Abolitionists Essay -- essays papers

Abolitionists Strategies of Sojourner Truth, Harriet Tubman, and John Brown Abolitionist Movement was a reform movement during the 18th and 19th centuries. Often called the antislavery movement, it sought to end the enslavement of Africans and people of African descent in Europe, the Americas, and Africa itself. It also aimed to end the Atlantic slave trade carried out in the Atlantic Ocean between Africa, Europe, and the Americas. Many people participated in trying to end slavery. These people became known as the abolitionists. The three well-known abolitionists are Sojourner Truth, Harriet Tubman, and John Brown. Sojourner Truth (1797-1883), born into slavery as Isabella, was an American abolitionist and an advocate of women's rights. She joined the abolitionist movement and became a travelling preacher. She took her new name-Sojourner Truth-in 1843 and began preaching along the eastern seaboard. Her strategy consisted of walking through Long Island and Connecticut, speaking to people about her life and her relationship with God. She was a powerful speaker and singer. When she rose to speak, wrote one observer, "her commanding figure and dignified manner hushed every trifler to silence." Audiences were "melted into tears by her touching stories". She traveled and spoke widely. Encountering the women's rights movement in 1850, Truth added its causes to hers. She is particularly remembered for the famous "Ain't I a Woman?" speech she gave at the woman's rights convention in 1851. Although Truth never learned to read or write, she dictated her memoirs to Olive Gilbert and they were published in 1850s as The Narrative of Sojourner Truth: A Northern Slave. This book, and her presence as a speaker, made her a sought-after figure on the anti-slavery woman's rights lecture circuit. Harriet Tubman was closely associated with Abolitionist John Brown and was well acquainted with other abolitionists, including Frederick Douglas, Jermain Loguen, and Gerrit Smith. After freeing herself from slavery, Tubman worked at various activities to save to finance her activities as a Conductor of the Underground Railroad. She is believed to have conducted approximately 300 persons to freedom in the North. The tales of her exploits reveal her highly spiritual nature, as well as a grim determination to protect her charges and those who aided t... ... others to do what she needed them to do. Her subjects listed to what she had to say and were encouraged enough by her words not to give up and to continue their journey to freedom. As a result of the abolitionist movement, the institution of slavery ceased to exist in Europe and the Americas by 1888, although it was not completely legally abolished in Africa until the first quarter of the 20th century. While the abolitionist movement's greatest achievement was certainly the liberation of millions of black people from servitude, it also reflected the triumph of modern ideas of freedom and human rights over older social forms based on privileged elites and social stratification. Bibliography: Baines, Rae. Harriet Tubman-The Road to Freedom. New Jersey: Troll Asssociates, 1982. Bernard, Jacqueline. Journey Toward Freedom-The Story of Sojourner Truth. New York: Norton Publishers, 1967. Ripley, Peter C. The Black Abolitionist Papers. Chapel Hill: University of North Carolina Press, 1985. www.askjeeves.com Visited site November 14, 2001 www.encarta.msn.com Visited site November 14, 2001 www.encyclopedia.com Visited site November 14, 2001

Emotion and Behaviors Essay

This project requires that you observe two preschool-age children in the Child and Family Development Center (ground floor of the Alfred Emery Building) and, on the basis of your observations, report on a particular aspect of their development. In the following pages, three options will be presented–you may focus on either language development, play, or emotional behavior. Thus, the option you select will determine the nature of the observation you conduct, but it is also true that all projects must follow the same guideline. First, you must decide which of the three options you will pursue. Second, you should become familiar with the objectives of your observation (based on the descriptions presented in the following pages as well as any reading from the textbook that would prove useful in this regard). Third, you should begin planning your observation; this should include decisions regarding what you will focus on during your observations (e. g., behaviors, specific features of the physical and social context), what kinds of things you will try to take notes on in the course of your observation, which preschool class you will observe, and when you will plan to conduct your observation to assure that you will leave yourself enough time for a second chance should you fail to gather all of the necessary information on your first observation attempt. Fourth, you should conduct your observation, paying very careful attention to the behaviors and situations that you have (beforehand! ) decided are most import ant–in all cases, you will have to observe two children for 15 minutes each. Take notes and remember that these notes are all you will have to work from when writing your paper. I also would recommend that you allow yourself approximately 1 hour for your observation. This would allow you at least a few minutes at the beginning of the observation to get a feel for the classroom and the children in it and to identify the two children you will observe; ample time to observe each child for 15 minutes (which may be split into 5 minutes now, 5 minutes in a short while and 5 more minutes at the end of your hour); and even some time to make up for observations that don’t result in any useable information. Fifth, you must rely on your notes and the details of the assignment to prepare your paper. In all cases, I am asking that you provide some general, objective information about what you observed in each child, and that you interpret your observations in terms of what you’ve learned about preschooler development. In addition, the introduction of your paper should provide a brief description of who you observed, when you observed them and what was going on in the preschool classroom during your observation period. Finally, at the end of your paper, briefly comment upon your experience as an observer. For example, How easy or difficult was it? What did you learn? How confident are you in the representativeness of the behaviors you observed for each child? As usual, all papers MUST BE TYPED. You are limited to 3 typewritten pages so think carefully about how best to organize all of the information you wish to present. Papers are due at the beginning of class on Tuesday, April 15. *****The preschool schedule is as follows: There are three different preschool classes (children ages 3-5): one meets Mon/Wed/Fri, 8:30-11:30, one meets Tues/Thur, 8:30-11:30, and one meets Mon thru Fri, 12:30-3:30 pm). In all cases, there should be no problems if you observe (quietly) from the observation booths attached to each classroom, or from outside the playground fence. If you wish to observe from within the classroom, or if you wish to go onto the playground with the children, you will need the permission of the head teacher. Simply tell them about the project, mention the class and instructor’s name, and there should not be a problem (do this ahead of time! ). Following are descriptions of the three options, each focusing upon a different feature of preschoolers’ development. In this exercise, you will be concerned with describing and analyzing the child’s speech and determining such things as the depth and variety of his/her vocabulary. 1. It is important to look at the child’s speech in terms of Piaget’s concepts of egocentrism and sociocentrism. Egocentric speech is speech that does not take the other person into account; it is speech that, for all practical purposes, is private. There is no real effort to communicate with the other person; therefore, whatever is said is meaningful only to the speaker. Piaget identified three types of egocentric speech: (a) monologue, in which the individual talks only to himself and with no other persons present; (b) repetition, in which the individual repeats words and phrases over and over again as if to practice them or as if he simply enjoyed making the sounds; and (c) collective monologue, in which two or more persons are talking together but none of them is paying attention to what the others are saying. Each â€Å"conversation† is independent of the other conversation. Socialized speech, on the other hand, is public speech. It is intended to communicate with someone and each person takes into account what others are saying and responds accordingly. Q1: 2. Does the child engage in egocentric or socialized speech? What are the circumstances under which these types of speech are used? Vocabulary is the foundation of speech. We communicate by putting individual words together into properly constructed sentences and paragraphs. Presumably, the greater the number of words in our vocabularies, the greater the number and variety of sentences and ideas we can utter and transmit to others. Words have different meanings and serve different purposes. Moreover, words must be placed in the correct position within a sentence; thus, there are rules of grammar and syntax. Q2: What do you observe about the child’s vocabulary? In particular, examine the child’s speech for words that express relations and oppositions, for example, words such as and, or, not, same, different, more, less, instead, if, then, and because. Also, how varied or rich is the child’s vocabulary when he/she talks about the world and the people/things in it? Think in terms of general classes or categories of objects, persons, and events, then assess how many different words the child uses to discuss those categories and/or how many different categories the child uses. B. Observational Objectives To learn about the language production abilities of preschool children, and how children of preschool age use language as a means of social interaction. C. Procedure For this exercise, your purpose is to observe and record the language behaviors of children as they are engaging in social exchanges. Basically, you will need to write about the vocabularies demonstrated, the ways in which children use their language for the specific purpose of communicating with others (either adults or other children), and the degree to which language appears to be influenced by the setting in which it occurs. For this purpose, select two children and observe each of them for 15 minutes during a time when they have opportunity to interact with others in a small group setting–free-choice periods are probably best. (Do not try to observe two children at the same time! ). As you observe, take notes regarding the nature and variety of words used by each child (writing down exactly what the child says would of course be very useful), the child’s specific use of language to communicate with others, and the context in which all of this is going on. For each child, your paper should include a brief description of the language used (including information about vocabulary, communication and context) as well as an interpretation of each child’s language behavior in terms of what you’ve learned about development during the preschool years. II. PRESCHOOLERS’ PLAY A. Background Information Play is considered by some psychologists to be the most important activity in which the young child engages. Indeed, play activities pervade the lives of children from infancy throughout childhood. Some play seems obviously linked to the child’s observation of adults; other play seems to stem from the child’s fantasies and from experiences that she finds particularly enjoyable. There are a number of explanations of the major purposes of play. These range from play as getting rid of excess energy to play as a means of socioemotional expression. Play can be a group or an individual activity. Play is distinguished from non-play by its special characteristics, the most important of which are its voluntary nature and its complete structuring by the participants, with little regard for outside regulation. When play is governed by consistent rules, we say children are playing games. These rules give play a social dimension. The participants must put their own personal wishes into the background and abide by the requirements of the game and the wishes of the larger group. It is important to note that not everything children do is play, although they will sometimes try to make play out of what adults intend to be serious. Parten (1932) has identified six types of play, which are given in an accompanying list (next page). Remember that play, like all behavior, occurs in a physical and social context. Therefore, include in your report information on the equipment and materials the child was using in his play and who the child was playing with, if appropriate. B. Parten’s Six Classifications of Play or Social Interactions 1. Unoccupied Behavior: Here the child is not engaging in any obvious play activity or social interaction. Rather, she watches anything that is of interest at the moment. When there is nothing of interest to watch, the child will play with her own body, move around from place to place, follow the teacher, or stay in one spot and look around the room. 2. Onlooker Behavior: Here the child spends most of her time watching other children play. The child may talk to the playing children, may ask questions or give suggestions, but does not enter into play. The child remains within speaking distance so that what goes on can be seen and heard; this indicates a definite interest in a group of children, unlike the unoccupied child, who shows no interest in any particular group of children, but only a shifting interest in what happens to be exciting at the moment. 3. Solitary Play: This is play activity that is conducted independently of what anyone else is doing. The child plays with toys that differ from those used by other children in the immediate area within speaking distance, and she makes no effort to get closer to them or to speak to them. The child is focused entirely on her own activity and is uninfluenced by other children or their activities. 4. Parallel Play: Here the child is playing close to other children but is still independent of them. The child uses toys that are like the toys being used by the others, but he uses them as he sees fit and is neither influenced by nor tries to influence the others. The chid thus plays beside rather than with the other children. 5. Associative Play: Here the child plays with other children. There is a sharing of play material and equipment; the children may follow each other around; there may be attempts to control who may or may not play in a group, although such control efforts are not strongly asserted. The children engage in similar but not necessarily identical activity, and there is no division of labor or organization of activity or individuals. Each child does what he or she essentially wants to do, without putting the interests of the group first. 6. Cooperative or Organized Supplementary Play: The key word in this category is â€Å"organized. The child plays in a group that is established for a particular purpose: making some material product, gaining some competitive goal, playing formal games. There is a sense of â€Å"we-ness,† whereby one definitely belongs or does not belong to the group. There is also some leadership present–one or two members who direct the activity of the others. This therefore requires some division of labor, a taking of different roles by the group members, and the support of one child’s efforts by those of the others. C. Observational Objectives To learn about the distinguishing characteristics of different forms of play, specifically according to Parten’s classification of play behaviors. D. Procedure Familiarize yourself with Parten’s classifications of play as described above. Select two children in the preschool and observe each of them for 15 minutes, preferably during a free-choice period when the children are free to move about the room and play with who or what they wish. (Do not attempt to observe both children at the same time! ) As you observe each child, look for examples of each type of play or social interaction as described by Parten. Also, in addition to classifying each child’s play behaviors, observe whether there are any patterns to their play. For example, are there particular situations in which a child tends to be an onlooker, but in other situations he/she engages in parallel or cooperative play? As you observe, you should take notes regarding these relevant issues so that you will have something to work from in writing your paper. For each child, your paper should include a brief description of the types of play exhibited (including information about which type(s) are exhibited most frequently) and the social context which characterized each type of play. Additionally, you should provide an interpretation of your observations based on what you’ve learned about development during the preschool years. III. EMOTION BEHAVIOR A. Background Information Emotions are such a basic part of our psychological beings that we sometimes take them for granted. Some of our emotions are clearly identifiable by us. We know when we are angry, frightened, or joyous. At other times, however, we can have feelings that are not so clear; we may not be able to label what we feel. Whatever the case, emotions are internal experiences that are private and directly accessible only to the individual experiencing them. This being so, we cannot state with certainty what emotion another person is feeling. She must tell us, or we must infer the emotion on the basis of the individual’s behavior, facial expressions, and the event that preceded and might have caused the feeling. A child’s emotional behaviors become more refined and extensive as she matures. Therefore, a four- or five-year-old will typically be more emotionally expressive than a two-year-old. In this exercise, you will be trying to gain some understanding of the child’s emotional behaviors, of the range of her emotions and the kinds of situations that prompt these behaviors. Again, you can only infer what the child is feeling and cannot observe emotions directly. Therefore, be cautious in your interpretations and concentrate on the child’s obvious behaviors and the contexts in which they occur. 1. There are several emotions that are commonly found in preschool children: aggression, dependency and fear. Aggressive behavior is frequently defined as behavior that is intended to physically or psychologically hurt another person (or oneself) or to damage or destroy property. An important issue is whether a behavior is intentionally aggressive or simply an accidental occurrence. Further, it is argued by some that in order for a behavior to be termed aggressive, the aggressor must feel anger or hostility toward the â€Å"victim† and must derive satisfaction from hurting the victim. This kind of aggression is called hostile aggression. In contrast to hostile aggression, there can be cases where the aggressor is interested only in getting some object from the victim or achieving some goal. This is called instrumental aggression, and it need not involve anger or hostility. Observe the child’s behavior for instances of aggression, either toward  another child or an adult, or towards objects in the environment. Be certain to differentiate between intentional, hostile and instrumental acts of aggression. What kinds of situations or frustrations make the child angry? What behaviors by other people anger the child? How does the child express his/her anger? Dependency consists of such behaviors as clinging or maintaining proximity to adults or other children, seeking approval, recognition, assistance, attention, and reassurance, and striving for affection and support. It is important to recognize that all of us are dependent. The issue is to what degree and under what circumstances we show our dependency. It is also useful to distinguish between two basic types of dependency: a) instrumental dependency, which essentially is the necessary reliance we have on others for certain things that are beyond our capacity to do; and b) emotional dependency, which is a need to be near others and to have their support, affection and reassurance. It can also be the unwillingness or the selfperceived inability to do things for oneself that one can or should be able to do. It is important that, where possible, you distinguish instrumental dependency from emotional dependency behaviors. It is also important to note that as children mature, the characteristics of their dependency behaviors change. Very young children are likely to show clinging and proximity-seeking behaviors, whereas older children, who also have greater cognitive abilities, will likely seek attention and approval. Q3: 3. Fear is demonstrated by such behaviors as crying, withdrawing, seeking help, and avoiding the fear-producing situation. Fear can promote both dependency and aggressive behaviors. Nonetheless, fear can be expressed in such a way that it, and not aggression or dependency, is the primary emotion. Q4: 4. In what situations or activities is the child dependent, and, for example, seeks the presence, direction, or assistance of others? In what situations is the child independent and does not seek direction or assistance from others? What kinds of objects or situations appear to scare the child? In what ways does the child express his/her fears? How does he/she deal with his fears (e. g. , by withdrawing, confronting the fearful situation, seeking help)? In addition to the emotional behaviors just discussed, there are other feelings that children are capable of experiencing and expressing. You should be alert to as many of the child’s affective states as possible. For example, there are the feelings of pleasure and displeasure, frustration, boredom and sadness. Like adults, children will differ as to how accurately they can identify and/or express what they feel. Q5: What kinds of things does the child find pleasant? What activities, play materials, stories, games and so on, seem to be particularly attractive to the child? How does the child express that pleasure? Q6: What kinds of things are unpleasant or uncomfortable for the child? In what situations does the child appear to be ill at ease? How does she express her displeasure? Q7: Are all or most of the child’s feelings expressed with equal strength, or does their intensity vary with the particular feeling or situation? B. Observational Objectives To learn about the differences in children’s emotional behaviors and the range of emotional responses in preschool children. C. Procedure Select two children, observe and record each child’s behavior for a 15-minute period (do not attempt to observe both children at the same time! ). Record behaviors in as much detail as possible (attending to the kinds of things that would help you answer the above questions) and be sure to include descriptions of the physical and social context as they apply to the emotional behaviors observed. IT IS RECOMMENDED THAT YOU OBSERVE CHILDREN DURING THE VERY BEGINNING OF THEIR PRESCHOOL CLASS SO THAT YOU WILL BE ABLE TO SEE THEM AS THEY ARE BEING DROPPED OFF BY THEIR PARENTS AND THEN MAKING THEIR INITIAL ADJUSTMENT TO THEIR PRESCHOOL SETTING. Your paper should include a brief description of each child’s behavior (including the different kinds of emotions, the contexts in which they occurred and the relative frequency of each expression) as well as an interpretation or comment on each child using some of the questions and background information provided above. Finally, compare the two children, looking at the range of emotional expression, intensity of expression, and what evokes the emotional responses. In short, summarize how the children differ from each other in this area of functioning.

How Mozart Was Representative of His Era Free Essay Example, 2250 words

It is the latter fact that led to the prominence of solo performances, where an artist could bask in the glory of his talent before audiences. Overall, one may say that the music of the classical era was lighter and less dramatic than that of other times and had a homophonic combination in which the melody got more primacy over the choral part of the piece. This style opposed excessive seriousness and too much reliance on grandeur as was the case in Baroque music. For this reason, composers had to depend on variety or contrast to bring out the best in their work; rhythms, melodies, and keys were the instruments used to create those contrasts and so were timbre and mood. Phrases were quite clear-cut in this era and most artists preferred to keep them short while their piano music was quite powerful and audible. Many in the era paid special attention to instrumental music and were highly concerned with the symphony, trio, string quartet, sonata, concerto as well as the Serenade (Walto n 166). This era rejected Baroque influences owing to its emphasis on dramatic outcomes; this was partly because Baroque era performers used to work for institutions like the church that required the compositions to support actual singing. We will write a custom essay sample on How Mozart Was Representative of His Era or any topic specifically for you Only $17.96 $11.86/page

Seamus Heaney Poems - 2311 Words

Good Afternoon all, I have been asked before you today to discuss my opinion on the poetry of Seamus Heaney, and although this style of learning wouldn’t be what you’d be used to, I’m hoping you will all benefit from what I have to say and leave here with a clear understanding of Heaney’s brilliance, questioning the meaning behind what he has written. I have decided to take a thematic approach to this discussion rather than spend set time talking about one poem at a time, only for you to grow confused at the end when thinking about which poem a certain idea has come from as I move from one to other. Instead I’ve decided to compare four of my favourite Heaney poems under three headings. The poems I have chosen are ‘A Constable Calls’,†¦show more content†¦Heaney cares for his father, for all of his life he has cared for his father, whether that be while he was watching â€Å"arithmetic and fear† while his father dealt with the constable or while he thought of his father working, â€Å"Touching, inspecting, separating one stalk from the other† in his garden. Evidence of the love being something unspoken of or simply being present is in the last line of ‘A Call’ when Heaney says â€Å"I nearly said I loved him†. Without a doubt there is love between Heaney and his father and throughout Heaney’s work he explains to us how this relationship operated. Moving on to the second them I’ve found to be consistent in the poetry of Seamus Heaney is the stark contrasting theme to Love of being in isolation and alone. On many occasions we see the speaker in the poems left to his own devices, alone to think about aspects of his life. The isolation is seen by the poet as positive, negative or indifferent varies throughout his poems. For example in ‘A Constable Calls’ we can see a sense of isolation in how the life of his parents works. To Heaney, his father is the symbol of authority, as most children see their father. But when the Constable comes to visit their home he sees, possibly for the first time a sense of â€Å"fear† in his father while being questioned by the â€Å"boot of the law†. The isolated feeling holds throughout the poem and right to the end when we hearShow MoreRelatedBeowulf a Poem Translated by Seamus Heaney Essay1072 Words   |  5 PagesIn the poem, Beowulf, by an unknown poet, as tran slated by Seamus Heaney, we see many monstrous behaviors. A few of the examples stand out more than the rest: wanton destruction, a woman acting as a man, and the act of killing one’s kin. Wanton destruction goes against the ideals that governed the Anglo-Saxon culture. The warrior kings had duties to uphold. We see that they revered kings who would bring protection and give freely to the young and old and not cause harm. One good illustration ofRead More In the two poems, follower and Digging Seamus Heaney paints vivid,1269 Words   |  6 PagesIn the two poems, follower and Digging Seamus Heaney paints vivid, sensuous descriptions of his childhood memories of rural, Irish life. His language is often onomatopoeic as he describes the Comparing the poems the Follower and Digging In the two poems, follower and Digging Seamus Heaney paints vivid, sensuous descriptions of his childhood memories of rural, Irish life. His language is often onomatopoeic as he describes the â€Å"The Horses strained at his clicking tongue† from the FollowerRead More Comparing Seamus Heaney Poems Follower, Mid-term Break, and Digging3940 Words   |  16 Pagesthis essay I will be comparing three Seamus Heaney poems we looked at in class these are called, â€Å"Follower†, â€Å"Mid-term Break† and, â€Å"Digging†. There are differences as well as similarities, the similarities include: they are all poems about and set in Seamus’ childhood memories In addition, all the poems more or less use some of the same poetic devices and techniques like: onomatopoeia and some of the same characters appear in all three poems such as like: Seamus (himself obviously) and his fatherRead MoreThe Tone in Seamus Heaney ´s Poem Mother of the Groom and Robert Hayden ´s These Winter Sundays564 Words   |  3 Pagessaid will be received. Seamus Heaneys poem â€Å"Mother of the Groom† and Robert Haydens Poem â€Å"These Winter Sundays† are all about families and the type of life that a family has to live in that they created for themselves. In these poems the tone is exploited brilliantly to convey the familial theme of the poems and to give the themes more intensity. These poems use the same type of language and theme to create a tone full of regret and loss. The tone in both of these poems are one of loss and regretRead MoreAnalysis Of Poem Digging And Blackberry Picking By Seamus Heaney1040 Words   |  5 PagesJanuary, 2016 Two of the poems written by Seamus Heaney, â€Å"Digging† and â€Å"Blackberry Picking†, contain recurring themes while both discussing entirely different scenes. The first poem, â€Å"Digging†, talks about Heaney’s memories of hearing his father digging in the potato garden outside the house. The second poem, â€Å"Blackberry-Picking†, carries a similar solemn tone, while describing another memory of Heaney’s of his experience with picking blackberries. These poems by Heaney share similar themes of reflectionRead MoreEssay on Analysis of Blackberry Picking by Seamus Heaney959 Words   |  4 PagesAnalysis of Blackberry Picking by Seamus Heaney Once the reader can passes up the surface meaning of the poem Blackberry-Picking, by Seamus Heaney, past the emotional switch from sheer joy to utter disappointment, past the childhood memories, the underlying meaning can be quite disturbing. Hidden deep within the happy-go-lucky rifts of childhood is a disturbing tale of greed and murder. Seamus Heaney, through clever diction, ghastly imagery, misguided metaphors and abruptly changing forms, ingeniouslyRead More Digging Seamus Heaney was born on April 13, 1939, on a farm in818 Words   |  4 PagesDigging Seamus Heaney was born on April 13, 1939, on a farm in Castledawson, County Derry, Northern Digging Seamus Heaney was born on April 13, 1939, on a farm in Castledawson, County Derry, Northern Ireland, the eldest of eight children. In 1963, he began teaching at St. Josephs College in Belfast. The first poem I’ll be looking at is ‘digging’ it was written in 1966. The poem consists of 9 stanzas that vary between two lines and five lines in length. There is no pattern to theRead MoreA Comparison of Death of a Naturalist and Digging by Seamus Heaney1517 Words   |  7 PagesA Comparison of Death of a Naturalist and Digging by Seamus Heaney The poems Death of a Naturalist and Digging have many similarities, and contrasts. Some of the reoccurring themes in the two poems include memories of childhood and changes in the life of the writer. There are contrasts too, in Death of a Naturalist; the writer is concentrating on himself and his own experiences in life, rather than the experiences of others. In Digging, the opposite is true,Read MoreThe Irish Poetry and Postcolonialism2261 Words   |  10 Pagessigned the Treaty in which Ireland was considered a free state. As and introduction to Heaney poems, I will use a poem of Yeats, who is the poet that starts to talk about postcolonial themes. Maybe Yeats was one the most important figures in the reconstruction of the Irish identity. He represents the relationship between Ireland and Britain in his poem Leda and the Swan. The first publication of this poem was in the radical magazine To-morrow in 1923. Some years later it was republished inRead More Comparing Digging and Follower by Seamus Heaney Essays1864 Words   |  8 PagesExamine two poems, Digging and Follower by Seamus Heaney and then compare the poems, explaining both their differences and similarities. The first poem I am going to examine is digging by Seamus Heaney. I will first comment on the title of the poem. Digging has both a metaphorical and literal meaning to it. The literal meaning is that his father and his grandfather are farmers. The poem talks about the men Digging and working, so this explains the literal meaning of the poem. The metaphorical

Interview with Teenagers - 1015 Words

Interviewing teenagers turned out to be rather interesting. Its very relevant the difference in my time of growing up a teen, to now. Teens these days have way more issues to worry about being that drugs, sex, and pregnancy are more tangible then the past. With media using tv, radio, magazines and music to tell teens how they need to be, its not hard to believe all the increase in teen violence, depression, and suicide. During the course of this paper I will be discussing the interview that I gave too four teen girls. Each of them came from different backgrounds and had very different, but yet the same answers to being a teen in today’s society. Jasmine Small, Ashley Leivas, Shavon McCorvey, and Emily Morales were the four teens that†¦show more content†¦It showed that the girls all seemed to have some issues with growing up whether it be peer pressure or living without certain family members. Jasmine said that she would have her father in her life. She felt as if she had her father she would be a different person. She really wanted to have a relationship with her father. Ashley main thing she would change is to have a mother that cared and wasn’t on drugs. She said that she is very appreciative of her foster mother, but she would love to have known her real mother. Shavon’s change would be for her to move back to Los Angeles. She said that since she has moved to Lancaster everything has changed and that she is being mistreated at school. She began to explain that she left behind a lot of friends and didn’t seem to fit in. Emily, like Ashley, wanted her biological mother back. Unlike Ashley, Em ily lived with her mother god enough to remember her before she was taken out her home. She remembered her mother for the good things that she did and not the drugs, like everyone else portrayed her mother as. During this interview it was very evident the issues that teens these days face. Later on in the interview we talked about peer pressure and if it affected them. They all stressed that peer pressure is hard not to fall into and that do have plenty of friends who are weak minded and whom have become pregnant or is having unprotectedShow MoreRelatedTeenager s Experiences With Depression Essay1334 Words   |  6 PagesMeanwhile, numerous amounts of studies have been run to analyze the experiences of adults with depression and the results that were found are relatively similar to the findings within this study. Depression is the most common diagnosis given to teenagers who seek mental health treatment. For those who do not seek treatment usually do not perceive their distress as depression. This can be particularly important because all while trying to diagnose adolescents, they are also experiencing developmentalRead MoreReflecting on Sources: An Assignment1879 Words   |  7 PagesPr oject Description. PART I: PRE-INTERVIEW WORKSHEET DIRECTIONS: Complete each section of the Pre-Interview Worksheet below. Although students are not required to conduct an interview as research for the final project, the process of thinking about potential questions and responses related to the final project topic will help stimulate further ideas and questions related to conducting relevant and reliable research. Of course, you may also decide to interview the person discussed here or anotherRead MoreThe Efficacy Of Cognitive Behavior Therapy ( Cbt )808 Words   |  4 Pagesof the needs assessment is to pinpoint the needs for counselors to assist clients diagnosed with post-traumatic stress disorder (PTSD). The population of interest is teens diagnosed with post-traumatic stress disorder (PTSD). The stakeholders are teenagers and their parents. Goal of the Needs Assessment The guiding question that needs to be assessed is â€Å"What is the efficacy of cognitive behavior therapy (CBT) in tends diagnosed with PTSD?†, â€Å"Is this intervention safe and effective for the teen populationRead MoreThe Effect Of Explicit Sexualstimuli On The Brand Name Recall1412 Words   |  6 Pagesincludedmembers of the opposite sex make you want to do anything in particular? Did the advertisements that included members of theopposite sex make you think differently about that sex than you havethought before seeing the advertisements? Ethnographic interviews are largely unstructured. 174-175). Do you read magazines?2. These effects will not be identified to thesubjects through the phrasing of the questions. 6. LITERATURE REVIEW Sexual innuendo is widely used in magazine advertising (Hatfield,1992, ppRead MoreThe Effect of Nightlife Entertainment on Psu Student Learning Quality1414 Words   |  6 Pagesnightlife entertainment becomes the popular recreation for man y people. More teenagers go to nightlife entertainment that includes the university students. The freedom of the university student’s life make them can do whatever they want and can be easy to persuade to concern with the nightlife entertainment which teenagers believe that they can find something new there. Some examples of nightlife entertainment where the teenagers would like to go such as pub, bar, discotheque, and club. Many people willRead MoreHow Anime and Manga Affect Teenagers955 Words   |  4 PagesHOW ANIME AND MANGA AFFECT THE LIVES OF TEENAGERS Presented by: Paula Carmela Pascua Cheska Andador Kimberly Lourdes Tina Amper Ace Estranero Sheena Ornopia Table of Contents Rationale -------------------------------------------------------------------------- Page Problem --------------------------------------------------------------------------- Page Significance of the Study ------------------------------------------------------- Page Related Literature and Theoretical FrameworkRead More Adolecsent Depression Essay1554 Words   |  7 Pagesexperimentation. The physicians challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm. Diagnosis, therefore, must rely not only on a formal clinical interview but on information provided by collaterals, including parents, teachers and community advisors. The patients premorbid personality must be taken into account, as well as any obvious or subtle stress or trauma that may have preceded the clinicalRead MoreDo Teenagers And Drugs Abuse?1196 Words   |  5 Pageshas been written for those attempting to help drugs users, with the practical aim of aiding them to improve their work with individuals and to develop their services. â€Å"Teenagers and drug abuse† is highly increase day by day. This study will be conducted to identify the cause of the tendency. My investigation will be based on interview and investigation that some people have done and suggest the way to eliminate this dangerous situation. Is has represents a move away from the over – simple view of drugsRead MoreThe Influence of Employment on Core Values Essay1413 Words   |  6 Pagesthis influence than a teenager. An adult’s identity and socialisation is deeply interconnected with their occupation which is why I believe that they will cooperate more with a change of values even if it conflicts with their own due to pressure from management or social pressure to be accepted into the culture of their co-workers. Workplaces aren’t the main institution of socialisation for teenagers so the influence will be lesser but still existent. I have employed an interview and a questionnaireRead MorePost Traumatic Stress Disorder ( Ptsd )1565 Words   |  7 PagesIntroduction Post-traumatic stress disorder (PTSD) is a mental illness that has resulted from a severe traumatic event. Given the hidden nature of this mental illness, PTSD has become more common among teenagers. Research states that â€Å"Depending upon the nature and degree of the traumatic event, the prevalence rates of PTSD in victims have been reported to approach 100%† (Kar, 2011, p.167). Cognitive behavior therapy (CBT) has been used as an effective intervention to assist in regulating post-traumatic

My Significant Other Free Essays

Art is composed of many different elements. There are many different styles of art that can be taught. Art has been used for thousands of years. We will write a custom essay sample on My Significant Other or any similar topic only for you Order Now Art is a way of expressing life. My favorite kinds of art are expressed through drawings and paintings. In Expressionist Art the artist tries to show strong certain feelings about something important. This can be done through sculptures, paintings, drawings, etc. When I am drawing I tend to draw people and things that relate to a person or multiple people. My sketches are complete with shading. Shading is to show shadows and contrast. My paintings are always outdoors and have to do with animals, plants, and scenery. Painting the sky and ocean have a lot of patience to be dealt with because It takes a right mixture of colors to make It feel lively. Pop art Is the most common art. It has to do with very popular seen people, places, or things. My favorite pop artist is Andy Warhol. The way he deals with the colors and shapes are amazing. I really enjoy the piece he did with Marilyn Monroe and the Campbell soup piece too. Surrealism is a type of art enjoy doing. When I have a strange dream I will take the most particular thing about my dream and turn it into art. I make it very mysterious and lifelike so everyone can witness what I saw in my sleep. I like to leave wonders and thoughts in others minds. Abstract art is also a favorite of mine. I will get a whole munch of random objects and glue them together and make another random object out of all these other pieces. It is very fun and creative. I once went outside and collect things to make a birds nest. Leaves, sucks, and other outdoors objects were collected and my masterpiece was finished. I received an excellent grade. Art Is different for everyone. Some use music as an art form, others use dance as an art form. Any way art is used it is still expressed through the artist. Art has and will always be around. How to cite My Significant Other, Papers

Elvis - The Social Changer free essay sample

This paper shows why Elvis Presley rose to fame so quickly. It examines the social, race, political and youth issues of the time and explains how each one of these factors had a major influence on his success as a rock star. This paper shows why Elvis Presley rose to fame so quickly. It examines the social, race, political and youth issues of the time and explains how each one of these factors had a major influence on his success as a rock star. From the paper: Though some like to recall it as a time of innocence, it was in 1956 that the U.S. Supreme Court declared segregation on buses and trains unconstitutional, and the year of the Montgomery boycotts. Elvis, as he once told an interviewer, did not just happen to ?come along at the right time.? There is a social and cultural context to his success. Elvis mirrored the contradictions of the South. We will write a custom essay sample on Elvis The Social Changer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to John Reed of the University of North Carolina, ?Aside from the way he moved his lower body, hell, he was a gospel-singing mama?s boy.? Perhaps he also mirrored the contractions of post-war American youth seeking an identity apart from their parents.