Care Provision in Long Term Conditions Essay Example | Topics and Well Written Essays - 1750 words

Care Provision in Long Term Conditions - Essay Example This work aims to identify the effect of such a condition on the individual, their families and carers, and identify the elements of a successful strategy in which their capability of self care is promoted. The patient here is Mrs. Gladstone, a 60 year old lady with breast cancer. She is a widow, retired, and lives with her son, daughter-in-law, and two grandchildren. This patient is fictional so that it does not breach confidentiality. Mrs. Gladstone was diagnosed with stage II infiltrating ductal carcinoma. In this case, the tumor is larger than 2 cm in size and has reached the lymph nodes under the arms. Macmillan Cancer Support (2013) points out that more than 500,000 people in the UK are suffering from a number of debilitating health conditions caused by cancer. Some of the problems mentioned are pain and discomfort, gastrointestinal problems, lymphoedema, chronic fatigue, and mental health issues (Cancer.Net). While the number of people living with chronic fatigue as a result of cancer is estimated at 350,000, approximately 240,000 people suffer from post-traumatic stress disorder and moderate to severe anxiety or depression. Furthermore, nearly 200,000 of the cancer-survivors face moderate to severe pain after curative treatment, and 90,000 face gastrointestinal problems. Lastly, nearly 63,000 of them suffer from lymphoedema. Additionally, there are body image issues, persistent hair loss, swallowing and speech problems, nausea and vomiting, heart diseases, fatigue, and social and financial difficulties to be addressed (Carver et al. 2006). Mrs. Gladstone’s life is considerably influenced by the disease. The diagnosis of breast cancer was shocking for her. She felt too confused, powerless, and fearful because of the large number of negative effects on her life. Firstly, she was worried as she felt hot flushes and palpitations. Moreover, Mrs. Gladstone found the diseases

The Rise and Fall of the Cherokee Nation By John Ehle Essay Example for Free

The Rise and Fall of the Cherokee Nation By John Ehle Essay Author John Ehle has written a book that follows the struggles of the early Cherokee people that were torn between the ways of their ancestors and the new rà ©gimes that some of their people want to follow. The Cherokee people were confused with how to adapt to their surroundings and to claim their own rights that the current government was denying to them. In the Trail of Tears, Ehle uses many different people and the historic accounts of their actions to tell the story of tragic and unfair deals made with the Cherokee people by the United States. One of the main historical figures Mr. Ehle centers upon is Major Ridge. He tells of Major Ridges ideas and hopes that would lead his people to prosperity. The United States government is closely analyzed; specifically pertaining to how the government neglected to help the Cherokee people become more efficient for themselves and not protecting them from other land greedy states. On the Hiwasse River, in approximately 1771, in what is now known as Virgina, a Cherokee woman, whos father was Highland Scot and her mother full Cherokee, gave birth to a baby boy named Ridge. The woman hopped that Ridge would grow to be a strong leader of his people. The Cherokee people were of a matrilineal society. This meant that Ridges mother and her brothers took the active role of instructing him in the ways of being a hunter. From the time that he was born until the age of five he received instruction, in the town that he lived in with other boys, of how to be a warrior. When he was five a great war broke out between the Indians and whites and his parents decided it best to leave. This war helped give Ridge a glance at what was to come for him and his people. They moved into a cove in the higher mountains, which forced him to stop his training as a hunter so that he could help his family survive. A few years later the war had ended and when he was ten years old his family moved to the town of Chestowee where he resumed his training with his uncles instructions. When Ridge reached puberty he moved to advanced instruction to become a warrior, a strong and mighty position, and  this helped to welcome him to manhood. From this point on in his life rituals and ceremonies would be very important in everything he would do. One instance was the rituals that were need in order for a Cherokee man to  participate in a very important ball game. Certain things that were done were that the player could not eat certain types of foods or he could not touch a woman for the whole week before the game. Also the players Hickory stick was very important to him and had very important handling procedures that insured that the stick would be kept pure. One rite that was associated with the ball game was the scratching rite. The players were inflicted with almost three hundred scratches made from the ends of feathers all over their bodies. The strict ritual guide lines that Ridge was made to follow when he was younger helped to prepare him for all the struggles that he was to face in the years to come. It was in this year when Ridge was seventeen that the struggle between the Cherokees and the whites came to a final confrontation. During this time Ridge proved himself as a warrior by having more scalps than his father. When he can home he courted and married Susana. It was at this point he was invited to be a spokesman at the main council meeting for his town, a certifiably honor at his age of twenty-five. He was also known as being one of the first of his people to be a successful farmer, ferry owner and tradesmen. Susana and Ridge bore two children, Nancy and John. Later on Ridge assisted Colonel Jackson in subduing the uprising of the Creeks and Seminoles, which lead to his appointment of Major in the U.S. militia. Major ridge is the person responsible for the formation of the new Cherokee Nation. He began the new nation at New Echota, which contained within it a museum, library, judicial courts, legislative buildings and its own printing press, which published the first Cherokee newspaper the Phoenix. After his involvement with this new capital city, Major Ridge was hired to be the head negotiator for the Creeks land disputes in 1825. After the election of John Ross as principle chief, he was publicly humiliated and decided to concentrate on his livelihood. His son John then took over the role as heads spokesman. Major Ridge supported his son when John stated Indian immigration was the only future for the Cherokees. He continued to support John after Major Ridges own removal to Arkansas and until his murder, in 1839. There were many individuals and parties that were both beneficial and detrimental to the Cherokees trying to find their own way as a nation.  President Thomas Jefferson, who was the phasilitator of the Louisiana Purchase. President Andrew Jackson was one of the key figures in the movement to have the Cherokees relocated, just for the sake of creating more land for the white United States. Wilson Lumpkin was also a key factor in the Cherokee removal. He was the one who introduced the removal bill in Congress. Later on as governor of Georgia, he passed legislation making all Cherokee lands within the boarders of Georgia fall under its jurisdictional laws. There where many different religious factions that came into contact with the Cherokee people. Most of the religious contact between the whites and the Cherokees came in the formation of schools. Some of the individuals that helped to create these schools were: Reverend Cornelius started Brainerd in 1817, Reverend Samuel Worcester (postmaster and legal council) and Miss Sophia Sawyer who taught at a Monrovian church/school. There were many positive influences that came to the Cherokees through their own people: Major Ridge, his son John, Sequoyah (creator of the Cherokee written language), Charles Hicks, James Vann and Elias Buck Boudinot. The six afore mentioned people were the major influences on the creation of the New Cherokee Nation. The downfall of the Cherokee people began in 1803 with Thomas Jefferson negotiating the Louisiana Purchase. All of the Cherokee people were against this purchase, because it sold Cherokee and other tribes land to the U.S. that had no right to be bought or sold to any nation. From that point on the Cherokee people were in constant turmoil in way to keep from being pushed of their land by the whites. The United States Government, state governments and white prospectors were the people wanting the land in the name of progress. The New Echota Treaty was the final blow to the Cherokee people. The treaty, signed by John Ridge, John Walker Jr., Elias Boudinot, Major Ridge, Andrew Ross, John Gunter, and Stand Waters, gave the U.S. Cherokee lands of the east in exchange for lands in the west plus subsidies and surplus of 4.5 million dollars. The Cherokees that were opposed to the treaty was John Ross and his entire delegation. Even after they were forcibly removed from their land and relocated, they took the law into their own hands and assassinated Major Ridge, John Ridge and Elias Boudinot (the founders of the treaty). The most relished part of the book was in the beginning when the Cherokee people where at peace within their own sect. They had not yet lost their identity as a culture. The Cherokees knew who they were and that their life, which might be simple compared to the whites, was a full and complete life. This was all that was needed to survive and to be happy. In my opinion this book gives many accurate historical accounts of all aspects of the Cherokee removal. The beginning jumped around in topic a bit, making the book a little difficult to start, but one in the body of it there were many interesting facts given about the removal.

An integral part of teaching

An integral part of teaching How and why we assess our children has a massive impact on their life in education and consequently on how and what we plan and teach, and how children learn. The National Curriculum defines assessment as an integral part of teaching and learning (1999, p.17), emphasising the value of assessing the process of learning and teaching as well as the outcome. Suggestions on a range of assessment strategies and tools are included in the curriculum but to enable teachers and schools to continue the development of good assessment practice, more detailed guidance is necessary. To begin with it is perhaps necessary to define assessment as any process used to inform teachers as to a pupils progress and learning. There are many different types of assessment, usually discussed as different purposes of assessment while these assessments certainly differ in several significant aspects; they are united in their aspirations of making a positive contribution to bringing about learning. There are two main forms of assessment; formative and summative. I have observed both types in the classroom, recognising that the key to excellent assessment practice is to understand what each form and their methods contribute. From these observations I understand that in order to become successful in my pedagogy I need to construct my teaching to maximise the success of both formative and summative assessment in my classroom. To allow me competently use both assessment for learning and assessment of learning I must develop a range and knowledge of assessment purposes and strategies which I will now discuss. Formative assessment can provide a snapshot moment by moment picture of the success of teaching and learning. It provides the two way dialogue between educator and child, the knowledge which enhances pedagogy allowing teaching to become relevant and timely. Assessment for Learning in particular will be a clear focus for me as I look for opportunities to strengthen my own teaching practice, having observed first hand the strong contribution AfL, which the National Strategies defines as a natural, integral and essential part of effective learning and teaching and is a key element of personalised learning. Teachers and children continually reflect on how learning is progressing, see where improvements can be and identify the next steps to take (2004), can make towards effective teaching. It makes the difference between self-assured and stimulated pupils, and disenfranchised pupils who are uncertain of the rationale behind the learning objective. The case for clearly communicating the learning outcome to the class is picked up on by Clarke (2006). In my own experience and observation, this results in making learning relevant especially when the learning intention is placed in the context of previous and future learning. It also helps to illuminate which areas of subject knowledge are required to teach at which time and how this information or teaching of skills is to be structured. Clarke also recommends that the teacher works with children to identify success criteria. These are used to supply feedback to both pupils and the teacher regarding the extent to which the learning objective has been met. Consequently, the use of formative assessment enriches the process of teaching, planning and curriculum development. It can inform not only the short term goals for the class, but also the negotiated curriculum, as children are encouraged to become active learners by reflecting on their own progress and motivation. It must be stressed that not all assessment needs to be quantitative, nor does it need to be recorded .The teachers own reflective process is a vital part of assessment. The purpose of summative assessment is to illustrate that pupils have met their learning goals or reached a certain standard of accomplishment. Formative assessment in basic definition is the collection and use of evidence about the learning in relation to the explicit objectives and outcomes of a lesson. This type of assessment can then be used and interpreted by the teacher to identify what the pupil has achieved, any gaps in knowledge and to decide what steps are needed to enable the pupil to reach their potential and unit outcome. I have observed formative assessment being used to inform teachers of pupil progress and to enable them to adapt their planning and teaching to their childrens needs. The aim of formative assessment is to impact positively on pupil learning and effective pedagogy. There is a growing amount of evidence suggesting that formative assessment raises both progress and attainment levels Assessment begins in this way in the Early Years Foundation stage (EYFS), where in 2003; the Foundation Stage Profile (FSP) was introduced. The FSP consists of 13 scales relating to creative development, knowledge and understanding of the world, personal, social and emotional development, physical development, language and literacy and mathematical development. Children are assessed on each scale and their progress towards achieving early learning goals is judged. During my previous experience in my base school, I have observed how a pupil profile is built up over the EYFS, so that evidence can be used formatively and later summarised against the performance descriptions of the scales for reporting at the end of each term. Through my experience of the EYFS I have seen how teacher-based this form of assessment is, as the evidence accumulated for each child is derived from on-going learning activities. This normally takes place through the use of observation sheets and post-its. Occasi onally, a more formal assessment takes place where the teacher asks the child in question if they can perform a specific task, the evidence from which is then logged and used as assessment data, however these are still situated within the normal day to day routines of the children and no cause of distress. (Q 11 12) In comparison to the FSP, the assessment children experience in Key Stages 1 and 2 varies greatly and summative assessment plays a greater role. Summative assessment is the assessment of learning and is used to record the achievements of individuals at a particular point in their learning (usually at the end of a topic, term or year). Rather than a steady trickle of specific learning goals, it refers to a broader learning outcome which has been achieved over a longer period of time. In contrast to the singular outcomes of formative assessment, summative assessments are used in several different ways, some relating to individual pupils and some to aggregated results of groups of pupils. At the end of both Y2 and Y6, children are expected to undertake external tasks and tests in mathematics and English (SATS). The results of Key Stage 2 SATS in particular are a cause of immense pressure for both pupils and teachers, as they are reported and used to inform national statistics. It is only at the end of each Key Stage that pupil attainment must be reported in terms of national curriculum levels; however there is also a statutory requirement to provide parents with a summative report once each year. Many schools choose to include within this the levels children have reached during the academic year this trend has been reinforced by the use of optional SATS for years between 2 and 6. In addition to the assessment and tracking of individual pupils, test results (KS1 and KS2 SATS) are used to evaluate the effectiveness of the education provided by teachers, schools and local authorities and compared nationally. The results of these examinations have huge implications and c onsiderable importance for teachers as the results are used to inform targets which schools must take accountability for meeting. There are established Government national targets for the percentage of children achieving a level 4 in the key stage 2 tasks which schools are required to set targets for. The consequences of not achieving these targets are severe, with schools become subject to OFSTED inspections and categories, with lack of attainment becoming the main cause of a school being placed in special measures. (Q 11 12 13) In order to avoid such consequences, teachers are facing constant pressure to ensure children are achieving age related expectations, amid fears that they will fail to hit Government targets. Children in our primary schools are in danger of being taught a limited timetable as some schools and teachers focus on teaching to the test. This is despite recommendations by OFSTED that while à ¢Ã¢â€š ¬Ã‚ ¦some schools are able to prepare pupils for tests without sacrificing the wider curriculumà ¢Ã¢â€š ¬Ã‚ ¦but an emphasis on the core subjects limits what pupils do, particularly as teachers prepare them for key stage 2 exams (Marley 2008) As well as placing pressure upon teachers, national testing has a huge impact on pupils. It can cause a lack of motivation for lower ability children, as well as a view of learning as product rather than process for all children. There is much attention focussed on those children who are performing just beneath age related levels, while those who are either too far above or below the target level suffering a lack of attention. For my son, and for most 10-year olds in the country, the next nine months will be à ¢Ã¢â€š ¬Ã‚ ¦a sterile, narrow and meaningless exercise in drilling and cramming. Its nothing to do with the skills of his teacher who seems outstanding. Nor do I blame the school. Its called preparing for Key Stage 2 SATS (2006) It is clear that the emphasis has to be placed back on teaching rather than targets and tests. How then do we ensure the progress and attainment of the children in our schools without narrowing the curriculum? Assessing pupil progress (APP) has been accepted as recognising the differing purposes and audiences for assessment on both a day-to-day and periodic time scale. On a day-to-day capacity it provides a closer view of pupils, enabling teachers to support childrens learning through use of effective classroom intervention. Periodically it reviews a broader range of pupils work, which in turn can inform planning and enable teachers to monitor progress and attainment. The purpose of APP is to support effective planning; teaching and learning, The use of informed and consistent target setting will continue to play a crucial part in ensuring that teachers know what to teach to allow children to achieve their aims by guiding and challenging them. In my base school APP is used to support this aim, ensuring that targets are both appropriate and relevant to individuals. Similarly APP can be used to identify gaps in a pupils learning, allowing teachers to reflect upon their own teaching, especial ly in those cases where there are common mistakes and misconceptions on the part of the pupils. APP also reinforces Assessment for Learning (AfL) as a daily occurrence, leading to a more constructive impact on teaching and learning. In national guidance there is an increasing emphasis on the role of APP in tracking and recording performance. Whilst most schools recognise the opportunities to increase their teacher assessments consistency and reliability, it will take time for APP to become second nature to staff. However, the overarching aim of APP is clear it aims to enable us to recognize and celebrate overall progress in an aspect of learning, rather than just assessing learning of the most recently taught and learned. (Q 12 13 26a) As well as internal methods of assessment, schools have access to national and local data in forms of the raiseonline and national and local benchmarking data. This enables schools to pinpoint how well they are doing and any improvements they could and should make. Schools can make comparisons, not only on a national level but also against schools with similar levels of deprivation (eligibility for free school meals) or schools with similar levels of contextual value added. Supporting all schools improvement processes by providing a variety of methods to analyse their performance data as part of the self evaluation form (SEF). It is necessary however to interpret benchmarking data with care as rather than providing schools with the answers it is more likely that it would help them identify questions and issues that may need to be investigated. Whilst comparing data between schools may give accurate portrayals of a schools performance, it does not necessarily account for it. (Q 13) It is my opinion, after research and school based observations, that a successful assessment is an open one, where everyone involved, from staff to pupils are aware to some extent of what and how evidence is to be assessed. It is essential that we are completely transparent about the need for and purpose of assessment and why it is carried out in particular ways. Feedback to pupils is key in formative assessment, as it is only by showing pupils the steps they need to take in order to reach the next steps in their learning that we as teachers can bring about learning. While we cannot learn for the students, we can use feedback to make adjustments to our planning and teaching, enabling students to access the curriculum with all the tools they require. Even the very youngest pupils can be given some explanation of the assessment process, which in turns enables children to both self and peer assess. Self and peer assessment includes pupil involvement in both setting the success criteria and how they will show that they have been successful, empowering them to take control of their own learning. There are huge advantages to this type of assessment, the most significant of which are that it develops lifelong evaluation skills whilst supporting independent learning increases pupil motivation by involving them in the assessment process treats assessment as part of learning, so mistakes are seen as opportunities rather than a sign of failure. reduces the amount of teacher assessment but improves the quality. In my base school I have observed a number of self and peer assessment strategies including children marking each others work, the use of a traffic lighting system, suggesting improvements to each others work and reflecting upon their own. Of course there are possible issues surrounding the use of peer and self assessment, with many believing that it should be used only for formative assessment as it is possible that children may allow friendships to affect their objectivity. It is necessary that teachers use peer and self assessment to support their own assessment, teaching and planning rather that relying upon it completely. (Q 28) Through my reading and observations during my time in school, it has become clear to me that there is no part of interaction which is not assessed. Though this may not seem manageable, the variation of assessment strategies that I have witnessed, I have come to the realisation that assessment does not always have to have a written outcome. Instead, it suggests to me that assessment can bring about conscious teaching and informed planning. My developing understanding of a range of assessment strategies including APP, self and peer assessment , AfL among others, will enable me to use day-to-day assessment to provide the pupils in my care with instant feedback, relevant next steps, appropriate support and individual targets, allowing me to adjust my planning in line with the needs of those in my care. (Q 26a, 12, 13, 19) Although I believe that some form of summative assessment is necessary in schools, I believe that on many occasions grades, marks and levels are assigned to pupils work more often than strictly necessary when it may be more appropriate to provide formative feedback. This is something I intend to avoid in my own practice, especially as I have experienced the use of excellent formative assessment in my base school. I have found that feedback given in this way to inform a target is highly effective in motivating pupils, and goes some way towards personalising learning. Furthermore it builds confidence and the long-term aim of helping children to become independent learners. It is essential then, to ensure good teaching and learning, that assessment involves a great deal more than just testing. It should be a continuing process that encompasses many activities, both formal and informal, designed to monitor and improve teaching and in turn the bringing about of learning across all areas o f the curriculum.(Q22, 25a) Teaching will inevitably be focused on what s assessed. When conducted by testing this impact is bound to have a narrowing effect on what is taught because tests only sample the learning outcomes and include those outcomes more easily assessed by tests. If teachers use a much wider range of assessment methods, the result can be much more positive.

Abortion Should Remain Legal Essay -- Argument For Abortion

The average woman is pregnant for 38 weeks. However, what if a woman decides she no longer wants to follow through with her pregnancy? If a woman chooses to no longer be pregnant; abortion has become a popular way to terminate a pregnancy. There can be many reasons as to why a woman might have an abortion. It may be due to an unwanted pregnancy, health issues with the mother that will cause her sickness throughout the pregnancy, inability to care for a child, ectopic pregnancy, and even awareness of life threatening illnesses that will not allow the baby to live outside of the womb. Abortion has been a controversial subject for decades. Not only has abortion been controversial in the United States, but it has been an issue around the world. There are many powerful reasons as to why some people are against abortion; and there are also numerous reasons as to why some people advocate abortion. Some people feel that abortion is an act of murder, evil, and selfishness; while many others feel that it is a womans decision and right to do what she wishes with her body; as well as the decisions that she makes. To those who are unaware of exactly what an abortion is; it is when a pregnant woman has a fetus removed from her womb. To this day, there are 682 abortion clinics in the U.S; and there are numerous methods to abortion; although the aspiration method is most popular. The aspiration method, also known as the vacuum method, takes place within the first trimester of pregnancy. According to lifesitenews.com, a website that discusses abortion, the methods of abortion depends on the stage the pregnancy is in, as well as the size of the fetus. Due to health concerns and less chance of complications, abortions are usually performed within t... ...s." National Center for Biotechnology Information. U.S. National Library of Medicine, n.d. Web. 04 Dec. 2013. . "Roe v. Wade." Roe v. Wade. N.p., 13 Dec. 1971. Web. 03 Dec. 2013. . "Share." The Bible's Teaching Against Abortion. N.p., n.d. Web. 06 Dec. 2013. . Sifferlin, Alexandra, and Alexandra Sifferlin. "Study Linking Abortion to Mental Health Problems Is Flawed | TIME.com." Time. Time, n.d. Web. 06 Dec. 2013. . "Surgical Abortions." LifeSiteNewscom RSS. N.p., n.d. Web. 30 Nov. 2013. . Abortion Should Remain Legal Essay -- Argument For Abortion The average woman is pregnant for 38 weeks. However, what if a woman decides she no longer wants to follow through with her pregnancy? If a woman chooses to no longer be pregnant; abortion has become a popular way to terminate a pregnancy. There can be many reasons as to why a woman might have an abortion. It may be due to an unwanted pregnancy, health issues with the mother that will cause her sickness throughout the pregnancy, inability to care for a child, ectopic pregnancy, and even awareness of life threatening illnesses that will not allow the baby to live outside of the womb. Abortion has been a controversial subject for decades. Not only has abortion been controversial in the United States, but it has been an issue around the world. There are many powerful reasons as to why some people are against abortion; and there are also numerous reasons as to why some people advocate abortion. Some people feel that abortion is an act of murder, evil, and selfishness; while many others feel that it is a womans decision and right to do what she wishes with her body; as well as the decisions that she makes. To those who are unaware of exactly what an abortion is; it is when a pregnant woman has a fetus removed from her womb. To this day, there are 682 abortion clinics in the U.S; and there are numerous methods to abortion; although the aspiration method is most popular. The aspiration method, also known as the vacuum method, takes place within the first trimester of pregnancy. According to lifesitenews.com, a website that discusses abortion, the methods of abortion depends on the stage the pregnancy is in, as well as the size of the fetus. Due to health concerns and less chance of complications, abortions are usually performed within t... ...s." National Center for Biotechnology Information. U.S. National Library of Medicine, n.d. Web. 04 Dec. 2013. . "Roe v. Wade." Roe v. Wade. N.p., 13 Dec. 1971. Web. 03 Dec. 2013. . "Share." The Bible's Teaching Against Abortion. N.p., n.d. Web. 06 Dec. 2013. . Sifferlin, Alexandra, and Alexandra Sifferlin. "Study Linking Abortion to Mental Health Problems Is Flawed | TIME.com." Time. Time, n.d. Web. 06 Dec. 2013. . "Surgical Abortions." LifeSiteNewscom RSS. N.p., n.d. Web. 30 Nov. 2013. .

Comparing T S Eliots The Wasteland and William Butler Yeats The Secon

Comparing T. S. Eliot's The Wasteland and William Butler Yeats' The Second Coming       World War One fundamentally changed Europeans perspective on man. Before the war they believed that man was innately good, after it people were disenchanted with this vision of man. Both Thomas Sterns Eliot and William Butler Yeats keenly felt this disenchantment, and evinced it in their poetry. In addition to the war, Eliot and Yeats also saw the continuing turmoil in Europe, such as the Russian Revolution and the Irish Rebellions, as confirmation of their fear of man's nature and expanded their disillusionment in "The Waste Land" and "The Second Coming." The poets shared more than a disbelief in the goodness of man's nature, they also both had religious experiences that colored their thoughts. Eliot was an atheist at the start of his life, and converted to Christianity, coming to believe in it fervently. Eliot also toyed with Buddhism during one stage of his writing "The Wasteland" (Southam 132). Yeats, on the other hand, grew up a practicing Christian and by the time he wrote "The Second Coming" was forming his own personal philosophy founded on an accumulation of everything "[he] had read, thought, experienced, and written over many years" (Harrison. 1). His philosophy, therefore, included Christianity as a factor in his life, but not nearly as significant a factor as in Eliot's life. Because of the importance of religion in both of their lives, Yeats and Eliot used many mythological and religious allusions in their poems. While both poets shared a disenchantment in the nature of man, their varying religions made them see different outcomes on mankind's horizon. Eliot saw the future as redeemable, while Yeats believed it could onl... ..."       Works Cited    Harrison, John. "What rough beast? Yeats, Nietzsche and historical rhetoric in 'The Second Coming.' Electric Library    Leavis, F.R. "The Waste Land." T.S. Eliot: a Collection of Critical Essays.ed.    HughKenner. Englewood Cliffs: Prentice-Hall, Inc. 1962. 104-109 "Rudyard Kipling and William Butler Yeats"    http://www.en.utexas.edu/~benjamin/316kfall/316unit4/studentprojects/ kiplingyeats/intro.html    Southam, B.C. A guide to the Selected Poems of T. S. Eliot. New York: Harcourt, Brace & Co., 1994.    UVA class notes, Dept of English, lit. intro into English from 1890 1989. http://www.faraday.clas.virginia.edu./~sg5p/Class_notes_2.html    Vickery, John B. The Literary Impact of The Golden Bough. Princeton: Princeton University Press, 1973.      

Fgm: Female Genital Mutilation :: essays research papers

FGM: Female Genital Mutilation Female genital mutilation has been practiced in country's around the world for thousands of years, and will continue to be practiced, until those that practice it decide to stop. Many people who live in country's that are more industrialized, like the U.S.A., tend to think that no ones believes on right and wrong is correct, except their own. That is what comes up in conversation about FGM. Personally, I am not pro-FGM when it comes to its practice. However, I believe people who want to practice it, should be allowed to, without a bunch of "activists against the practice of FGM" telling them to stop, or even "informing" them about the potential health risks. The reason I am against even explaining the health risks to the people that practice this is, because whenever you have people that believe enough in something to base their entire life around it, there is nothing you can do or say that will get them to change; it would be like talking to a wall. They will only change when the people themselves that live by these traditions get fed up with all the side-effects caused by the practice of FGM. It is every person and community's right to decide for themselves, without the intervention of outsiders, to decide to do whatever they want to do to their bodies and minds. I know, "these women that are being circumcised, aren't freely deciding on this to be done to them, they don't know any better, they've been brainwashed". I have two responses to this. The first is, if they have grown up in this culture all their lives, and this procedure has been done to their mothers, sisters, great grandmothers, etc. on the fear that if it is not done, something tearable will happen, there is no way they would not want it done; no matter how much pain it causes, and besides those that are able to break away from the thought of why it must be done, will do so with or without the help of outsiders. But if they're that committed to the tradition, they will change for no one. The second point is, when you decide you are going to educate these people about how their traditions are wrong and unhealthy, that is saying you know better. You may think they are stupid for preforming FGM, but you must remember, they think you are just as stupid for not performing it. Perhaps, these people that perform FGM have philosophy classes too, where they

Beatrix Potter

Beatrix Potter was known from her literary woks that deal with the formation of ideal minds of children. Her children stories made significant prints in the world of literature. Through this, Potter became famous and influential in different parts of the world in terms of her writings and contributions to literature.Potter was born in South Kensington, London on July 28, 1866. She was not able to experience a normal and meaningful life during her childhood. Every action were detailed and numbered. She could not have more time to interact or communicate with other people.Only her pets became her friends as she kept them, studied about them, and draw them. Despite of this, she was luck for she was not a poor child like other authors or writers who seemed to start from rugs to riches. During her teenage years, she was introduced to many prominent personalities that gave her the opportunity to show her talent in writing and painting. Because she was unhappy with her childhood life, she s hared her talent to the children whom she wanted to imagine, to amaze, to laugh, or to simply become happy.Another factor that manifest in her literary works was her love for animals. Her first children story was about an animal. Her story book was filled with animal pictures along with a simple story to make a child happy. This was happen in 1892, when she started to create a children short story. She sent her story to her friends’ son. Soon, this piece became the â€Å"tale of Peter Rabbit† in 1920. This story was her first and major published work that many children used to read until today. After a year, another story was published with the help of her friends and family.Yearly, she publicized one to two stories that became famous and significant in different parts of the world during her time and until today, which can still be seen in the future. Most of her topics in her stories are about animals and vegetables because for her, it can be a way for children to be come more familiar and close to their pets and other animals as well as their eating habit when it comes to eating vegetables. Along with her writing stories, she also paints different kinds of paintings. Though those paintings are simple, they still bring life to the many people.As she started her first story in 1902, she worked for different stories that were published until 1944, a year after her death. However, though she stopped writing stories, she still wrote different letters as well as manuscripts whether personal or career manuscripts were not taken for granted. After her death on December 22 1943 at the age of 77, many authors and chroniclers had their way to give importance to the life and contribution of Potter. Her books have been translated to braille and numerous languages including German, Latin, Welsh, Spanish, French, Japanese and Dutch (Merriman, 2006).As many authors and writers’ way of giving gratitude and respect towards potter, they made her pieces rec ognized in different parts of the world by translating her text in different kinds of languages. Because of her contribution to literature, many authors of children stories patterned their pieces on Potter’s works for it can be seen as a way of nurturing children through the use of animal and vegetable characters. From this sense, many analysts have thought about the deeper sense of Potter’s attack to her writings.According to different analysts, Potter can be perceived as a conservationist for she helped environmentalists to publicize animal and plant affection through her writings. Beatrix Potter was not only an accomplished writer and artist in watercolor; she was also an observant naturalist; a hard-headed but kindly farm manager; above all she was an ardent conservationist (Diaz, 2007). She was also perceived as a potential botanist from her short stories as she transcends the life and essence of animal and plant characterization.Aside from writing and illustratin g children's books, Beatrix Potter created precise, realistic botanical drawings and paintings, which she wished to be used to illustrate scientific books on flora and fauna. (Literary Traveler, 2008). She also discussed the preservation of natural resources in a simpler yet attackable concept that children would understand. For her, because children are easy to educate, they were became her prospect to a further change on the environment. Another significant reason why Beatrix Potter became famous is because she used to writer her stories through coding.She used to write by using her own code that only she as the writer of her stories can understand the meaning of her writings. Through this, many writers, authors, analysts, and critics tried to understand the capabilities and attacks of Potter in her writings by using her code. For her, her code became her secret to provide good writing and classification of manner to formulate for children’s young minds and justifications. Another artistic pursuit for the teenage Potter was writing a journal in a code no-one could read.The Journal of Beatrix Potter 1881-1897 (first published by Frederick Warne in 1966) is part of this document, transcribed from code by Potter scholar Leslie Linder. She kept this type of journal until the age of 30 (Literary Traveler, 2008). It was seen that it was a phenomenon style that few writers or authors could do. it can be said that Potter has her own strategy to formulate her own thoughts to create stories for children. In conclusion to this, Beatrix Potter was not just a simple writer and painter during her lifetime.She made some difference in her period that is significant until today. Her literary pieces brought different light in science as well as humanity. Her secret code was also made to produce her passion for children stories without any proportion of unjustified claims and arguments from other people. It was revealed that by using her own code, Potter had a personali ty that she wanted to be along and would close her door from others. She made her own wall to separate herself from the other.It created positive impact on her writings but not on her personality and being for she remained single until she died. Works Cited Diaz, Rony. 2007. â€Å"Center for Gravity: Miss Potter. † The Manila Times. 3 February 2008. http://www. manilatimes. net/national/2007/apr/15/yehey/opinion/20070415opi2. html Frederick Warne & Co. 2007. â€Å"Beatrix Potter: A Life in Nature. † 3 February 2008. http://www. bpotter. com/? v1=BeatrixPotter&v2=Writings Kutzer, Daphne. Beatrix Potter: Writing in Code (Children's Literature and Culture, 27).Routledge Publishing, 2002. Literary Traveler. 2008. â€Å"Beatrix Potter – More Than Just Bunnies: The Legacy of Beatrix Potter. † 3 February 2008. http://www. literarytraveler. com/authors/beatrix_potter. aspx Merriman, C. D. 2006. â€Å"Beatirx Potter. † The Literature Network. 3 February 200 8. http://www. online-literature. com/beatrix-potter/ National Trust. 2008. â€Å"The Story of Beatrix Potter. † 3 February 2008. http://www. nationaltrust. org. uk/main/w-chl/w-places_collections/w-collections-main/w-collections-beatrix_potter/w-collections-feature_1-2. htm