The Black Death Plague :: essays research papers

The Black Death Plague   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  The Black Death plague, also known as the Bubonic plague, attacked Europe in 1347. The Bubonic plague was one of the many pestilences that would attack almost the entire Eastern Hemisphere. The last plague attacked a European city, Marseilles in 1722. On 1347, the name ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Black DeathÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š?, or the ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Bubonic PlagueÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š? was not used. During that time, they called the plague the Pestilence, or the Great Mortality. As we can see, the Black Death Plague has been in existence for about 650 years, and many are still unsure of the origin of this deadly plague.   Ã‚  Ã‚  Ã‚  Ã‚  There are several explanations on the origins of the Black Death Plague. The first is from medieval writers who believe that it began in China because they considered China to be a land of magical events. Others thought that it originated from earthquakes and fire. However we all know that these explanations are just myths. But many historians agree that the deadly disease originated from infected rodents that migrated from the Middle East to the area between the Black and Caspian seas. The plague was then spread onto merchants traveling the west trade routes (the approximate date given is about 1347). Then the disease passed from the merchants to Italian towns along the Black Sea. The ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“Black DeathÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š? plague moved quickly along other trade routes. However, through quarantine, parts of Europe were saved from the disease.   Ã‚  Ã‚  Ã‚  Ã‚  During the 14th and 15th centuries, the Black Death plague was not as bad as the first time it appeared. Doctors and investigators began to notice patterns on when the plague was the most active and when it was ÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€šÃ…“dormantÃÆ' ¢Ãƒâ€šÃ¢â€š ¬Ãƒâ€š?. They found out that the plague was strongest in the summer, absent in the winter. Investigators also noticed that the plague was most popular among the poorest, crowded cities. Therefore the governments set up a system of quarantining and treating people that were infected.   Ã‚  Ã‚  Ã‚  Ã‚  By the 16 century quarantines were a part of life. Towns began investigating anything suspicious. Travelers were expected to carry certificates of health proving that they have not been exposed to the deadly disease. Toward the end of the 16 century it was impossible to move out of quarantined areas.   Ã‚  Ã‚  Ã‚  Ã‚  Starting in the late17th century, the countries of Europe created a boundary between Europe and the lands where the Black Death plague came from. Anyone who tried to cross the boundary without permission, were shot.

Learning English: A Lesson in Language and Culture

To those outside the educational system, the teaching of language may seem to be a simple communication of skills from one person to another.   For those involved in education, however, language instruction has long been linked to cultural bias and social engineering, leading to debates over the notion of a â€Å"neutral language.†Ã‚   Such a language would facilitate the exchange of objective concepts such as spelling, grammar, and pronunciation without imposing subjective cultural constructs such as beliefs abut class, gender, and religion. As languages originate and develop in response to needs and conditions all too human, and therefore highly emotional, it is unlikely that any truly neutral language exists, and this is particularly evident when we consider the English language. The teaching of English has sociocultural implications that extend far beyond the learning environment, and this is best demonstrated by examining the relationship of Standard English to other varieties of English as well as to other languages being taught. The distinction between standard and vernacular forms of a language is based on the perceived differences between the educated and the uneducated.   The term â€Å"standard,† when used to describe language, generally refers to that form of the language that is used for formal and written applications by those who occupy the highest ranks of society.   Rules governing its usage tend to be rather strict and resistant to change. In contrast, a vernacular is the colloquial language used informally by a group of people, much less rigid in its forms and much more liable to change.   An online version of the Oxford English Dictionary, the recognized authority on the English language, exemplifies this divisiveness in its definition of the noun â€Å"vernacular† as â€Å"the language or dialect spoken by the ordinary people of a country or region.†Ã‚   Aligning the vernacular form with so-called â€Å"ordinary† folks naturally infers a similar association between the standard form and less ordinary people, the literate elite who use it. This lofty status is often justified by reference to the wealth of classical literature, historical documents, and scientific/technical writings that exist in both British and American Standar1d English.   An understanding of Standard English provides access to these canons and to the educational systems that utilize them.   These systems offer the knowledge and expertise necessary for the highest levels of professional and intellectual achievement.   Simply put, a better than average knowledge of Standard English offers a better than average chance at attaining prominence in highly skilled and specialized areas such as education, business, or technology (Brindley 208). Whether this effect is seen as favorable or unfavorable depends, as most things do, on the perspective through which it is viewed.   Any experience that affords people greater personal control over important life issues may seem universally appealing, yet insistence upon teaching only Standard English has evoked considerable controversy (Brindley 205).   Those who advocate the teaching of Standard English writing in a way that emphasizes its reliance on stringent rules and formats have been accused of perpetuating a desired status quo (Brindley 226-227). By learning Standard English, students are carrying on a long tradition of literary scholarship that has yielded many important intellectual gains and brought the western world to the forefront in industry and science.   Detractors see the teaching of Standard English as an imposition of social norms that depend on conformity and narrow-mindedness.   By forcing people to think in constrained ways about language, teachers are hindering both creativity and individuality for the sake of convention (Bourne 243). Such adherence to uniformity often puts the learner in an uncomfortable and confusing situation, as when the home background and the educational environment clash in terms of language.   Katharine Perera describes the difficulties encountered by children being taught Standard English while living in homes and neighborhoods where the vernacular is the mode of expression. For them, a change in their manner of speech represents an invalidation of their customary way of life and may create barriers between them and their peers.   The experience of speaking one way with friends or family who share their idiom, only to then be told by teachers that this language is wrong, forces most children to reluctantly choose one identity at the expense of the other (cited in Brindley 212). Concern over this loss of identity has fueled heated disputes in â€Å"mother-tongue† contexts, where English is taught as a first language and some form of it is used by much of the population as a native language (Brindley 206).   Davis and Watson report that in Australia, post-war migration increased the nation’s multiculturalism while weakening the influence of a common British legacy.   Responding to the resultant search for a national identity, the Australian curriculum acknowledges the relationship between this identity and language yet also recognizes the diversity that exists within â€Å"Australian Standard English† (cited in Brindley 206). The Australian Education Council’s statement on the English curriculum sets Australian English apart from American or British English chiefly by differences in vocabulary and pronunciation, and describes this national variety of English as a combination of the Standard Australian English used in schools and several vernacular forms, any one of which a student may use at home.  Ã‚   The curriculum statement also advises that Standard Australian English should be taught as an extension of local idioms and not as a replacement for them. Although the report further stresses importance of Australian Standard English because of its role in educational structures, professional fields, and spoken communication, it also recognizes the value of vernacular forms and the cultural backgrounds they represent.   Its national plan for teaching English also notes that language changes in respect to context and purposes, and it urges that students be made aware of this fact so they can apply their language skills accordingly.   The Council also officially confers equal status to standard and local forms of English, viewing neither one as inherently superior to the other (cited in Brindley 207) Sue Brindley relates that the issue of the relative worth of different language forms is intensely debated in Britain, where the world’s richest history of English has led to much linguistic diversity.   Standard English is an integral part of the official school curriculum, yet there is no consensus about exactly what constitutes standardized English and how it is connected to a student’s home variety (Brindley 208).   A Department for Education and Welsh Office statement cites strict observance to rules of vocabulary, grammar, spelling, and pronunciation as the distinguishing features of Standard English to be taught in England and Wales, yet this description is too vague to give a precise definition. Although the British policy encourages the use of standardized language for both written and spoken applications, it also recognizes that spoken English is more spontaneous and therefore less apt to conform to the same rigorous criteria used in more carefully planned written applications (cited in Brindley 210).   By associating Standard English with qualities like precision and clear diction, the British curriculum contradicts the viewpoint of many linguists and educators, as well as the sentiments expressed in the Australian English statement, by implying that school-sanctioned standardized forms are linguistically superior to other varieties (Brindley 211).   The obvious counterpart to this attitude is a belief that vernacular forms of English are inferior. Brindley speaks of educators who are concerned that such a prejudicial position will necessarily lead to a gradual erosion of the traditional cultural values that underlie the home life of those whose first language is the vernacular. Some teachers have taken it upon themselves to teach Standard English in a way that does not discriminate against home-based language varieties and, by extension, their associated ways of life. In this manner, they hope to allow students to derive the benefits inherent in a multicultural approach: a greater fund of knowledge about languages, a richer social experience, and a keener appreciation of different manners of thinking (212-213). In countries where the native language is not English, there is every bit as much controversy regarding the cultural aftereffects of learning English.   For people living in geographical areas marked by poverty and need, an education in English may be seen as a way to rise to the echelons of power and privilege.   Yet for those already enjoying that power and privilege, the promotion of English for the masses may be seen as either a welcome conversion or a dangerous threat.   Anthea Fraser Gupta’s account of the spread of English in colonial India traces the complicated history of the English empire’s influence over native Indians.   When Great Britain officially endorsed the teaching of English to Indians, the intent was to introduce not only the language of the United Kingdom but also its cultural and religious values. British officials were in effect attempting to create darker-skinned versions of themselves, seeing the inculcation of western ideals as a means of eradicating a way of life that they considered idolatrous, immoral, and unrefined ( 190-191).   At the same time, Indians in positions of power worried that giving the lower classes a glimpse of what was possible through an English education worked against their interests.   S.N. Mukherjee (cited in Gupta 192) reports that the Calcutta upper classes feared that those below their social rank would become dissatisfied with their inferior status. More than a hundred years after the events chronicled in Gupta’s account, teachers of English still encounter resistance from pupils who either feel that language is being forced upon them or resent social exclusion from English-speaking society (Bourne 243-244)..   Despite this, Jill Bourne informs us that the current trend in non-English speaking countries is to incorporate English language lessons into the primary school system.   Even in Malaysia, where this is not endorsed, private schools offer English instruction to students whose wealthy parents are willing to pay for what they perceive as an important step on the road to social success (244). Several countries, including Germany, the former Czech Republic, Hungary, Malay, and Hong Kong, have implemented some form of what America calls Language and Content Teaching, which blends language instruction with course content.   The focus is shifted from the English language to the curriculum material, which is presented through the medium of English.   However, in most parts of the world where English is taught, the emphasis remains on English as a subject itself (Bourne 244).   This suggests that for most nations, what is truly being sought is not an adoption of English values but the attainment of proficiency in a language that offers access to more profitable pursuits. It is easy to understand why countries such as Hong Kong, whose economy is deeply invested in international commerce, would feel pressured to acquire English fluency.   English is a major language of trade, and an inability to speak it proficiently is a definite disadvantage in the business arena.   This becomes clearer when we consider it on a smaller, more personal scale.   Anyone who has spent time among people who shared a common, foreign language knows the frustration and stigmatization that can result from an inability to communicate easily and appropriately with others. There is a natural human desire to feel connected to others in some way, and language provides an excellent means of achieving that sense of belonging.   When essential life factors such as economic, social, and professional standing are at stake, language becomes even more crucial. This relationship between modes of communication and key life issues is precisely why the concept of a neutral language is a hypothetical one.   The teaching of any language involves the transmission of much more than rules about grammar and pronunciation.   It inevitably requires some measure of cultural change on the part of the learner, and in the case of English instruction those changes can have profound effects upon many major aspects of life.   For this reason, educators and students alike must respect the various forms of language as reflections of valuable cultural and social traditions. Works Cited Bourne, Jill. â€Å"English for Speakers of Other Languages.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 243-270. Brindley, Sue, with contributions from Swann, Joan. â€Å"Issues in English Teaching.† Learning English: Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 205-228. Gupta, Anthea Fraser. â€Å"English and Empire: Teaching English in Nineteenth Century India.† Learning English:   Development and Diversity. Eds. Neil Mercer and Joan Swann. UK: The Open University, 2002, 188-194. â€Å"vernacular.† Compact Oxford English Dictionary. 2005. http://www.askoxford.com/concise_oed/vernacular?view=uk (3 Dec. 2005).

Minnesota V. Riff Essay - 1110 Words

Minnesota v. Riff Interpersonal Communications/CJA-304 September 24, 2011 University of Phoenix Abstract Identify and discuss the various types of written or oral communication presented in the case and the guidelines for each type of communication. Consider the prosecution, defense, witnesses, and the judge. Write an arrest-and-incident police report using the specified guidelines and parameters for report writing as outlined in the assigned readings. Assume the role of the investigating officer. The report must be factual, accurate, objective, and complete. Ensure the police report is as long as necessary, concise, clear, and mechanically correct. Types of Written and Oral Communication Prosecution The various types†¦show more content†¦The witnesses stated that the sacks that Mr. Riff was charged with carrying that contained the money were issued to him at the poker game. Mr. Riff testified he grabbed the hammer to use as a security measure for him in order to protect his winnings. The Defense disputes Mr. Riff tossed the hammer away prior to arriving home and in no way meant to steal from the market. The Defense in this case exercised oral communication by exploiting the redundancy in this case. This was to establish that the eyewitness testimonies for the prosecution were incorrect and imperfection was found during the police investigation. Witnesses The witnesses in the Minnesota v. Riff case would have used verbal communication when communicating with the police and the Defense Attorney. During the trial they would have used oral communication. The witnesses would also have used visual communication in describing to the Judge, the Prosecutor, the Defense Attorney, and the Jury what they saw. Also, the witnesses would have used written communication during their personal statements to the police and the Attorneys. Police Arrest/Incident Report Incident Type: Burglary Incident Date: Saturday, September 24, 2011 Time: Approximately 12:30 am Address: Marquette’s Market- Corner of Main and First Street Officer Name: Officer Terry Shields, Minnesota Police Department Offender/Suspect: Ronald Riff Victim: Speedy Marquette (Store Owner) Witnesses: Marty Martini,Show MoreRelatedCommunication and Criminal Justice6158 Words   |  25 Pages|Resource: Minnesota v. Riff court case documents, or a similar court case’s documents that are|in class – | | | |as complex as Minnesota v. Riff and are approved by your instructor. | | | | | |Due by 3-4-13 | | | |Search the Internet for the Minnesota v. Riff courtRead MoreLangston Hughes Research Paper25309 Words   |  102 Pagesdeferred. Hughes described the Montage as poems marked by conflicting changes, sudden nuances, sharp and impudent interjections, broken rhythms, and passages sometimes in the manner of the jam session, sometimes the popular song, punctuated by the riffs, runs, breaks, and disc-tortions of the music of a community in transition. Montage of a Dream Deferred, illustrated by Jacob Lawrence, was not published by Henry Holt until 1951. Many of the poems were later set to music by composer Howard SwansonRead MoreCase Studies67624 Words   |  271 Pages(Living Media India Ltd), 22 April. Connect Magazine, 1998, Worldwide Feedback Form: www.connectmagazine.com/June 1998/Junepgshtml/June98Wwind.html. DeGarmo, K., 1998, ‘Mulan Happy Meal goes worldwide’, The Fort Worth Star Telegram, 16 June. Deshpande, V., ‘McDonald’s goes more Indian’: www.financialexpress.com/fe/daily/20000910/faf10031.html. The Ecologist, 1995, ‘Kentucky Fried Chicken protests in India’ , October. The Economist, 1997, ‘Spice with everything’, 22 November. Happy Birthday, ‘Maharaja

Soviet Union From A Utopian Society - 1704 Words

Utopia is a state that a nation can only hope to achieve. A perfect society is virtually impossible to attain, but some countries still strive to reach that standard of living. After the failed attempts at implementing Communism by previous leaders, Mikhail Gorbachev did not dismantle the communist system but rather tried to make it work. Through Perestroika, Gorbachev sought to improve the Soviet Union to match the level of Western civilizations; however, despite Gorbachev’s aspiration to achieve the ideal society that Western communities displayed, the rapid and radical means of advancing the Soviet Union to this level led to the quick collapse of the reform. From the corruption of government officials to the shortcomings of job†¦show more content†¦In Peter J. Boettke’s article Why Perestroika Failed, he addressed six propositions that potentially contributed to the collapse of Perestroika. Of the six propositions Boettke addressed, the first two proposition s support the idea that the illusion created in regards to Russia’s economy, and overall Russian society, were direct causes for the failure of the reform. The first proposition that â€Å"Soviet economic strength was an illusion† looks to give an explanation to Russia’s seemingly sound economy (Boettke 3). The Soviet Union depicted its economy as an economy with the ability to sustain itself alongside other Western societies, in particular, America. When Ronald Raegan’s military build-up during that time pressured the Soviet Union to bolster its military capabilities, the already suffering economy was burdened even more. Majority of its failure due to the lack of effective structure, the Soviet economy was predicted to fail well before the added strain of military advancement. The structure was flawed, allowing few to manipulate the system for their own gain and leaving the rest in a state of discontent, although everyone generally suffered. Despite the Soviet Union’s inability to keep up economically, the country was still able to produce â€Å"†¦ newly built shopping centers and restaurants catering to the ‘new Russians’ and expatriates [that]

U.s. Illegal Immigration And The United States - 2232 Words

Aiden C. Max Mr. Pring AP U.S. Government 161 - 3 22 April 2016 U.S. ILLEGAL IMMIGRATION The United States of America has always been a symbol of the free world. It has offered many generations of immigrants the opportunity to start a new life, a free life. America has collected immigrants from all over the world; however, some arrive legally and some make their way in illegally. In the U.S. today, this issue is dividing Americans between their morals and the law. In November of 2014, President Barack Obama claimed, â€Å"My fellow Americans, we are and always will be a nation of immigrants. We were strangers once, too (Somanader, Tanya. â€Å"We Were Strangers Once, Too: The President Announces New Steps on Immigration†). Many believe illegal immigrants should be deported, while others say they should be welcomed with open arms. Current illegal immigrants deserve the privilege to remain in the United States and be led on a path to citizenship, however measures should be taken to prevent further illegal immigrants. Immigration in America goes back hundreds of yea rs and it is important to understand its background. The United States, was founded by immigrants seeking a new life in the new world and throughout its history. In November of 2014 at Del Sol High School in Las Vegas, Nevada, President Obama said: We didn’t raise the Statue of Liberty with her back to the world, we did it with her light shining as a beacon to the world. And whether we were Irish or Italians or GermansShow MoreRelatedIllegal Immigrants And The United States Illegal Immigration966 Words   |  4 Pages Illegal Immigrants In the United States illegal immigration is a major problem. this problem has led to other issues in this country and has existed for decades . Although it is a problem, it is a source of business for farmers in the United States and drug dealers. It is a controversial issue with many opinions on it. There is not one solution to this problem, politicians including the president have proposed various solutions, but are not supported by the general public. In this research paperRead MoreIllegal Immigration Is The Entry Of Non Us909 Words   |  4 Pages â€Å"Illegal immigration is the entry of non-U.S. citizens into the United States without their having applied for entry at one of the many border crossings† (Illegal Immigration 9). There are numerous ways that illegal immigrants travel into the United States. The most common forms of entry are through Canada and Mexico. However, illegal immigration did not used to exist. In fact, immigration without applying to enter into th e country was allowed in the United States at the beginning of 1655. OverRead MoreThe United States and Illegal Immigration Essay1086 Words   |  5 PagesIllegal immigration was an issue in the past and is a pressing problem in the present. The U.S. Government has been trying to find a resolution to this issue for years. The United States approved the Immigration Reform and Control Act in 1986, which allowed the American Government to punish American companies that consciously employed illegal immigrants (Nadadur 1037-1052). The United States’ Government Immigration Reform and Control Act has been unsuccessful in controlling illegal immigrationRead MoreImmigration Of The United States1618 Words   |  7 Pagesthat happened to the United States, the issue lurking around for over 250 years and counting, which began ages ago, is immigration. In the U.S daily, there are approximately 70,000 foreigners that travel here from various countries from different parts of the world . Within the 70,000 travelers, over 60,000 of them are tourists, businessmen, and students. In the United States currently, with every 2,000 legal immigrants, there are 5,000 illegal immigrants. Since the 1990’s, illegal immigrants have beenRead MoreNuclear Crisis 2016 Essay990 Words   |  4 Pagesthe United States is Facing in 2017 According to the article from CNN, â€Å"North Korea Nuclear Timeline Fast Facts,† the North Koreans just launched a missile that caused a 6.3 magnitude seismic event to occur, this was ten times more deadly than the missile launched on Hiroshima and Nagasaki in World War Two (â€Å"North Korea Nuclear Timeline Fast Facts†). Three issues Americans face in 2017 are the rising tensions with North Korea, illegal immigration, and human trafficking in the United States. TheRead MoreThe Growing Problem Of Illegal Immigration871 Words   |  4 PagesThe Growing Problem of Illegal Immigration Every year, millions of immigrants pour into the United States illegally. Are there any possible solutions to this trend? Immigrants cross the border either by the means of, swimming, using fake documents or by the means of using work visas. â€Å"Nearly half of the 12 million-plus illegal aliens in America arrived legally with non-immigrant visas,† said David Seminara, a tenured member of the U.S. Foreign Service (Illegal Immigration). Usually after the workRead MoreImmigration During The United States1078 Words   |  5 PagesIn the U.S.’ growing population, not only are the number of Americans growing each day, but also the number of illegal aliens. While immigrants brought a mass variety of races and culture to the U.S., only recently has it become a bigger, more illegal problem. Change needs to happen with this problem for it is illegal and the country knows what is happening. While immigration has been with the U.S. from the very beginning, it’s becomi ng worse with every year. In order to understand illegal immigrationRead MoreSupport Our Law Enforcement and Safe Neighborhood Act1560 Words   |  6 PagesThe passing of one of the United States’ most restrictive anti-immigration law’s in history was heavily disputed and extremely controversial nation-wide. The conversation surrounding current United States immigration regulations and issues that are aimed to be ‘addressed’ by Arizona’s infamous SB 1070 are currently at a standstill. By changing ways in which opposing parties view the ‘issues’ of illegal immigration in the United States and the effects caused by SB 1070, there is hope for the advancementRead MoreUndocumented Immigrants And Illegal Immigration1016 Words   |  5 Pages Immigration When it comes to talking about undocumented immigrants, it can become a touchy subject. Everyone has their own beliefs when conversing about this matter. â€Å"The Center’s preliminary estimate of the unauthorized immigrant population in 2016 is 11.3 million† ( Pew Research Center). And with that, note that number increases every year. The list of liabilities when it comes to entering the United States illegally is outrageous. With this fact, it encourages illegal activityRead MoreIllegal Immigration1356 Words   |  6 Pagesdebated topics in the United States is immigration. The founders of the United States were immigrants themselves, heroes that believed in equality and acceptance for all people. Immigration has and will always be a vital part of our nation’s diversity, economic stability, and rich culture. Although, in a post 9-11 world, should security trump diversity? Should we have to choose between being safe and being amiable? Currently we have o ne of the most relaxed systems of legal immigration in the world, letting

Seamus Heaney Free Essays

Write a close analysis of ‘Death of a Naturalist’ explaining how the poet uses natural imagery and the structure of the poem to convey the themes of the loss of childhood innocence and the formulation of adult identities. How typical is it of the collection ‘Death of a Naturalist’ in terms of the representation of these themes? Seamus Heaney was born in Northern Ireland in 1939. Heaney’s father was a farmer, and a cattle dealer, he was also very popular within the community. We will write a custom essay sample on Seamus Heaney or any similar topic only for you Order Now It can be said that Seamus Heaney’s reference to farming and love of nature can be due to his upbringing, as well as his regular mention of love and pride for Northern Ireland. Seamus Heaney’s feelings towards Ireland’s cultural controversies are addressed in the majority of his poems, this brings Irish and English literary traditions to attention, and many critics have praised him for the particular attribute. Natural imagery conveys the theme of childhood innocence in ‘Death of a Naturalist’ with the use of ‘childish’ language for example ‘bubbles gargled delicately’, has a paradox effect as the statement is contradictory, it also carries the sense of childhood innocence as playing with bubbles is an activity associated with children. Also, ‘gargled’ is onomatopoeic and pleasant sounding. The quote emphasises children’s innocence and naive outlook on the world and nature. The use of ‘swimming tadpoles’, ‘daddy frog’, ‘mammy frog and ‘little eggs’, all depict an image of childhood innocence, through the basic ‘childlike’ language used as well as the family links, for example ‘mammy’ and ‘daddy’ depict the happy-go-lucky ideology that many young children have, again suggesting that the speaker is a naive, young child. ‘But best of all was the warm thick slobber’, the unattractive, slime is something that appeals to children, conveying further the theme of childhood innocence. The structure also plays a role in conveying the theme of childhood innocence. The whole first stanza has an ignorant tone to it, with the message that nature is amazing, and so problem free, ‘there were dragon-flies, spotted butterflies, but best of all was the warm thick slobber’ the tone being so simple minded, as although the speaker is describing the most beautiful aspects of nature, they are fascinated with the thick slobber that appeals to children. The fact that they describe it as ‘best of all’ shows the simplicity of a child’s innocence, and what little it takes to amuse them. It also creates the image of a beautiful appy natural world that appeals to children. There is also a tone that carries a sense of fascination, ‘for they were yellow in the sun and brown in rain. ’ Because speaker is quite interested in, or fascinated by the frog spawn, and we know this due to the tone of the poem ‘best of all’ etc, we are introduced to the fetish by the constant positive description of nature. This coul d reflect to the phase that many children go through, or it could by symbolic of when a child learns something new, so applies it to all aspects of life. The use of enjambment ‘here, every spring I would full jampotfuls of the jellied specks†¦ ’ creates a sense of excitement, the disability to pause, due to the thorough interest emphasises a childlike fetish and innocence. Natural imagery conveys the theme of adult identities emerging, the second stanza starts off with ‘Then’ this appears as though the speaker is reminiscing on their childhood, which suggests the formulation of adult identity. The speaker suggests that as a child they were blind or unaware to the reality of the frogspawn, ‘To a coarse croaking that I had not heard before. ’ The alliteration of ‘coarse croaking’ contrasts to the positive tone used in the first stanza, the quote appears to suggest that the speaker has experienced realisation, or reality, as they have suddenly realised that the frogspawn have a ‘coarse’ sound and that they are now aware that the frogspawn is not as amazing as they first believed. Also there is a line break and the word ‘Before’ appears on the next line starting with a capital letter, this could be symbolic of the fact that the ‘coarse croaking’ had always been around, yet the speaker has just acknowledged it, or realised it was there, emphasising the point of realisation, creating a further image of the formulation of adult identity. Gross-bellied frogs’ suggests that the frogs seem ugly to the speaker now, which contrasts to the description of frogs made in the first stanza ‘but best of all was the warm thick slobber of frogspawn’ the contrast indicates the change in mind, or the loss of childhood innocence, and the formulation of adult identities. ‘I sickened turned and ran’ implies that the speaker felt repulsed by the nature whereas as a child they loved the nature so much that they would ‘wait and watch’ this appears to be a child changing as adult identities are introduced. That if I dipped my hand the spawn would clutch it,’ expresses the speakers feelings; if they played around with nature again bad would come from it. This forms the idea that as an adult the speaker has learnt their lesson and will not be childish and play with it anymore. The second stanza carries army connotations, implying that the frogs are going to get revenge or attack the speaker, this is suggested with the use of ‘rank,’, ‘angry,’ , ‘obscene threats,’ ‘poised like mud grenades,’, ‘great slime kings,’ and ‘vengeance,’. These words and phrases suggest that the frogs are there to take revenge in a war like manner, for the fact that the speaker stole the spawn as a child, the words all describe the frogs in a harsh, aggressive way, which again contrasts to the description made in the 1st stanza ‘nimble swimming tadpoles,’. However, the use of the word ‘kings’ in the second stanza indicates that the speaker may still admire the frogs, despite all the negative feelings they have towards them. vThe speaker is suggesting that frogs are everywhere and they are ugly, ‘gross-bellied’, pictured with assonance in the phrase ‘cocked on sods’. Their flabby necks are described by Heaney with the simile ‘pulsed like sails’. The sound of their movements is expressed by onomatopoeia: ‘slap and plop’, which obviously disgusted Heaney who felt that these were ‘obscene threats’. In line thirty their stance is described by the simile ‘Poised like mud grenades’, an image that echoes the war-like connotation of the word ‘invaded’ in line twenty-four. Heaney again voices his distaste for the sound of the frogs in the phrase ‘their blunt heads farting’. This negative description indicates the speaker’s annoyance at the realisation of the frogs, as the adult identity is introduced. The structure of the 2nd stanza contrasts to the 1st stanza. Where the 1st stanza has a loving, fascinated tone, the 2nd stanza carries an angry, hateful tone, ‘obscene threats. ’ The fact that the first stanza is almost double the length of the second, connotes that the speaker had an enjoyable childhood, and the second stanza resembling the adult identities came too quickly and brought along realisation that nature wasn’t what it seemed and also the annoyance that the speaker learnt so late that what they loved as a child wasn’t at all reality. The use of alliteration and assonance emphasise the hatred and annoyance felt towards nature, for not being what they thought it was. This can suggest the adult identity being formed, learning new things and realising childhood was innocent and naive. It can be a metaphor for life, thinking, as a child that life is amazing yet when you grow up, and are an adult you realise that life isn’t as great as what you first thought. Blackberry-Picking is poem that resembles Death of a Naturalist, its use of structure and natural imagery to convey the themes of loss of childhood innocence and formulation of adult identities. Natural imagery and structure convey the theme of loss of childhood innocence with basic language such as ‘big dark blobs’ to describe the blackberries and with the description of lust for the berries connotes a childish fetish or fascination for picking and eating the berries ‘Leaving stains upon the tongue and lust for picking. Summer’s blood ‘connotes the hard work and effort put into picking the berries during the school holidays, which conveys the theme of childhood innocence. Structure conveys the loss of childhood innocence in this poem with the only rhyming couplet signifying the child’s enjoyment of berry picking, ‘glossy purple know among others, red, green, hard as a knot. ’ The half rhyme that goes through the poem also conveys a child like tone; it carries a playful, fun message. Natural imagery and structure also convey the theme of formulation of adult identities. ‘A rat grey fungus glutting on our cache. ’ The inclusion of the word ‘rat’ in the metaphor emphasizes the distaste of this deterioration. Also ‘the sweet flesh would turn sour. ’ As well as ‘the lovely canfuls smelt of rot. ’ These quotes all suggest a positive object turned negative, which could metaphorically resemble the speaker’s life; as a child it was lovely and fun, and then as an adult it changed to difficult and bitter. The structure also conveys the theme of the formulation of adult identities with the use of the half rhyme representing berries that could have been sweet, and ‘right’ but instead being sour and ‘wrong’. The last two lines of the poem have a rhyming couplet, ‘lovely canfuls smelt of rot. Each year I hoped they’d keep, knew they would not. ’ This could signify the continuation of hope through the adult life, metaphorically speaking; hope that life would go back to being youthful and fun. To conclude I would say that it is typical of Heaney’s styl e of writing to convey the themes of adult life and child innocence through natural imagery and structure. Heaney uses natural imagery in many of his poems and as well as symbolising the themes we have looked at he also uses natural imagery and structure to convey the message of his Northern Irish roots. The use of natural imagery and structure conveys the themes of loss childhood innocence and formulation of adult identities and is typical through many of Heaney’s poems. How to cite Seamus Heaney, Papers

Hotel and Hospitality Management

Questions: 1. What do the readings mean to me as an executive, my management team, and my company? 2. What opportunities and challenges does it identify for us? 3. What changes in goals, strategies, policies, practices, and structure might it point to? 4. What connections can I make to theory / other readings? Answers: 1. The impugned article is very encouraging to me since I am an executive as well as to my management team and my company. It gives us an insight into incredible management techniques which enable a business to survive as well as reach top levels in the present times. This goal can be achieved only with the help of an able leader. It makes it evident that an able leader has the potential to turn the tables for an organization. It teaches us that even in hard phases of business if we keep our goals set and make able decisions we may get over such situations. In unfavourable circumstances also an able leader keeps calm and makes such decisions which would help the organization to excel. 2. The impugned article identifies the following challenges to us: In order to make a business last we must endeavour to make changes to it with the changing times and needs. If we stay aloof of the changing requirements of the society the business would not be able to survive. Other challenges include, managing funds, making products more and more appealing to the consumers. The opportunities which may be identified from the said reading are as follows: Franchisee based restaurants are ideal as they provide for steady cash flow and comparatively low capital investment. Providing to the customers a distinct brand which offers good food at affordable prices. 3. The impugned article sets an example for other business organizations which are undergoing a hard phase. The reading gives us an insight into the changes in policies and procedures one must adopt so as to strive in business. We must first set up an ambition and a roadmap. Once the roadmap is set the management team ought to figure out whom they would serve. Popeye had chosen the franchise owners as its first priority. Then the interest of the customers and the employees were taken care of. It was the belief of Bachelder that one must love the people they lead. Thus franchise satisfaction was one of the foremost goals of Popeye. The next goal of Popeye was to expand the business by opening up more and more restaurants so that the importance of Popeye is felt everywhere. They also aimed at having maximum number of delighted customers and employees. 4. The connections which we may draw between the said reading and theory are as follows: With proper managerial skills a business can be managed effectively and may also be made to reach heights of success. The success of a business is totally dependent on the leadership capabilities of the individuals occupying managerial positions. The theory of servant leadership has to be adopted by the leaders to achieve success like the Popeye. Servant leaders are the ones who serve others and not themselves. The foremost quality of a servant leader is to listen whereas generally leaders are into putting forth their views. They possess empathy for the co workers and the subordinates as well.