software. Concept Mapping in Nursing Education Concept mapping is used at several levels in nursing education. By using concept mapping as a learning process in nursing undergraduate education, the educator can develop and refine critical thinking skills in the learner through generating ideas, promoting nonlinear relationships between patient data and complex disease processes, and forcing the learner to visualize the application of nursing theory to nursing practice (Abel Freeze, 2006; Phelps, Wallen, Cusack, Castro, Muehlbauer, et al., 2009). One of the most common uses of concept mapping in nursing is the use of concept mapping to demonstrate the nursing process in care planning. Each component of the nursing process (assessment, diagnosis, planning, intervention, and evaluation) can be presented around a disease process; or patient problems can be identified and relationships established between the problems to develop a holistic perspective of patient care (Taylor Wros, 2007). See Figure 5. Concept mapping can also be used effectively in formative, as well as summative assessment. In the formative assessment, the educator can provide a baseline concept map with the major concept listed and several basic relationships identified prior to lecture. The student can use the concept map during the lecture to identify further concepts and relationships, and build upon the baseline concept map to develop their knowledge base. Once the lecture is completed, the educator can use the learners maps to evaluate the effectiveness of their lecture, as well as the effectiveness of the learners attention, by examining the completed concept maps and comparing these maps to the lectures objectives (MacNeil, 2007). The baseline concept map can also be developed by the learner prior to class, such as in a homework assignment, and then completed during lecture as well. Figure 5: Sample care plan concept map (Ackley Ladwig, 2006). In a summative assessment, the educator can require a summative concept map at the end of the course to evaluate overall course objectives, as well as provide the learner with a valuable tool for future reference. Concept Mapping Function in a Learner Centered Environment Concept mapping has been used in both undergraduate and graduate nursing as an analytical tool to organize existing knowledge, synthesize new knowledge, and prioritize information in a logical, visual sequence. Concept mapping develops nonlinear cognitive function that can promote critical thinking and clinical decision making in nurses (Wilgis McConnell, 2008). This makes concept mapping an ideal strategy to switch the classroom from a teacher-centered to a learner-centered environment the learner can develop, adapt, and draw their learning directly from the concept map. Concept maps can be used by learners individually, or in small groups, to simplify complex processes and engage students in the learning process (Harrelson, 2006). As study guides, the concept maps can replace traditional question and answer study handouts with a visual map that can promote meaningful learning opposed to rote memorization (Caputi Blach, 2008). Summary Concept maps represent a collaborative learning strategy developed to take advantage of the difference between rote learning and meaningful learning. Concept maps can be used in all aspects of both undergraduate and graduate nursing, and can be used to facilitate education in all learning domains. As learners begin to analyze clinical data, the learner can begin to develop their critical thinking skills and begin to plan comprehensive care for their patients. As learners begin to study disease processes, the learners can appreciate the effects of interventions directly on patient outcomes. Educators can use concept mapping as a teaching, as well as evaluation strategy. References Abel, W., Freeze, M. (2006, September). Evaluation of concept mapping in an associate degree nursing program. Journal of Nursing Education, 45(9), 356-364. Retrieved August 30, 2009, from CINAHL with Full Text database. Ackley, B. J. Ladwig, G.B. (2006). Nursing Diagnosis Handbook, (7th ed.). Missouri: Mosby Elsevier. All, A., Huycke, L. (2007, May). Serial concept maps: tools for concept analysis. Journal of Nursing Education, 46(5), 217-224. Retrieved August 30, 2009, from CINAHL with Full Text database. All, A., Huycke, L., Fisher, M. (2003, November). Instructional tools for nursing education: concept maps. Nursing Education Perspectives, 24(6), 311-317. Retrieved August 30, 2009, from CINAHL with Full Text database. Caà ±as, A. J. (2003). A summary of literature pertaining to the use of concept mapping techniques and technologies for education and performance support. 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Retrieved August 30, 2009, from CINAHL with Full Text database. Mueller, A., Johnston, M., Bligh, D. (2002, 2002 Jan-Mar). Viewpoint. Joining mind mapping and care planning to enhance student critical thinking and achieve holistic nursing care. Nursing Diagnosis, 13(1), 24-27. Retrieved September 11, 2009, from CINAHL with Full Text database. National Institute for Science Educations College Level One Team, University of Wisconsin. (n.d.) Classroom assessment techniques: Concept Mapping. Retrieved October 10, 2009 from http://www.flaguide.org/cat/conmap/conmap5.php. Nelson, D., LeMaster, T., Plost, G., Zahner, M. (2009). Recognizing sepsis in the adult patient. American Journal of Nursing, 109(3), 40-46. Retrieved October 14, 2009 from http://search.ebscohost.com Novak, J. D. Gowin, D. B. (1984). Learning how to learn. New York: Cambridge University Press. Novak, J. (2002, July). 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Grà ¼b-Niehaus, T. (2008). Concept mapping: Connecting educators. Proceedings of the Third International Conference on Concept Mapping. Retrieved September 19, 2009 from cmc.ihmc.us/cmc2008papers/cmc2008-p303.pdf. St. Cyr, S., All, A. (2009, March). Concept mapping: a road to critical thinking. Journal for Nurses in Staff Development, 25(2), 70-76. Retrieved September 18, 2009, from CINAHL with Full Text database. Steen, C. (2009). Developments in the management of patients with sepsis. Nursing Standard, 23(48), 48-56. Retrieved October 14, 2009 from http://search.ebscohost.com Taylor, J., Wros, P. (2007, May). Concept mapping: a nursing model for care planning. Journal of Nursing Education, 46(5), 211-216. Retrieved August 30, 2009, from CINAHL with Full Text database. Trochim, W.M.K. (2009). Concept mapping: soft science or hard art?. Retrieved September 19, 2009 from http://www.socialresearchmethods.net/research/epp2/epp2.htm. Vacek, J. (2009). 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Caring for Children :: Anne Bradstreet

â€Å"No cost nor labour did I spare† is a phrase every mother lives by. It shows that a mother loves her children so much that she will give anything up just so her children can reach success in life. The way this is written suggests that there was no thought involved in making this decision, the mother did not even think about it for a second, she knew immediately that she would not spare any cost or labor for her child. Anne Bradstreet is the author who wrote this, suggesting that the most important thing in her entire life is her kid’s success in life. In the poem â€Å"In Reference to Her Children,† author Anne Bradstreet demonstrates her love for her children by raising her children with pain and care, watching concernedly her children grow up, and wanting to be with them in the afterlife. Anne Bradstreet loves her children so much because she raised them all with pain and care. Bradstreet often talks about her children loving people, and people loving them, â€Å"And with her mate flew out of sight† (14) and out of her reach so she can not watch over them. Bradstreet’s strong Puritan heritage gives her unquestionable belief that God is watching over her children for her, and her children are watching for God. With this relationship between her and God, Anne Bradstreet accepts the departure of her children. In this poem Anne Bradstreet talks about success, â€Å"Coupled with mate loving and true† (23) this is Bradstreet’s idea of success for her children in this poem. Anne Bradstreet’s idea of success is so much more than just this line, in the fact that she wants her children to be educated, and live good productive Christian lives. All of these things are implied in the poem as simple as finding a mate and â€Å"flying† off. A devoted mother, Anne Bradstreet is concerned with her children as she watches them grow up. â€Å"Or lest by Lime-twigs they be foil'd, or by some greedy hawks be spoil'd† Anne Bradstreet uses to describe her fear for her children. Not wanting to see her children suffer, Anne Bradstreet turns to God to help her children. Bradstreet imagines her bird’s being stuck on a branch and a hawk eating them, a grim image of all of her sacrifice being lost in a single moment. â€Å"No cost nor labour did I spare† describes how much Anne loves her children.

Essay on Uniting People in The Color Purple -- Color Purple Essays

Uniting People in The Color Purple Red, a color of hatred, a color of anger, a color of oppression. Purple, a color of pride, a color of love, a color of triumph. The clashing of colors, and the uniting of a people. Think of how much more we would see if we did not have eyes. Physical appearances rule the world; the spiritual and emotional gifts emanating from within each individual are left to live an empty existence of incessant, smother-some abuse and to die a tragic and appalling death. Through colloquial diction, emotionally and spiritually turbulent episodes, and an uninhibited, straight-forward writing style, Alice Walker's The Color Purple, astonishingly displays society's alienation of the African-American woman. Celie, a homely woman, lived a life of penetrating violence. At an early age the man thought to be her father shamelessly soiled her fourteen year old body for his own carnal satisfaction; she did "what her mammy wouldn't". With one forceful act of violence a childhood ended and a life-time of pain began. The only reason for Celie's existence was to fulfill the needs of a vile and abusive congregation of men. The white man destroyed the black man, the black man destroyed the woman. An endless cycle of rancor and insecurity dominated the lives of women who knew not of their own talents and self-worth. Bare-foot and pregnant, was the only way of life for these abandoned souls. "She ugly. But she ain't no stranger to hard work. And she clean. And God done fixed her. You can do everything just like you want to and she ain't gonna make you feed it or clothe it." Celie, sold, like a slave, into an unloving marriage, represents the indifference and ignorance of society. Celie's marriage to Mr.__... ...ug, Squeak, and Celie fled from their oppressors to the North. Celie utilized her talent of sewing to create new fashions. A talent, once employed only at her husband's call, gave her the self assurance necessary for her attainment of a better future. The death of her father served as a drastic realization. An era of abuse and vulgarity finally ended. His hold on Celie and Nettie no longer existed, they were truly free. Awaiting Nettie's return and escaping the emotional turmoil of Shug's departure, Celie ventured home. Respect from Sofia, Harpo, and even Mr._____ shocked and rattled Celie's mind. Standing up for her rights destroyed an aura of weakness and pushed her ahead to redeem a dormant spirit. Nettie's, Olivia's, Adam's, and Shug's return finalized the uniting of a family, of a town, of a nation, proving in the end we are one . . .a nation of purple.

The Works of T.S. Eliot and Yulisa Amadu Maddy :: T.S. Eliot Essays

Love of Life and Fear of Death in the Works of T.S. Eliot and Yulisa Amadu Maddy Both T.S. Eliot and Yulisa Amadu Maddy have experienced difficulty and hardship in life. Eliot lived through two world wars and Maddy struggled with oppression and poverty growing up in his homeland of Sierra Leone. These life experiences are reflected in their writing. Both of these writers present the reader with the concept of human mortality in such a way that not only is the fear of death prevalent in their work, but also the love of life. Mortal loss was more than just a threat at the time T.S. Eliot wrote The Waste Land. Written in the years following the "Great War", today known as World War I, the destruction and the loss of human life was a very real concept for T.S. Eliot and the rest of the world. When people were shown just how impermanent human life was, they placed a higher value on living. As transient examples, Eliot cites great and powerful cities of the past such as Jerusalem, Athens, and Alexandria to exemplify the impermanent nature of life. In the same way that a person will eventually die, Eliot says that all great cities will crumble. This mentality suggests that death is an all-powerful force that cannot be escaped by anyone or anything. When this life lesson is accepted, the readers are left feeling helpless to control their own paths of life. The fragmented style in which the poem is written leaves the reader feeling lost and vulnerable. The poem leaps from scene to scene and even from language to language. Although the actual subject matter of the scenes is unrelated, the same themes appear throughout the poem. Depressing themes such as life without love, instability in life, and the premature end of life are presented to the reader in a way showing how each of the aspects of life, though difficult to accept, are necessary for life to exist. The main theme presented in Eliot’s poem shows that death is a part of life. Eliot points out that until death occurs, rebirth and transformation cannot take place. The concept that death is a necessity is a very difficult concept to accept, leaving the reader disillusioned. The fragmented and disillusioned feelings the reader receives from reading The Waste Land mimics the emotions felt by the world after the war. The recurring sensory images that Eliot uses appeal to the reader’s fear of the loss The Works of T.S. Eliot and Yulisa Amadu Maddy :: T.S. Eliot Essays Love of Life and Fear of Death in the Works of T.S. Eliot and Yulisa Amadu Maddy Both T.S. Eliot and Yulisa Amadu Maddy have experienced difficulty and hardship in life. Eliot lived through two world wars and Maddy struggled with oppression and poverty growing up in his homeland of Sierra Leone. These life experiences are reflected in their writing. Both of these writers present the reader with the concept of human mortality in such a way that not only is the fear of death prevalent in their work, but also the love of life. Mortal loss was more than just a threat at the time T.S. Eliot wrote The Waste Land. Written in the years following the "Great War", today known as World War I, the destruction and the loss of human life was a very real concept for T.S. Eliot and the rest of the world. When people were shown just how impermanent human life was, they placed a higher value on living. As transient examples, Eliot cites great and powerful cities of the past such as Jerusalem, Athens, and Alexandria to exemplify the impermanent nature of life. In the same way that a person will eventually die, Eliot says that all great cities will crumble. This mentality suggests that death is an all-powerful force that cannot be escaped by anyone or anything. When this life lesson is accepted, the readers are left feeling helpless to control their own paths of life. The fragmented style in which the poem is written leaves the reader feeling lost and vulnerable. The poem leaps from scene to scene and even from language to language. Although the actual subject matter of the scenes is unrelated, the same themes appear throughout the poem. Depressing themes such as life without love, instability in life, and the premature end of life are presented to the reader in a way showing how each of the aspects of life, though difficult to accept, are necessary for life to exist. The main theme presented in Eliot’s poem shows that death is a part of life. Eliot points out that until death occurs, rebirth and transformation cannot take place. The concept that death is a necessity is a very difficult concept to accept, leaving the reader disillusioned. The fragmented and disillusioned feelings the reader receives from reading The Waste Land mimics the emotions felt by the world after the war. The recurring sensory images that Eliot uses appeal to the reader’s fear of the loss

Past Way Of Life Essay

Life in the past was characterized with lots of battles between rival territories. This resulted to the rise of powerful empires and the measure of power during those days was through the number of wars fought. Warriors of those days were called Vikings. Erik the red is one of the renowned warriors of those days. He was born in Norway and participated in wars for his mother country. A Viking also denotes a pirate, merchant or explorer. These Norsemen normally used long ships to travel in the sea to all the places of their interest and used the same vessels to fight their enemies. The Vikings are traced to have originated in the early 17th century in the German territory. The initiator of Vikings in the Iceland is Erik the red. He lived all his life ruling his people after which his son picked the mantle from him (Gwyn, J. 2000). Erik the red left a legacy during his time because he is known as the founder of the Greenland territory. He was an explorer for a long time and moved with his people to many places in the sea. After having been exiled for three years from his native home in the Iceland, Erik decided to explore the neighboring regions in the sea and finally came across the green land. His sets of Vikings were mainly explorers but they had to fight some ballets whenever they met opposition. The team led by Erik sailed further to the north Atlantic territories and finally to North America. Their main activities were looting, exploration, colonization and living a mercenary’s kind of life. The Vikings had very strict leadership and way of life. In the beginning, Erik was the leader and at some point he was referred as the chief of the land. This was mainly in green land. He actually used his cunning nature to name the land. The word green was a very strategic name so that he could attract more people into his territory. These people were mainly farmers who planted yams and corn. Under the ruler ship of Erik, the Vikings could sometimes go for attacking expeditions in the sea and they as a result came back with commodities like ivory from tucks and even sea whales. More people later got attracted into the Greenland and they formed a territory in this island. Their population however increased that they sometimes lacked food and other commodities. CHANGES THAT HAVE OCCURRED Erik the red later died and left his ruler ship to his son Seif. They later discovered that attacking were more risky and less profitable. The incoming of Christianity further played a big part in eliminating the Vikings kind of life and they later adopted romanticism culture. The Nazi people are also a fruit of the cultural setting of the Vikings. This started in the 18th century when a myth was created to enable Sweden take up Finland to their side. This came at a time when Finland had been lost between Sweden and Russia (Tomasi, M 1999). Various authors have produced publications on the subject of Vikings and this was done with intent to revive the Nordic culture in the Iceland. Many territories in the region today have taken up after the Erik the red’s kind of ruler ship. Norwegians for example have a lot of symbolism to the Viking governance. An example of this is the Norwegian fascist party. This shows that Vikings policies are still operational in the political arena of the world today. The German people are also in the same train of following closely to the Viking culture. This they do even though they claim that they have no links to the Viking settlers. THE PRESENT SETTINGS AND COMPARISON TO THE PAST The ancient Vikings culture has been written in many books today. These trace all the happenings and activities of the people. The Vikings culture has been embraced by many people in this current generation. Norway and Germany are among the countries that practice various aspects of this culture. The Norway for example embraces its political arena organized in a Viking setting. Many political leaders have also taken the way of the Vikings ruler ship and with time are applying the skills in addressing various issues. Vikings always participated in wars in order to obtain food and other supplies for their territories. They did this through sea looting and piracy. These were accepted ways of life during those days but are not accepted in the day today. References Tomasi, M (1999). World history. Oxford: Oxford publishers. Gwyn, J. (2000). A history of Vikings. Oxford: Oxford publishers

Mainframe computer Essay

Hardware and Software Components BUS 210 July 8, 2011 Brian Wirpsa Axia College Material Appendix E Hardware/Software Components In your own words, describe the following hardware/software components Legacy systems| The legacy systems are the IT system as a whole for a company. The legacy system is computers, hardware, and software needed to run an IT system. | Mainframe computers| Mainframe computers were the hub of a company’s IT system information. They were large, used mostly for number crunching, and only accessible by company managers. Later, although they remained expensive minicomputers were made that were used for word processing, and more readily available for other function departments to use. | Microprocessors| Microprocessors are the software components that help to make the personal computer possible. Microprocessors are essentially the brains inside of a pc. | PCs| PC’s or personal computers are much smaller than mainframe computers and made for individual use. They were computers that use software that any individual can use and within a business held a connection to the company’s mainframe. Network computers| Network computers act as the middleman in the communication between the pc and a company’s mainframe. This group of pc’s connection to the mainframe server called a â€Å"land area network† acts as a landline for the network of computers located in the same building. | World Wide Web and Internet| The world wide web is a connection worldwide to any and every computer in the world. The world wide web allowed information to be transferred to and from anywhere in the world via the internet. With wires, cables, Ethernet wires, and routers is how The internet was able to transfer information. | Wired and wireless broadband technology| Wired broadband technology is the use of the internet through wires that transmit data at a slow speed. Like a tunnel, wired internet technology must move slowly through the small space provided by the wiring. Wireless technology uses no wiring, therefore that tunnel is now wide open with more space and room for data to transfer at a higher rate of speed. PC software PC software is the brains that operate the computer. PC software is what is used to connect all functions of a computer together to work such as the hardware components and the software itself. | Networking software| Networking software is the second brain for a computer that allows it to connect to a company’s servers and company pc’s. | Computer security software | Computer security software is the protective shield or skull for a computer that prevents outsiders from entering a computer system and taking vital information.