New Issues during the Civil Rights Movements Essay

â€Å"What new issues emerged for the civil rights movement in the period 1965-1970? How did black leaders respond to those issues in different ways? † During the period 1965-1970, new issues had emerged for the civil rights movement, such as the question of whether Martin Luther King’s philosophy of non-violent tactics were too moderate and limited, poverty and voting rights. During 1965 to 1970, black leaders responded to these issues in a number of ways. Responses to these issues included the forming of Black Nationalist groups, voter registration campaigns and campaigns to get rid of poverty. An issue that emerged during 1965-1970 for the black civil rights movement was voting rights. Even though blacks had been given the right to vote since 1964, they often were frightened and intimidated by the whites if they went and voted. An example of this is with Fannie Ion Hamer. When Hamer came back from registering to vote, she was met by the owner of the plantation where she and her husband had worked for 17 years and was told that she would either leave or withdraw her name from the voters roll. She left and that night 16 shots were fired at the house she and her husband were staying in. Blacks were forced to do literacy tests, which most failed, before they could become registered voters; this was done to prevent the blacks from voting as they didn’t have very good literacy skills. By 1965 very few blacks were still not enrolled for example in Selma and Alabama, where only 350 blacks were registered to vote. The voting had become a new issue because many black civil rights leaders realized the significance of blacks voting to get their own people into positions of authority and create more progress for blacks in America. Another issue that emerged in the 1965-1970 for the black civil rights movement was the question whether Martin Luther King’s philosophy of non-violence stance was too moderate and limited. Martin Luther King’s tactics for making America desegregated was all non-violence, for example sit-ins, marches, signs or protests, boycotts, freedom rides and wait-ins. At first these tactics worked. The freedom rides achieved to desegregate bus terminals, issued by the Interstate Commerce Commission. The sit-ins worked because the protesters annoyed the whites, but not enough for them to take violent action from the police. Bills and laws were being passed. In the 1963 Birmingham campaign led by Martin Luther King the sit-ins, boycotts and mass marches managed to desegregate Birmingham. But by 1966 Black Power emerged and was an alternative philosophy to non-violent protest that civil rights’ activists could use. To some black leaders the methods Martin Luther King had always seemed too fair and his aim of winning concessions from the white majority appeared too inadequate. This was an issue to many blacks, because even though the non-violent methods worked most of the time, blacks were still getting beaten for it and or even killed. The Black Power became a very good alternative because it united black people to recognize their heritage, to build a sense of community. It was a call for black people to define their own goals, doing whatever is necessary to get what they need. The Black Power proved its point in the riots that emerged in Watts, Selma and Chicago, where blacks got what they wanted using means of violence. The riots showed that violence can be the answer too, the total opposite of Martin Luther King’s beliefs. Poverty was another issue the civil rights movement had to face in the period 1965-1970. Poverty of blacks occurred because of blacks being denied skilled jobs that paid well, this led the blacks to not having enough money for education, housing and food supplies, which led to theft among their own people. Blacks in ghettos believed there was no point in going to school if in the end they weren’t to get any good, well paid jobs. Blacks found that there was no use in working if their jobs paid a little more than the Social Security payments for the unemployed. These beliefs created a cycle of poverty and that in order to change and progress further than they already are they needed to break that poverty cycle. This proved to be a great challenge for conservative black groups and leaders but was one of the significant factors for the rise of nationalists groups. In response to the issue of voting rights, black leaders held many voter registration campaigns and demonstrations. An example was the Selma Campaign in 1965, which became a significant campaign. Marches from Selma to Montgomery, which had been banned by the Federal Court, was led by Martin Luther King. On one march the marchers were met by State Troops and so King led them in prayer and marched them back to Selma. This cost the support of many King’s younger supporters, but the Selma Campaign was still a success. This led to the introduction of the Voters’ Rights Bill, which ensured that obstruction to voting would be prevented and many more blacks were now enrolling. In response to the questioning of Martin Luther Kings non-violent methods, black leaders started to form nationalists groups which had more violent policies. For example, in 1966 the Black Panthers were formed. They called for the arming of blacks, to have all blacks released from prison and for blacks to receive compensation for centuries of exploitation by whites. This group also used a lot of violence, but younger blacks found this more appealing than Martin Luther King’s tactics, as they had more aggressive approaches and could relate to blacks who had grown up in the ghettos. Finally, in response to the issue of poverty, black leaders held campaigns for this problem too. During 1968, King organised the ‘Poor Peoples Campaign’. This was an attempt to bring together all of America’s poor – not just blacks – and was obviously not fought along racial lines. This would have been a great way to deal with the poverty of America because it would have brought together many different groups of people in order to achieve common goals. In conclusion during the civil rights movement in years 1965-1970, the new issues that emerged were voting rights, the question whether Martin Luther King’s tactics were too fair and limited and poverty. These issues were responded by the black leaders in different ways such as the forming of Black Nationalists groups, for example the Black Panthers, voter registration campaigns and campaigns to get rid of poverty.

Commentary: “Two Hands” Essay

There are various familial relationships that most of us would often take for granted. Jon Stallworthy, for example, highlights that of a father and son in his poem, â€Å"Two Hands†. Throughout his depiction of these two characters, he emphasizes how two people who seem so similar, and are supposed to be intimate or close by default, can be almost alien to each others’ personalities and emotions. Several techniques, such as diction, themes and structure are utilized to portray the contrast between father and son. In â€Å"Two Hands†, there are two main characters present: the son, who also narrates the text, and his father. The reader can depict the father to be a surgeon, or at least have a profession in the field of medicine, because of the use of terms such as â€Å"scalpel† or â€Å"lancet†, as well as expression like â€Å"fingers that have stitched new life†. In contrast, the same ‘two hands’ of the son have been utilized in a rather contrasting way; that of the field of literature. We can deduce this from his â€Å"fingers [that have] some style on paper.† Furthermore, there is no mention of any other characters in this poem, which can portray the significance of his father to the narrator, or even display how much he truly needs a father who is too preoccupied with his career. One of the primary reasons that Stallworthy is able to spark a great deal of emotion from his reader is due to the choice of speaker. In this case, the son’s voice has been used to describe his relationship with his father. I think this has been done because his emotions of abandonment, sorrow and loneliness are very expressive and therefore make readers feel empathy for the son. He depicts himself as a son whose father pays no attention to him, and only to his work; almost as if being a father is an obligatory duty rather than a valued relationship. There are several themes that bring out the emotions felt by the narrator in this text. For example, love is something that is lacking in the relationship between father and son. While it can be said that the son admires his father, which is depicted through the phrase, â€Å"Hand, you may have your chance to stitch a life for fingers that have stitched new life for many.† The narrator is describing his father’s accomplishments by stating that he has saved the lives of many, which shows love and respect for his father. However, there is no portrayal of emotion from the father’s side in the text, which can only show that according to the son, there is no love provided from the father’s side at all. Another vivid theme in the text is that of the conflict between family and career, which can be looked at individually for the son, as well as for the father. This poem clearly implies that the father is married to his career, as he has almost no time to devote to his son. The final line, â€Å"he will be out again† is extremely powerful in showing how often he is out of the house. Furthermore, even when he is at home, he is â€Å"in his study†¦ up late,† because â€Å"he has articles to read.† Overall, we can infer that the father feels like by working hard and supporting the family, he is fulfilling his duties, and therefore the concept of spending time and expressing love to his son are almost redundant, and of no value. On the other hand, you have a son, who feels nothing but love, respect and adoration towards a father who has no regard for such emotions. He also feels that his career is worthless in comparison to that of his father’s. His hands have â€Å"save[d] no one, serve[d] no one, dance[d] with this pencil.† The use of the word ‘dance’ has playful and amateur connotations to it, which shows that his work of literature is meaningless to him. This tone of abandonment informs the readers of the son’s feelings of insecurity and inferiority in front of his father, while all alone he tries only to be close to him. In a poem, the structure and topography play an extremely crucial role in the way a readers depicts the writing. Stallworthy has laid out â€Å"Two hands† in one long stanza, with a great deal of enjambment as well. This implies run-on thoughts, as well as providing a tone of overall reminiscence to the text. The lack of a concise structure gives the effect of thoughts being haphazardly thrown onto paper, in whichever order they may occur. Moreover, this style makes it seem like a story is being told. This is useful in depicting the character of the narrator, as well as provides the impression that he is writing a biography on his father. Once again, the line, â€Å"Hand, you may have your chance to stitch a life for fingers that have stitched new life for many,† reveals the narrator’s intentions. Where ‘stitching a life’ means writing a book to the son, to the father the very same phrase has a more literal meaning; that of saving a life, perhaps in surgery. Over the course of this poem, the use of rhyme or rhythm is extremely subtle, and perhaps is only used in order to emphasize certain points. Stallworthy hasn’t used a specific rhyme scheme in his poem, to demonstrate that no conclusion has been drawn from the thoughts conveyed by the son. There is a great deal of expression of emotion; however he isn’t able to make anything out of it. In contrast, in the few places where slight rhyme has been utilized, there is some logical reasoning involved. For example, â€Å"Down the lancet margin his hand moves rapidly as mine moves slow. A spasm shakes the phone at this elbow.† In these lines, he is claiming that his father’s expertise exceed that of his own in the field of medicine, allowing him to scan the medical journal more rapidly. Overall, it can be reasoned that there are very few decisive or exact points being made, which is why the use of rhyme has been avoided. The way a message is interpreted relies a great deal on the diction in which it has been said; therefore the word choice is another vital factor in â€Å"Two Hands†. Firstly, all the words describing emotions are of negative connotations. For example, â€Å"curse† or â€Å"sob†, imply feelings of frustration and helplessness. There is also no mention of love or family values, directly signifying that there is no evidence of it in their relationship either. In contrast, there are plenty of words to describe the father’s career, such as â€Å"lancet† and â€Å"scalpel†. The use or lack of use, of difference words indicates their existence and importance in the lives of the father and son. This would also explain why there are no emotions linking to the father, but many saddening ones linking to his son. Throughout this text, Stallworthy implicates a very negative atmosphere, relation directly to the bumpy relationship between father and son. A mood of intensity is depicted through the use of phrases such as, â€Å"I curse tonight,†, where the son expresses his frustration over the fact that while his father is at home, with him, he is busy working. Even though they may be physically near, the father’s heart and mind do not stray from work. The tone is also often depressing or gloomy, which is highlighted by the fact that it is set during night time; this is when all fears are at their peak, and when one feels most lonely as well. Finally, the poet’s extensive use of personification helps in illuminating the overall impression he wishes to bring across in the text. For example, â€Å"the pencil nodding stiffly† provides an image of a man working hard into the depths of the night; stern and focused. Furthermore, the personification of the scalpel in the phrase â€Å"led a scalpel an intricate dance† portrays the act of surgery as an art form, requiring a great deal of grace as well as skill. These two models illustrate the father as extremely hard working and skilled in his field of work. In contrast, an expression like â€Å"The phone has sobbed itself to sleep† highlights an extremely striking image of a young boy trying to cry himself to bed. It provides a saddening effect on the reader, and also emphasizes the lack of emotion in the father. It is almost as if the situation is so depressing that even inanimate objects are crying out in sheer desperation. Finally, the son’s confusion and uncertainty is represented through the symbol of his hands, â€Å"whose indecisions keep [him] cursing nightly; fingers with some style on paper, elsewhere none.† He is perplexed by his current situation where his own hands seem so worthless in comparison to that of his fathers’, which leaves him in an unknowing state. In general, Stallworthy utilizes various poetic devices in order to provide the simple of contrast between the father and son. The â€Å"Two Hands† signify that of the sons’, which seem so insignificant relative to his fathers’, who have saved so many lives through what can be called a graceful art. His inferiority, loneliness and helplessness are highlighted throughout the text, through the symbol of the two hands.

Outline and critically debate why the conviction rate for rape remains Essay

Outline and critically debate why the conviction rate for rape remains so low (UK BASED RESEARCHERS ONLY BECAUSE THERE ARE CURENT ISSUES ON THE SUBJECT THAT REQUIRE SOMEONE RESIDENT IN THE U.K - Essay Example If there is a low reporting percentage of women being raped, there is even a lower percentage of males reporting they were raped. This is associated with the issue of consent, acceptance and willingness. Whether it is a male or a female being forced to perform any sexual act without a conscious consent, then it can be considered as a rape or sexual assault case. Thus, it is important to establish the legal definition of sexual crime, and the accompanying protection that it gives the victims, making them realize that it is not their fault and it is not willingness if they accept to do the sexual act when they are paralyzed by fear or when making a choice between doing the sexual act or dying in the hands of the assailant. Forcing someone to commit any sexual act without their consent is a sexual assault or rape. The 1994 Criminal Justice and Public Order Act redefined rape to take account of female, as well as, male victims (Anderson and Doherty p.83). It amended the definition of rape to cover vaginal or anal intercourse against a man or a woman. This significantly changed the view on rape and acknowledged that men can also be raped. However, rape literature indicates that sexual victimization of men is a serious, yet largely invisible problem in the society (ibid p.83). This is largely influenced by the actual and perceived societal responses on such incidences because of the normative expectations about masculinity (ibid p.83). Because they are seen as the protectors and the stronger sex, they believe that being raped indicates weakness, or association with being gay. Although there are reported and non-reported incidences of male rape, this paper focuses of female rape. The focus of this paper is the low rape conviction rape in the United Kingdom, and how this affects other sexual crime cases, the victims, and the society itself. The first thing to consider is how the law is structured.

Analyzing The Self & Brand Personalities Essay Example | Topics and Well Written Essays - 2500 words

Analyzing The Self & Brand Personalities - Essay Example They understand that keeping their shares in the markets is linked to the level of their customers’ faithfulness. Such information is key to my growth and in defining my marketing strategy for developing a strong brand into the market. There are two theories describing this conceptual concept of the brand image and self-concept and these have an influence on the consumers’ choice and the brand preferences. These are the congruity theory, which entails the product cues that are involved and they usually use images to activate a schema that involves similar images. The second theory also referred to as the self concept theory seeks to explain that consumer behaviour research findings explains to us that consumers who perceive the product image are perceived to be well and consistent with their actual self-concept. For example, before purchasing a laptop computer or a mobile phone, I would consider going for strong brands that meet the four Ps of marketing. Moreover, this provides sufficient explanation to show that there is a congruence between the self-image and the brand personality. In fact, this is what increases the consumer brand relationship and the consumer satisfaction. For cases where there is a hig h involvement with the products, the relationship of the consumer brand quality will mediate an effect of satisfaction on the consumer’s brand loyalties. A good example is However, for the low involvement products the satisfaction will directly influence the loyalty of the brand. One of the most important issues in the market is brand royalty; this is because there is always a tendency of the consumers to purchase decisions by the brand images that have already been formed in their minds instead of the characteristics of the product itself or the original attributes. Presence of a unique brand is the key to a brand equity

Big Data is a relative topic for most industries Research Paper

Big Data is a relative topic for most industries - Research Paper Example Such is the importance of getting valuable and timely insight nowadays that the exploitation of big data is considered a crucial component in the chances of success of a firm (Lynch, 2008). Investment in big data however does come with significant risks which participants must account for. A recent report published by Transparency Market Research indicates that the global big data market is expected to grow at an average annual rate of 40.5% from the years 2012 to 2018 (PR Newswire, 2014a; 2014b). Seemingly great news on the outset, it does have some important connotations. Given the affordable rates of internet subscriptions, service providers do not necessarily have the cash to invest in their network bandwidth. This creates the possibility of speed deficiencies, network overload and collapse as the upsurge in the availability of big data will not be matched by requisite bandwidth to support it. Without the necessary ancillary services present, revenues of the big data industry could be affected. Moreover, the big data industry is warm towards new entrants. Hadoop, the open source software utilized by major market players such as IBM and Oracle, is available for free for use by other parties as well (Sonderegger, 2014). This proposes a great competitive risk to current players in the market, especially with corporations such as Yahoo, Facebook, LinkedIn and eBay all applying this technology nowadays as well (Sonderegger, 2014). This could also give impetus to the industry giants to acquire patents to secure their place in the market by squeezing out competition. Halting technological innovations and breakthroughs will be an important repercussion of this type of action. The emergence of cyber crime poses a great threat to the progress of the big data industry. Customers should have complete faith in the ability of companies dealing in big

Servant Leadership for Minorities Research Paper

Servant Leadership for Minorities - Research Paper Example Diversity has two dimensions that are primary and secondary. There are some aspects of an individual’s personality that cannot be changed. Besides, such aspects of the human personality are mostly obvious and known to the people because of their being visible and easily discernable. Such aspects of diversity are called primary dimensions and they include within their ambit, attributes like age, race, gender, ethnicity, physical abilities and disabilities and sexual orientation. A gross stereotyping of the people based on their primary dimensions can cause tremendous hurt and does have the potential to give way to a conflict. Secondary dimensions are the aspects of human personality over which individuals have some control. People mostly do have the power to alter the secondary dimensions of their existence. Besides, secondary dimensions are the aspects of human personality, which they can conceal or reveal as per their convenience. Secondary dimensions usually consist of attributes like work background, economic status, marital status, functional specialty, job level, religious beliefs, thinking style, geographic location, parental status, education, communication style etc. Diverse leadership teams always accrue multiple benefits to organizations. Recognition of and acceptance of diversity by the leadership in any organization improve organizational performance. Once people get assured that their diversity is acceptable and normal, they tend to spend less time in reacting to unlawful or perceived discrimination. ... Such aspects of diversity are called primary dimensions and they include within their ambit, attributes like age, race, gender, ethnicity, physical abilities and disabilities and sexual orientation. A gross stereotyping of the people based on their primary dimensions can cause tremendous hurt and does have the potential to give way to a conflict. Secondary dimensions are the aspects of human personality over which individuals have some control. People mostly do have the power to alter the secondary dimensions of their existence and are usually less sensitive about them. Besides, secondary dimensions are the aspects of human personality, which they can conceal or reveal as per their convenience. Secondary dimensions usually consist of attributes like work background, economic status, marital status, functional specialty, job level, religious beliefs, thinking style, geographic location, parental status, education, communication style etc. (Loden & Rosener 25).Diverse leadership teams always accrue multiple benefits to organizations. Recognition of and acceptance of diversity by the leadership in any organization improves organizational performance. Once people get assured that their diversity is acceptable and normal, they tend to spend less time in reacting to or worrying about unlawful or perceived discrimination and harass ment (Parrillo 27). Acceptance of diversity enhances people's self-esteem and leads to better work place relations. A leadership sensitive to the diversity of the employees serving in an organization encourages people to bring out the best in them. This leads to a positive and favorable self-image. Acceptance and proper management of diversity tremendously improves the problem solving abilities of

The Discord of Relativism in Relation to Universal Wrongs Essay

The Discord of Relativism in Relation to Universal Wrongs - Essay Example But ultimately there are conduct and actions that are acceptable or at the very least inoffensive and which holds in it a universal truth of applicability. In a directly inverse rationalization of the same concept, there are things that are inherently wrong no matter which corner of the world the same is committed. Lenn Goodman in â€Å"Some Moral Minima† exemplified on the assumption that there are inherently wrong things that would never pass any test of appropriateness. This assertion was based on four instances Goodman relates as ‘Deserts’ or expressions which distinguish human beings. His discourse on the verity of this proposition revolved around 1. genocide and induced famine, 2. terrorism and other acts such as hostage taking, 3. slavery, incest and polygamy and 4. rape and clitoridectomy or the removal of a female’s pleasure organ. The author recognizes the commonality among the enlisted illustration of wrongful acts because â€Å"All the wrongs m y proposed norms speak against drag with them some violation of the truth. Not that truth is somehow the arch-imperative from which all others rise, as if by deduction. But the linkage does suggest a way of looking at (or looking for) key moral norms† (Goodman, 2010, p.92). Essentially this argument is in direct contradiction to relativism which suggests that what constitutes right and wrong is dependent upon every culture, person or society. This truly is an appealing take on ethical perspectives because it creates a very wide ground to exonerate wrongful acts as long as they are permitted at any one exception. It qualifiedly extinguishes the distinction between right and wrong whenever relativism is accurately applied. â€Å"This approach seems to allow us to avoid having to defend ethical claims that can be difficult to defend; however, others maintain that relativism has certain crippling problems† (Mosser, 2010, p.11). The adherence to relativism would render the a rgument of Goodman devoid of any merit in the same way that Goodman’s proposition is in direct contradiction to relativism. Goodman did make a direct mention of relativism as the same was inevitable due to the conflict between the concepts. There are cultural and individual distinctions which qualify and fundamentally affect the customs of normal life. But emphasis was divulged in that people can deliberately perplex every given situation to distort the same through the simplistic reasoning that is anchored in relativism. There are objective values that are to be upheld above all others. This is not to say that they are absolutely unjustified but that they are not to be used indiscriminately. The opposition to relativism in the essay was delved into with Goodman’s suggestion that polygamy is among those that are simply wrong. â€Å"Relativists will say that romantic love and companionate marriage are recent inventions, culture-bound and fraught with troubles of their own†¦ But to say that an institution has a history or cultural setting does not imply that any alternative to it is equally humane† (2010, p.91). This is among the arguments that I do agree with. Yes, it may be true that divorce does occur and it is virtually available in all countries, but this does not in any way lessen the value given to marriage by any culture. There are different rituals that occur and the celebration of which vary accordingly but this only goes to show that the same is given much import. Polygamy is even perhaps among the reasons which perpetuate the truth in why Goodman states

Solaris System Resource Manager Essay Example | Topics and Well Written Essays - 2500 words

Solaris System Resource Manager - Essay Example The system administrator can allocate CPU resources according to predefined shares as opposed to fixed percentages, which allows the system to dynamically apportion all available resources according to the relative proportion f shares f any current user. The SRM pro rates resource shares to users and groups and then adjusts CPU usage to meet the shares. Dr. Gunther presents two significant differences between the TS and SRM schedulers. The first is that the SRM guarantees a minimum percentage f CPU, rather than a fixed percentage. The other difference is that when the allocations are changed dynamically, the SRM changes are not always immediately reflected the in percentages f CPU time the users receive. Dr. Gunther's first example explains that if a user is awarded 10 f 100 shares, that user receives a minimum f 10% f the CPU resources when the machine is busy. If the machine is only 50% active, the same user will receive double or 20% f the CPU resources. This CPU usage is determined by an instantaneous and periodic sampling f the usage to adjust the resource usage. Since the usage has to be sampled and adjusted, this causes a time lag between the allocation and the realization f resources. ... Learning Outcome The goal f the SRM is to dynamically adjust each user's CPU usage to reflect the ratio f shares to which the user is entitled. Dr. Gunther uses a modeling tool called PDQ to demonstrate several capacity planning scenarios. The first scenario presents two small share users in one group. The data compares TS and SRM response times as well as comparisons f SRM response times between scenarios. The user with fewer shares in the first scenario has a longer wait than with traditional TS schedulers. The wait is significantly longer for a small share user when a large share user is brought online in the second scenario. When two groups are active in the third scenario, the group with smaller shares suffers performance degradation. The fourth scenario presents results from all three groups being active. The groups with the largest number f shares have significant performance improvement while the opposite occurs for the small share groups. Gunther points out that allowing a sudden swing in re sponse times by an order f magnitude or more is highly undesirable when allocating SRM shares and this has to be considered when a particular group is given too many resource shares. In addition, a single user from a different group can have a large impact on a separate group. Dr. Gunther recommends a method to use when setting the SRM tuning parameters. If on a particular system, the service demands and workload intensity are less relative to the case studies presented, Gunther predicts the SRM will performance will be better than predicted. If each user has more than one process executing at a time or if there is a great disparity in the work performed by

Determinism and Compatibilism Essay Example for Free

Determinism and Compatibilism Essay It is said that one of the process of approaching the arguably tough question of determining, What is human nature? is by addressing first the simples issue of what is human choice and human freedom. This has been the central issue both for western and eastern philosophers. The traditional discussion has been whether nature, that of genetics, or nurture, that of environment, is the more primary foundation of human nature. In the end, it seems that both agree that human beings are a creation of combination of nature and nurture. A lot of of individuals are fascinated in psychology, in as much as it aids one to comprehend human behavior, delving deeper in the fundamental way of understanding this occurrence. Before going to the main topic of determining whether or not hard determinism is preferred over compatabilism, it is important to know what hard determinism is and compatibilism is. According to La Fave , the basic argument of Hard Determinism is that no action is free. This means that each event is caused in accord with causal laws that explains absolutely for the happening. Clearly, nothing is uncaused. Put into simple words, HARD DETERMINISM is premised on such a way that since determinism is true, nobody is free; nobody has neither free will nor choice, no one really acts freely. Therefore, for an act to be free it should be the outcome of a choice, desire or course of action that has no cause. That is to say, free will implies that the will or selection mechanism sets off the deed. Accordingly, for the hard determinist, individuals are not distinct from any other things. Each action is a part of an event which links it to another chain of event. Hence, though it may seem that that there is a control on the current event and rational situation, one does not actually have control. Importantly, it bears stressing that if one does not have control, he can not be made morally accountable for his action. Therefore, hard determinism, if correct, is vital in testing the very core of normative ethics that as a rule presupposes that individuals may be held answerable for their acts. On the other hand Compatibilism advances the theory that free will and determinism can go together hand in hand. Thus, all human acts are causally established, but several acts are instigated in a way that is in tune with free will whereas other acts are not. DETERMINISM is attuned with autonomy and responsibility. That is, as we ourselves are the trigger of our acts, our acts are free. An act can either be caused and uncompelled. With no controversy, it can be simply stated that, an action is free if it is voluntary, that is unforced or uncompelled, on the other hand, and an action is not free if it is involuntary, that is forced or compelled. Furthermore, under compatability, the kind of freedom which is essential for moral responsibility is the origin of action that is freedom from choosing acts and choices determined by outside conditions or events. It bears stressing that this formation of freedom is attuned with determinism. Thus, this is the theory which is necessary for moral responsibility. ISSUE: Whether or not hard determinism is preferred over Compatibilism? Based on the afore cited statements, it can be inferred that hard determinism does not categorize the cause, it simply labels that all actions are produced by cause, and that everything happens for a reason, thus there exist no free will. As for compatibilism, it is simple, an action may be forced or compelled, voluntary or involuntary. If one is to choose which is preferred over hard determinism and compatibilism, it can be said that compatibilism is much logical way of thinking. It is because the hard determinist erroneously likens the term â€Å"caused† with â€Å"forced† or â€Å"compelled†. Surely each deed is instigated one way or another; however not all act is compelled. On a much simpler approach, an act can be either caused or uncompelled. It is stated at the outset that hard determinist interprets that â€Å"No act is free if it must occur† by assuming that all actions ought to transpire in a way that all are caused, and consequently not free. Summing it up, having a reason is adequate to make an action unfree. This line of thinking is brought about by the supposition that all causes are compelling, which having a cause is precisely the similar as being forced. Meanwhile, compatibility advances the idea that unfree action is an act that is forced, compelled, or involuntary. This is ordinary people’s idea of unfree. It continued to say that not all acts are voluntary; therefore, there are also acts which are free, since free in this concept means voluntary. To see the difference, take for an instance a boy who walks because he was being pushed. In this case, the hard determinism and compatibilism both agree that the boy walks because he was pushed. But, going further, as for hard determinism, the same was still categorized as acts of free will. However for compatibilism, the act was not free because the boy was pushed, it is an involuntary act. If, the boy however walks without being pushed, still the act under the concept of hard determinism is an unfree act, while for compatibility the said act is considered as free act, falling under the category of voluntary actions. Another area where compatibilism is preferred is the theory that moral accountability of individual is attached to the one who performs a wrong act. Normally, under the existing legal systems, man are accountable for their acts if they willfully and intentionally performs a wrongfully act. However, in cases where an individual performs an act against his free will which results in commission of a felony, the said person shall be exempted from penalty. In relation to the issue, it is therefore a rational to prefer compatibilism over hard determinism. In as much as hard determinism advocates the theory of no man acts freely, this would result to chaos in the enforcement of laws. On the other hand, compatibilism is much acceptable and helpful in the existing legal system as it advocates that acts are performed voluntarily or involuntarily, thereby making the determination of accountability is much easier. Thus, enforcement of law may be implemented effectively. Lastly, it is important to note that under compatibilism, actions are also brought about, but nevertheless are free in the way that, if event had been unusual, acts may be different. This means that act may vary depending on the influences, such as environment, desires or influences, which may be brought about surrounding the act. It maybe recalled that compatibilist free denote the influence or capability to perform what one desires. Those acts that are free are not enforced, not compelled, not constrained, or not enforced. Thus, while all acts that are compelled are caused, it is not the instance that every caused act is forced. In conclusion, though it can be said that choosing compatibilism over hard determinism may be justified, still many say that hard determinism is under compatibilism or either way. Others have also the view that hard determinism is better than compatibilism. Still, only one thing is proven, that man remains a complex thing to study and understand. Reference: Sandra LaFave, Free Will and Determinism. West Valley College. ( Last updated on 08/11/2006 08:18:00) http://instruct. westvalley. edu/lafave/FREE. HTM Martha Klein, â€Å"Responsibility,† in The Oxford Companion to Philosophy, ed. Ted Honderich (Oxford: Oxford University Press, 1995) John Stuart Mill, On Liberty, ed. Elizabeth Rapaport (Indianapolis, IN: Hackett Publishing Company, Inc. , 1978).

The Daffodils by W.Wordsworth and Miracle on St.Davids Day by G.Clarke Essay Example for Free

The Daffodils by W.Wordsworth and Miracle on St.Davids Day by G.Clarke Essay Form and meaning of The Daffodils by W.Wordsworth and Miracle on St.Davids Day by G.Clarke. Pre and Post C20th Poetry Comparison. William Wordsworth wrote the poem The Daffodils in 1804, two years later after his experience with the Daffodils. The poem Miracle on St. Davids Day was written by Gillian Clarke around 1980. Miracle on St. Davids Day was written one hundred and seventy-six years after The Daffodils was. The poems are very similar in the way that they both look like poems, having a regular structure. In Miracle on St. Davids Day each stanza apart from the last one has five lines that are all about the same length. In The Daffodils each stanza has six lines that are all about the same length. The poems are different in the way that Miracle on St. Davids Day was written like a story, sentences starting in one stanza and finishing in another. Also this poem does not rhyme, it looks like a poem but sounds like prose. The Daffodils is written as a poem with a regular rhyming pattern. Line one and line three rhyme, line two and line four, and line five and six are a rhyming couplet. This is regular throughout the poem. Both poems are similar as they are true experiences of the writers, and they are written in Modern English. Also the poems are both narrative poems. William Wordsworth was born in 1770, an eighteenth century romantic poet. He described his poetry as emotion recollected in tranquillity, and that remembering is the key. Gillian Clarke was born in the twentieth century and is still alive today. G. Clarke is modern contemporary poet. Wordsworths inspiration for The Daffodils was spring itself, the sense and feeling of spring around him with so many numerous daffodils. Wordsworth allowed himself to be inspired by the beauty of nature and the magic of every year nature dying and freezing over and then coming to life and being re-born again. Wordsworth became caught up in the moment of his real life experience and wanted to savour and treasure it, so he wrote and feelings down on paper. In Wordsworths time you were either poor and hard working, or wealthy with not much to do. Wordsworth had not much to do, so he opened his imagination to write poetry to fill his spare time. With having spare time and no need to be anywhere at a certain time, he explored nature and learnt more about the happenings of nature, which as a poet he respected, and he recorded his discoveries and emotions on paper. Clarkes inspiration for writing Miracle on St. Davids Day, was her personal experience when visiting a mental institution. She was reading poetry to the insane, which happened to awaken a long, repressed memory in one of the patients, whom recites a poem from the days of his youth, forty years ago in a valley school, the class recited poetry by rote. This experience impressed so strongly on Clarkes mind that she wanted to keep her memory of the experience alive, telling the story for ten years to people before writing it in a poem. Clarkes inspiration was the power of memory and the power of poetry. The sounds of her reading poetry to someone triggered a memory so hidden from long ago that I think she was shocked that it could have happened, and inspired her to write it in a poem. Wordsworths purpose in The Daffodils is to express his emotion to the reader, and make the reader feel the daffodils and become lost in a magical world of the beauty of spring just like he himself did. Wordsworth appreciated nature already but wanted to get it across to the reader the moment of tranquillity and peace of mind he had, surrounded by the beautiful daffodils. Clarkes purpose in writing Miracle on St. Davids Day is to tell people about the incident that she witnessed and to show the power of poetry and memory. Clarke wanted people to see that no matter how old the memory was or whether the person had a mental illness or not, as long as there was no memory loss, a memory hidden deep in the back of the mind can be awoken. Any small insignificant thing such as touch, sight, smell, sound or taste can awake it, and that memory is a very powerful thing. Wordsworths The Daffodils has four stanzas in it. The content of stanza one tells us that Wordsworth is walking alone and how he comes across the daffodils and where. Beside the lake, beneath the trees, they were blowing in the wind. Stanza two is where Wordsworth makes a comparison of the beautiful sparkling daffodils to the stars on the Milky Way, which means that there were too many daffodils to count like the millions of stars in the sky, And twinkle on the Milky Way, they stretched in never-ending line. Stanza three explains how content a poet can be amongst these daffodils appreciating their natural sparkling beauty for a poet clearly respects natural beauty and The Daffodils being a true experience for Wordsworth made it a more significant experience in his life. Also Wordsworth describes how the daffodils stand out from anything around them and that only the daffodils are in focus, stopping any thought of any other matter in his head. A poet could not but be gay, in such jocund company. Wordsworth did not realise what effect the sight of the daffodils had brought on him and I do not think he realised that he would be writing about them two years later. Obviously the daffodils stuck in his mind and frequently reminded him of his experience because he was writing about them two years later, and to write about them obviously satisfied his need to express to others the joy the daffodils brought to him. Stanza four is a memory of Wordsworth. He describes his situation of telling the reader in stanza one, two and three of the moment of the experience and stanza four is thinking about the impact of the experience. For oft, when on my couch I lie in vacant or pensive mood G. Clarkes Miracle on St. Davids Day, has nine stanzas in it. The content of stanza one is a quote from the daffodils by W. Wordsworth. At first glance the reader is confused and thinks that it is a misprint on the poem, but then realises that is it connected with the poem in some later stage which makes the reader inquisitive and want to read on. They flash upon that inward eye, which is the bliss of solitude. Stanza two is an introduction to the mental institution but the reader does not know this yet, the reader just absorbs the information described to them in a detailed picture which already mentions daffodils, giving a connection between this poem and The Daffodils. An afternoon yellow and open-mouthed with daffodils. A picture is already in the readers head of a warm, sunny afternoon in spring somewhere in a forest where there is a lot of greenery and a large country house hidden from view, peaceful and graceful. Stanza three is the writer and the narrative voice, Gillian Clarke, describing what she is doing. She tells the reader that she is reading poetry to insane, so we assume that she is in an asylum and not the beautiful, tranquil country house the reader first thought it was. Clarke in stanza three also starts to describe a few of the patients there to the reader. A beautiful chestnut haired boy listens Stanza four is an extension of stanza three. It carries on to describe another patient, a woman at the institution, who is not mad or disturbed as people might think you would be in a mental hospital. She is just mildly mentally absent. She does not dream, or think, or feel, the woman is absent in mind but present physically. In her neat clothes, the woman is absent. Stanza five is also a continuation of stanza four; these three stanzas are all connected. It goes into detail about a certain patient, described as a labouring man. By going into more detail about this patient, the reader thinks that he is a main character or will play quite a large role in the rest of the poem. This poem interests the reader to read further. Stanza six tells us that this patient has never spoken. The huge and mild man stands up to recite The Daffodils. This is where stanza one is linked with the poem. This stanza tells us about the miracle that happens. The miracle is that a man in a mental institution, who has not spoken for a long, long time, is suddenly forced to speak by the power of an awakened memory. To the staff it does not seem such a miracle, as they know that he is an elective mute. Stanza seven is about the nurses and the residents at the institution and the whole of natures reactions. It also describes the man who is reciting The Daffodils and how well he recites it after years of not speaking. The nurses are frozen, alert; the patients seem to listen. Stanza eight is an explanation of how he came to know the poem The Daffodils and why he needed to speak it. It is a trip back in time and a reason for his being in a mental institution. The man came to know the poem, forty years ago, in a Valleys school, the class recited poetry by rote. His reason for being in the asylum is, since the dumbness of misery fell he has remembered there was a music of speech and that once he had something to say. This also explains why he spoke. He had a memory woken inside of him by the narrative voice reading to the insane. Stanza nine finishes off the poem, as so does the man. There is a silent, still moment throughout nature and from the listeners at the mental institution, before the applause, we observe the flowers silence. There is a moment of silent appreciation throughout nature and humanity. The structure of The Daffodils by William Wordsworth is in four equal stanzas. They each have six lines of similar length. The stanzas all look like each other. This is a regular structure. Stanzas one and two have complete sentences but stanza three and four have lines linked with a break in the middle. The rhyming pattern of the Daffodils is that line one and line three rhyme and line two and line four rhyme, and line five and six are a rhyming couplet. This is the regular rhyming pattern that continues throughout the rest of the poem. The poem looks even and neat on the page and has straightforward understanding looking language. The regular rhyming pattern fits in with the simplicity of the event and is a common experience shared by all. Wordsworth has shortened words to make to make them fit in with the flowing of the poem. This brings the structure together and neatens it to make it more readable. For oft, when on my couch I lie oft is the shortened version of often. The structure of The Miracle on St. Davids Day by G. Clarke also has a regular structure but is quite different from the Daffodils. It has eight stanzas all equal in size. They all contain five lines all of similar length, apart from the very last stanza that has only three lines containing the conclusion. When hes done, before the applause, we observe The poem is non-rhyming but flows, by one sentence starting on one line and running onto finish on the next line, such as, A big, mild man is tenderly ledto his chair. This pattern helps to reveal the stages of the miracle because it flows and looks like a poem but sound like prose. This poem is a narrative poem. The narrative voice is Gillian Clarke as it is revealed to the reader that she is there herself telling the readers about her experience. I am reading poetry to the insane. The final stanza leads up to Clarkes final meaning of how a distant memory can be triggered by anything small or large, showing the power of memory. Forty years ago, in a Valleys school, the class recited poetry by rote. William Wordsworth is the narrative voice of The Daffodils as it is revealed to the reader instantly, I wandered lonely as a cloud. This tells the reader that Worsworth is telling the reader about his experience. The style of The Daffodils is peaceful and tranquil. The mood is set dreamily straight away with an image of floating. I wandered lonely as a cloud that floats on high oer vales and hills. It has a romantic style for Wordsworth was a romantic poet, emotion recollected in tranquillity. Wordsworths words flow and run like a song with many images being displayed in front of the readers eyes all at once. Beside the lake, beneath the trees, fluttering and dancing in the breeze. This rhyming style sounds like a song and creates a summer picture of sun glittering on a lake with a soft patch of shade over it from the trees that are gently waving about in the soft and warm breeze in the readers mind. The style of The Miracle on St. Davids Day is completely different to the one of The Daffodils. It changes rapidly. At first it is warm and welcoming, the setting of the poem. First the reader is outside the building admiring the scenery, then the quickly moves to the inside of the building to discover the buildings true nature. The mood is then changed, slightly tense. The poem style is confusing, as there is a lot of a contrast used. Clarke contrasts the look of the patients to their mental illnesses. She has already referred to them as the insane. A beautiful chestnut-haired boy listens entirely absorbed. A schizophrenic. This contrast is quite strong and obvious. The reader imagines a beautiful boy in every way, a good child, normal, content and happy. Then it instantly changes, he is a schizophrenic which changes the readers perspective of the child, as on the outside he is a perfect boy, almost angelic, then we see the inside, corrupted and destroyed of any normality. The language of The Daffodils is in Modern English although some words have been shortened to fit in with the rest of the poem. For example; Oer , means over. That floats on high oer vales and hills. Antiquated vocabulary is also used such as glee and jocund. The English is very straightforward, using both modern and antiquated vocabulary. Stanza one begins with a simile. Wordsworth likens himself to a cloud that is driven by the wind over which the cloud has no control. Here he is telling the reader about his mood and feelings and behaviour in that present moment. His mood is aimless as his feet were driving him in a directionless manner. He just felt a force taking him and a need to wander. I wandered lonely as a cloud. The simile creates a drifting mood. There is then a strong sense of immediacy, all at once. Wordsworth draws the reader in with at once and the readers attention is riveted. There is a great deal of imagery in the first stanza. Crowd and host, both convey a very large number or a numerous amount. In the next line the reader discovers what the crowd is. It is described vividly to the reader with a rich, luxurious and vibrant feel, golden. There is also a religious quality in a host of golden daffodils. A picture is created in the readers head of the golden daffodils glowing and highlighted to stand out from the rest of the world, as if from the heavens. It is like a host of angels. There is a strong assonance in stanza one, the repetition of the vowel sounds ee creates a sense of movement; beside, beneath, trees, breeze. The reader hears a beat, a rhythm creating a sense of the flow of movement and swaying of the daffodils. There is also an ing sound in stanza one that creates a more bouncing effect; fluttering and dancing. This gives stanza one a song like quality. Stanza two opens with a simile and a comparison. Wordsworth compares the daffodils to stars, which stretch endlessly to the human eye. Wordsworth compares the numbers of the daffodils to the vast amount of stars. Continuous as the stars that shine, this means that the daffodils continued beyond the reach of his own eyesight so that there must have been thousands of daffodils or more. They stretched in never-ending line. This conveys an infinite number, enthralling the reader. Wordsworth then gives elevated imagery, stars that shine and twinkle on the Milky Way. This gives the imagery of the daffodils releasing a ray of golden light around them, giving a magical feel. Wordsworth then makes a personification, Tossing their heads in sprightly dance. Only something that is alive could dance or toss their heads, so he points out the amount of life in these daffodils. He makes them full of life with vivid movement, sprightly. This is a lovely word to describe the behaviour of the daffodils, and conveys that they are full of movement and spring. The mood is warm, relaxed and light with a romantic atmosphere. In stanza three an image of the whole of Nature alive is presented to the reader, the waves beside them danced. This is the waves of the lake beside the daffodils, leaping about driven by the wind as if dancing to compete with the beauty of the daffodils. This is also a personification of the waves dancing. The mood then changes by the word but, making the reader expect something. After all the describing of the magical and romantic atmosphere, the reader feels pessimistic that something is going to change the whole mood of the poem. The reader then discovers that nothing terrible happens but the but was only to shame the waves, as the daffodils were more effective than the waves out-did the sparkling waves in glee. This means that the daffodils bettered the waves. The atmosphere is now light and fantastic again, glee meaning merriment and cheerfulness. There is a colon in the middle of stanza three indicating a pause, which continues with Wordsworth commenting on his feelings and actions at the present moment. I gazed- and gazed- but little thought. The hyphens slow the line down by breaking it up gradually, this gives the impression of thought to the reader. By doing this Wordsworth indicates the end of the description of the daffodils. There is also a metaphor in this stanza, what wealth to me the show had brought. The wealth in this stanza is a metaphor for the lasting measure of the experience gained by the sight of the daffodils and the emotions that they brought. Stanza four is at a later time, indicating that the poem was a memory flashback. The reader knows this from the first line of the stanza. For oft, when on my couch I lie. It is a reflection of the experience by saying oft which means frequently. The next line creates an empty mood, far away, drifting and dreaming. This tells the reader of Wordsworths longing to be back in that experience. The mood and atmosphere is quite strongly put forward to the reader with vacant or in pensive mood. This means absent and dreaming, inattentive and expressionless but with a thoughtful frame of mind. This shows Wordsworths mood of leaving the world far behind him and trying to enter an ageing memory of an uplifting experience. Stanza four has a special meaning. It is a time in Wordsworths life when he is having a retrospective view of his experience, which is so emotionally overwhelming to him that it has created an extremely long lasting impression in his mind. Wordsworth sums up his feelings from the experience in the last stanza they flash upon that inward eye, here he is saying that the vision of the crowd of daffodils is branded on his imagination for the rest of his life. This brings great happiness to him, which is the bliss of solitude. By using the word bliss, Wordsworth expresses his emotion of complete happiness. It is a religious and holy sounding word making the experience sound even more unreal and magical. solitude, meaning being alone completely with no-one near you at all, tells the reader that this experience was completely personal to him and special, and only he will ever know the true wonder of it even if he describes is as best as he can to others and then my heart with pleasure fills. This is a personification as there is an image of a vase being filled to the brim with pure joy. Also there is another personification in the last stanza, and dances with the daffodils. It is a further personification of a lively person who dances. In this last line Wordsworth is saying that his heart is dancing with the daffodils. Daffodils do not dance, but to Wordsworth they exude life, joy and radiant beauty. Wordsworth is deeply moved by the sight of them and he feels that his heart has gained a new lease of life and that he will look on everything about life and living in a new manner now. The last three lines of stanza four create an angelic and heavenly mood. In The Daffodils Wordsworth is trying to teach the reader to appreciate the beauty of nature and to understand the power of memory. I also think that he is trying to teach the reader about how the effect of just one experience in your life can be so strong and powerful that it can be remembered as vividly as it was the day of the experience many years later. From the title Miracle on St. Davids Day it is revealed to the reader what this poem is about. It is obvious that a miracle is the main point of the poem, meaning something holy yet unexpected. We also find out that it happens on St.Davids Day, which might be of some sort of significance later on in the poem. Underneath the poem is an extract of a well-known poem. To the reader this is some sort of a misprint or mistake, but the author and title of the extract are given also, signifying no mistake. After a read through the reader finds out that it is linked with the fifth stanza, the labourers voice recites The Daffodils. The language of this poem is in Modern English. It is descriptive, non-antiquated, meaning more modernised and less formal, and contemporary. It also has a narrative style. The vocabulary evokes spring, the asylum and re-birth. Examples of vocabulary evoking spring are used in the first stanza to set the scene. An afternoon yellow and open mouthed with daffodils, this gives the reader an impression of freshness, newness and spring, clear and open to the world. Growth and life is suggested in the description of a garden, among cedars and enormous oaks. Nursery shrubs, also suggests this. The vocabulary evoking the asylum is mainly in stanzas two, three, four and six. Immediately it is evoked in stanza two with the words insane and a schizophrenic. In stanza six the impression of the asylum is presented quite clearly with the nurses are frozen, alert; the patients seem to listen. From this the reader learns that the place is some sort of hospital. The vocabulary that evokes rebirth is in stanzas one, five and eight with the reference to the daffodils, which are connected to spring and being reborn. The Miracle on St. Davids Day is in poetic prose to prove that it is a descriptive piece. In stanza one, line one, there is a personification, yellow and open-mouthed. This suggests that the sun creates an image of a bell shaped flower telling the reader of the afternoon speaking of spring. There is another personification in this stanza of sunlight appearing to walk along a path. the path treads the sun among cedars. A country setting where nature dominates is evoked in lines four and five. it might be a country house, guests strolling, the rumps of gardeners between nursery shrubs. The language and arrangement of it gives the reader an image of a place of contentment and relaxation. might be, strongly suggests that they are not guests strolling and it is not a country house setting. This interests the reader to read on further to discover the true nature of the guests. In stanza two images are created of the two characters presented to the reader. The first line of stanza two is a strong contrast to the harmonious setting created in stanza one I am reading poetry to the insane, is an extreme change of tone destroying the peaceful atmosphere. It is a short one line sentence, blunt and sharply in focus. It is what G. Clarke, the narrative voice is doing, proving that what she has written is from personal experience similarly to Wordsworth. G. Clarkes technique is contrast. She contrasts the look of the patients to their mental illnesses. In lines seven and eight an old woman is described as interrupting. Lines nine and ten describe a boy as beautiful and chestnut-haired and then further on as a schizophrenic. Stanza three describes a woman in her neat clothes but mentally absent. The womans description repeats the word not three times to emphasise her mental absence meaning her state of mind is not entirely there, sits not listening, not seeing, not feeling. It is key word emphasising the effect of the illness on the human psyche. There is a total lack of response to the poetry from the woman. The next two lines describe a man as a big, mild man is tenderly led, suggesting he is either dumb or bovine or ox-like, lumbering but good-natured. Line eleven continues from line ten fitting in with G. Clarkes narrative purpose. By mentioning herself, the focus of the reader is brought back to the story telling mode. Line twelve contains a metaphor, in a cage of first March sun a woman. The woman is surrounded by a spotlight of sunlight. She is caught in a cage, which is the asylum and her mental illness. This is three different ways of being trapped emphasising her situation. In the last line of stanza three, the subject of the miracle is introduced although the reader does not know this yet. The sentence is unfinished naturally leading the reader on to stanza four and on with the story. Stanza four continues the sentence begun in stanza three. Imagery is created by the big, dumb labouring man as he rocks. A large imapct is presented to the reader with big and dumb is a large impact conveying contrast of his mental and physical state. In the first line of stanza four the reader discovers that this patient has never spoken, but later we find out that he can and is therefore an elective mute. Line twenty has blunt, shorter words that describe him very well. His psychotic behaviour is presented to the reader with a rocking rhythm created throughout the stanza, repeated. He seems content with the rhythms of the poem, by the image of rocking. His labourers hands on his knees, he rocks. ..to the big, dumb labouring man as he rocks. Rocks is repeated twice in the stanza so that a movement is created in the stanza and to emphasise his mental condition. There is also an oxymoron in this stanza, I read to their presences, absences.It is two opposite things put together. Here t he patients are there in physical state but not in a mental state. Stanza five introduces the beginnings of the miracle with an alliteration. He is suddenly standing, silently. These are quiet but powerful words giving the thought to the readers head that something of extreme importance to the poem is going to happen. The reader has already heard of the man as big and mild but now he is huge and mild, now that he has stood up. He is quite a presence, but from the repeated word mild, we know that he is really a gentle giant. Although he sounds a gentle giant his presence is intimidating. The impact of him standing evokes a sense of fear in the poet, but I feel afraid. Huge and mild are straight forward language but give a large impact. There are two similes in stanza five, Like slow movement of spring water, creating the image of after winter, snow and ice have almost all melted and it is slow and heavy, trickling down a hill side. Images of light and dark are created with the first bird of the year in the breaking darkness. This tells the reader tha t the mans voice is coming out of the darkness. His voice is being reborn or regenerated symbolising the whole newness of spring. Stanza six is the response or reaction to the reaction of the poem, from the staff, the patients and the whole of nature. The nurses are frozen, the nurses are shocked and in amazement to the reaction that this man had to the poem. The nurses are also alert, because this is a very unusual occurrence and they have to be alert and ready to act in any medical capacity needed. The other patients also seem to listen for once, being attentive and showing recognition of the miracle. There are two halves to the poem from different sides of the reaction, the patients reaction and the staff. He is hoarse but word-perfect, this tells the reader that he has obviously not spoken for a very long time although there must be some reason for this. His voice is croaky from the lack of use of it, but his memory is very powerful and he has not yet forgotten any of it from his days of youth. Nature outside also seems to listen to the mans recital, outside the daffodils are as still as wax, they are awake, attentive and listening, but somehow they look like they have been carved, awakening daffodils from long ago. Their syllables unspoken, show that nature waits for the recital of the poem to end. The daffodils symbolise spring and rebirth, in many forms. The rebirth of the mans voice. There is one personification at the end of the stanza, their syllables unspoken, suggesting that the daffodils can speak. There is a reference to The Daffodils in stanza six ten thousand, stating the amount of daffodils outside there are, which are the exact words used in The Daffodils by Wordsworth. Stanza seven is a flashback of the mans youth and how he came to learn the poem that he recites. The flash back offers an insight or explanation of how he is able to stand up and recite the poetry. There is one metaphor in this stanza, a music of speech. A music of speech is a voice inside of him with a very strong force and the power of memory needing to get out and tell others of this force. Music is symbolic for harmony and now once more the man is in harmony with himself, between his vocal chords and his intellect. The inner harmony within him shows the importance of poetry on the soul. This stanza emphasises the effect of nature on us all and the power of nature on the human psyche. Stanza eight is when the silence, stillness and attentiveness throughout stanza six, seven and eight, breaks. The man finishes the recital and the patients and the staff firstly observe natures attentiveness and then the applause comes telling the reader that the change in nature during the recital did not go unnoticed. When hes done, before the applause, we observe the flowers silence. The end of this line is a personification of the flowers being able to listen and change their mood by choice, the flowers silence. A thrush sings, tells the reader of how the atmosphere changes and nature goes back to normal. It also suggests to the reader that this was the expected miracle, permanently changing the mans life for the better. It seems that the mans illness has either been taken away by some angel of nature or has taken a new extremely unexpected turn. The last line contains a metaphor, the daffodils are flame, giving the reader an image of heat, power, intensity and life. The daffodils are alive and have awoken from the dream or other life whilst they were listening, just like the mans mental state. Clarke was trying to teach the reader that the power of voice and poetry can be forever lasting in a strong memory, even if the memory is very distant it can be triggered. Learning a piece by heart, once engraved on the brain may never be lost. Many things can unlock this memory but in particular the power of nature, voice and poetry can recall it most strongly. Even if mentally ill a memory can be recovered and even sometimes a memory lost long ago with the help of nature, can even cure an illness bringing the person back with their mental and physical state. I have learnt a lot from studying these two poems. The poems are completely different and contrast in many ways, but they also link with each other also. I had not heard of either of the two poems before, although The Daffodils by William Wordsworth is quite a well-known poem. Both poems being new to me they were fresh and interesting. Studying these poems has taught me to appreciate the wonder of nature more and recognise the power of memory. I cannot say which poem I prefer as they are entirely different, but I probably enjoyed reading The Daffodils more, because it was light and dreamy with a bouncy rhythm to it. It also seemed more unrealistic which appeals to me more. My profound experience with nature happened last summer. I go out horse riding every weekend with a friend of mine in Brockenhurst. We spend the whole day exercising the horses and exploring the forest. One weekend we were walking along a track in the forest, we turned round to the right at the end of the track, into a clearing and we stopped straight away. In front of us, at the bottom of a wide decreasing slope was a herd of deer. Right at the front of the herd was a white stag. He was proud, wise, noble and valiant looking with the golden sun adoring him, giving him a halo effect. Everything seemed to be silent as if time had been stopped, we were in a moment all of our own. The sun was beating down on us from behind us, as if to illuminate the stag and his herd. We just stared at the stag and he seemed to stare back. The stag held our gazes, which seemed to last forever. He then proudly turned around and walked through the centre of the herd into the dark and shaded forest. He did not turn his head, but the rest of the herd walked behind him as if trying to match noble quality but none succeeded. I will never forget that, as I had never seen a white stag before and probably will never again.

The Child Protection Process

The Child Protection Process The following are the skills needed in order to work with parents and with the family as a whole: ability to work in partnership with parents; ability to be honest and open even when the information you have to share is unpleasant or painful; ability to communicate with adults; ability to negotiate; ability to provide counselling, warmth, empathy, understanding; ability to tolerate peoples pain and anger; ability to work effectively with groups. Two skills will be explained further. Starting with the ability to provide empathic understanding, this relies on the ability of the worker to imagine what the service user may be experiencing, relating it to his/hers experience. Empathy also draws on the ability of the worker to be an active listener. As for the ability to be honest, it is known that some parents are not always honest with social workers, particularly when there are issues of abuse (Department of Health, 1991a; Reder et al; 1993), but it is important for social workers to honest in all dealings with parents. Sometimes this is difficult particularly when sharing difficult decisions with the parents, such as the decision to hold a child protection conference. The process of child protection work is set out in the Working Together guidance (HM Government, 2006a), which is to be followed in conjunction with the Assessment Framework and any local procedures and protocols. Under s47 of the Children Act 1989, local authorities have a duty to make enquiries when there is reason to believe that a child is suffering or is likely to suffer, significant harm In the case of Bethany where a section 47 enquiry is being considered, a strategy meeting should be held immediately, involving social workers, police, and any other relevant personnel such as referring professionals or when necessary those with medical or legal expertise. Apart from sharing information, the principle focus of the strategy meeting is on planning. This might include coordinating with the enquiry with any criminal investigation, dealing with any immediate issues of safety, deciding what information may be shared with parents and whether any medical examination are required. When a childs name is placed on the child protection register, the conference will appoint a lead professional (usually a local authority social worker) and a core group, comprising family members and relevant professionals who have the responsibility for developing and implementing the child protection plan. This plan will be reviewed at further conferences, initially within three months and six months thereafter. Depending on the degree of risk reduction, these subsequent meetings may decide to remove the childs name from the register. Research on core groups has identified challenges very similar to those facing conferences, especially in ensuring meaningful participation (Harlow and Shardlow, 2006.) From their study of a hundred and twenty conferences, Farmer and Owen (1995) argued that the dominant focus was on assessing risk, with minimal time devoted to planning and little subsequent reappraisal. They expressed concern that plans often failed to offer therapeutic help to children or to address the needs of parents (including women subjected to domestic violence). More recent research has suggested that, although practical and therapeutic services are generally appreciated by parents, they are often not forthcoming (CSCI, 2006). In this respect, Scourfield and Welsh (2003) argue that child protection work is dominated by a neo-liberal emphasis on monitoring and exhorting parents to change or face losing their children. Despite these difficulties, and re-abuse rates of 25-30%, studies in 1990s found that in roughly two thirds of cases, childrens wellbeing improved while on the child protection register (DH, 1995). Failures of communication and co-ordination between professionals have been a recurring theme in child maltreatment scandals, but eliminating them has proved a daunting challenge. One major concern has been to strike a balance between spreading responsibility for child protection as widely as possible while ensuring there are clear lines of accountability. For example, there have been moves to make child protection everyones business (Scottish Executive,2002; HM Government,2006b). In England and Wales, s11 of theChildren Act 2004 and s175 of the Education Act 2002 created a general duty for a range of public bodies to safeguard and promote the welfare of children. Working Together (HM Government, 2006a: 39-73) sets out various requirements for organisations to nominate key professionals to co-ordinate child protection work at their particular level (Murphy,2004), while the Children Act 2004, s12, creates a duty on professionals to notify any cause for concern to the information-sharing index. Training, especially on an inter-professional basis, has also been recognised as crucial to facilitating communication and co-ordination (Glennie,2007). Yet, despite the many positive developments in relation to co-ordination, the challenges remain significant (Murphy,2004). Different professional roles and training generate particular ways of seeing in respect of assessment and these are likely to be reinforced by agency cultures (Birchall and Hallett,1995). In practice, this often means different thresholds for assessing significant harm and consequent tensions when these views are not shared by others (Stanley et al;2003). Duties to co-operate have co-existed with increasing pressures on individual professionals and agencies and unsurprisingly, it has often proved difficult to engage those for whom child protection is not regarded as part of their core business (Francis et al; 2006). Responsibilities have thus tended to remain with social workers, with some evidence that other professionals may seek to avoid involvement in child protection work (Harlow and Shardlow, 2006). Inter-professional relationships are also affected by issu es of power and status and may be based on generalised or even stereotypical views of others. In relation to communication, there are two related challenges to be faced. The first is that confidentiality, which has both interpersonal and professional dimensions. Thus, individual practitioners must address issues of confidentiality in light of their relationship with service users, but professional cultures and agency rules will also shape what information must (not) be kept confidential. A second, broader challenge is to decide from the massive volume of information gleaned which items are to be exchanged, with whom, and in what form, something that ultimately relies on professional judgement but is also influenced by inter personal processes (Reder and Duncan, 2003). Finally, it should be recognised that all the above challenges can be exacerbated by staff turnover and by agency reorganisations. Reflecting the growing concern not only that resources were directed more to child protection services than to preventive and support services but also that there were weaknesses at strategic and operational levels about how professionals jointly supported children and their families, the government established requirements for inter-agency collaboration in the 2004 Children Act. Under sections 10 and 11 of this Act, the Director of Childrens Services is accountable for collaborative partnerships across agencies involved with the wellbeing of children to assist professionals to coordinate services focused on prevention and early intervention and, where appropriate, to plan and develop joint services. In March 2007, the government published a review of family policy resulting from an extensive consultation with providers of services, young people and parents to lay the foundation for government spending over a three-year cycle from 2008 (HM Treasury and DFES, 2007). As part of the Every Child Matters agenda, the government is aiming to address the imbalance in the allocation of resources between prevention services and protection services and also to develop a more effective multidisciplinary framework of professional skills to enhance the effectiveness of prevention services. Two broad aims are to develop the resilience of children to adverse factors in their family and social circumstances and also to address the needs of families caught in a cycle of low attainment. The goal is to increase the provision of preventive services but where necessary to require resistant families to use the services by setting consequences for parents through forms of Anti-Social Behaviour Orders and Parenting Orders. The intention is to enable local authorities to use additional funding flexibly to develop services provided either directly by the local authority or through multidisciplinary settings such as extended school services or childrens centres for younger children. The policy review commissioned four areas of sub-review: developing preventive approaches, children and families at risk through low attainment; needs of disabled children; needs of young people. These policy aims will inform not only funding streams to local authorities, child health and education but also expectations about workforce skills developments (www.hm-treasury.gov.uk) Families say that they value the social worker who helps them find their solutions to family problems. This approach takes into account service users anxieties about sharing family information with professionals and harnesses the familys strengths to build self-confidence and more sustained solutions. The whole family approach, family focused and child centred is central to working with children and their families in a multi-agency setting. Social workers bring a broad knowledge and skills base and are able to move beyond functions into solutions. They need to influence those other agencies surrounding the child to adopt a more collaborative strength-based approach. An approach that respects the family but does not condone the behaviour towards the child or the childs behaviour is likely to enable the family to respond to early intervention and to take up services offered rather than being driven to use the services by compulsion. However, social workers cannot at times avoid compulsion, through either a child protection plan or court proceedings. Families need to know what sanctions may follow if there are serious concerns about a child that they do not address. Communication about options and consequences from the outset of intervention is central to good practice. Such clear communication is also needed for other agencies that may be involved. Families and children should not need to repeatedly share with professionals from different settings the difficulties they are experiencing. A key skill social workers bring to their practice is the capacity to understand the issues from the familys standpoint. Social workers need to take into account the impact of poverty, social marginalisation, discrimination and poor health on parenting capacity and childrens development. Social workers are the bridge to enabling other professionals to acknowledge the need for services and their responsibility to provide suitable services. Clear communication is a prerequisite to establishing good partnerships with children, the family and the professionals involved. Work needs to be planned around time to listen, time to reflect and time to establish relationships with the child and the parents at a pace that works for them. Communication means not only using language that families understand, so that terms familiar to professionals are properly explained and examples given, it also means establishing in what way they wish to share information. This principle needs to be embedded in the practice of all the professionals delivering services to the families. Some families may wish to use an appropriately skilled interpreter. Some may want to share with the social worker the task of making written records or completing assessment forms. Other families may feel unable to say that written records disenfranchise them because of limited literacy skills. Services plans should be transparent and should clearly set out which agencies are involved, what is being provided, for how long and what are the consequences of not using the services. Plans need to be reviewed regularly and families need to know who has responsibility in multi-agency plans to deal with disagreement, to account for lapses in service provision and to ensure that reviews are held. For families the governments proposals under the Every Child Matters agenda create the possibility of improvements in accessing services across agencies. However, joint planning and commissioning will only be effective if parents, families and children are consulted about what services are useful to them. Services delivered through extended schools and childrens centres need to be innovative and harness the skills of the third sector to deliver not only universal services but also services for children with additional and specialist needs. Social workers and their managers are well placed to drive forward more effective ways of working directly with families: the risk is that processes designed to ensure accountability will create unnecessary barriers for skilled professionals who want to work alongside families to support them to find solutions. in 2000, the New Labour government published the Framework for the Assessment of Children in Need and Their Families (DH et al; 2000). The Framework was to be applied to all assessments under the Children Act 1989, whether for children in need (s17) or where significant harm was suspected (s47). The Assessment Framework (DH et al; 2000:10-16) sets out the following key principles: Assessments should be child centred, rooted in child development; ecological in their approach; ensure equality of opportunity; involve working with children and families; build on strengths as well as identify difficulties; are inter-agency in their approach to assessment and the provision of services; are a continuing process, not a single event; are carried out in parallel with other action and providing services; are grounded in evidence-based knowledge. Any assessment of a child and his family which aims to understand what is happening to a child has to take account of a childs developmental needs, the parenting capacity to respond to those needs, and the wider family and environmental factors. Together these form three systems whose interactions have direct impact on the current and long term wellbeing of a child. The Assessment Framework represents a way of trying to capture the complexity of a childs world and beginning to construct a coherent approach to collecting and analysing information about each child. The Framework should be rooted in understandings of child development. Contemporary thinking about childrens needs has evolved over several decades and reflects a mixture of theoretical influences and evidence derived from research studies.Taylor (2004) identifies the following needs: basic physical care, affection, security, stimulation, guidance, control and discipline, responsibility, independence. As assessment has become increasingly rationalised, it has become more common to adopt a balance sheet approach, often couched in terms of risk factors i.e. the increased probability of a particular (negative) outcome and protective factors that decrease its likelihood. An important factor behind the increasing interest in parenting has been a focus on the impact of mental health problems, substance misuse and domestic violence on parents and, in turn, children. Research in the 1990s suggested that these played an important role in many child welfare cases, especially when present in combination, but that they were neither well understood nor addressed in practice (Cleaver et al; 1999). They are relevant in two main ways. First, background knowledge of the impact is an important factor in decision making and second, there may be particular implications for the process of assessment and how it is managed. While each of these areas has distinctive characteristics, there are also common treads. One is that assessment demands a careful balancing act to avoid over or under reaction.Thus, despite heightened risk to childrens welfare, it is important to recognise that those suffering from mental health and other problems do not necessarily make poor parent s, and that the majority of their children grow up without major ill-effects (Cleaver, 2002). An adult who violently assaults another adult in the home is, in fact, also abusing children who may see, hear or be aware of that violence. Hughes, 1992, found that in 90 per cent of cases of domestic violence, children were in the same or the next room. This indirect abuse, is a form of emotional abuse, and actually one of the more severe forms. (Bearing in mind that emotional abuse and neglect are closely related, we might also see it as neglect of the childs needs.) Children are exposed to feelings of terror, grief, impotence, and to the realisation that adults on whom they may rely for safety, security and protection are either, incapable of protecting even themselves, or, capable of dangerous violence towards those they are supposed to protect (Kelly, 1994:44). Since the implementation of the Adoption and Children Act in December 2005, the Children Act 1989 definition of significant harm has expressly included impairment suffered from seeing or hearing the ill-treatment of anot her. A crucial element of the Framework was to emphasise the interconnectedness of the three domains, drawing on the ecological theory of Bronfenbrenner (1979). In essence, Bronfenbrenner construes the factors influencing the childs development as a series of four concentric circles, which he refers to as systems ranging from the childs immediate environment to the broadest social context. The microsystem describes any setting where the child is an active participant, typically the family, school, peer group or immediate neighbourhood. The mesosystem comprises relationships between microsystems, for example between home and school. Finally, the macrosystem comprises the broader social environment in which children and families live, including cultural values, customs, economy and laws. Arguably the most influential theoretical framework within assessment and child social care more broadly is that based on attachment. Originally derived from the work of Bowlby (1953), attachment theory emphasises the importance of relationships between children and parental figures, especially mothers. Bowlby was particularly concerned with the negative consequences of lost or poor attachment which led to maternal deprivation. Subsequently, his work attracted criticism for its gendered assumptions and ethnocentricity, but having fallen out of fashion, attachment theory was rediscovered during the 1990s (Thoburn, 1999) and its importance was made explicit in the Assessment Framework. Fahlberg (1994) has defined attachment as an affectionate bond between two individuals that endures through space and time and serves to join them emotionally. She argues that the development of attachment occurs through a cycle of arousal and relaxation, wherein the child becomes aroused through needs such as food or comfort, but relaxes once these needs are met by the attachment figure. Repetition of the cycle develops trust and a sense of security for the child. Fahlberg also points to a positive interaction cycle, where play and humour make interaction enjoyable and mutually rewarding and attachment is strengthened. The longer-term importance of attachment is that it should provide children with a secure base from which to explore the social world and give them an internal working model for relationships based on trust. Although open to change through later experiences, these models exert a strong and often enduring influence over the lives of children and adults (Howe,2001). Needless to say, such processes do not always follow this path and, while a complete absence of attachment is rare, insecure attachment may affect up to half of the population (Howe,2001). Building on Ainsworth et als (1978) work, insecure attachments are customarily divided into three categories: anxious avoidant (detached), anxious resistant (ambivalent) and disorganised/controlling. Each is associated with specific attachment behaviours, such as the reaction to separation, and wider patterns of behaviour. Howe (2003) argues that attachment behaviours reflect how children make sense of adults both emotionally and cognitively and are typically adaptive responses to their care environment. Within assessment, therefore, attachment behaviours can give important insights into childrens well-being and development, while the theory may help to explain the factors that lie behind them and to gauge the potential for change. Understanding attachment is particularly pertinent when temporary or permanent removal of a child is being considered, both in terms of recognising the effects of removal and the importance of maintaining contact between children and birth family members including siblings (Sanders,2004). Information on attachment can be gleaned from interviews, direct work with children, from other professionals and perhaps most importantly observation, but as Howe (2003) warns, assessing attachments is a complex task that requires experience and cautious handling. Explanatory accounts of child maltreatment have emanated from all the major schools of psychology. Their primary focus rests with individual perpetrators, but to a greater or lesser extent they also address ideas of intergenerational transmission, examining the ways in which the childhood victims of maltreatment may become perpetrators as adults. Although they enjoy little support, there are also pre-psychological theories rooted in biology and ideas of instinct (Corby, 2005:156-158). Psychodynamic perspectives (broadly derived from Freudian psychology) emphasise developmental stages and the formation of personality as these stages are negotiated (Mc Cluskey and Hooper, 2000). In relation to child maltreatment, attention has focused on how a parents own childhood may influence their capacity to recognise and meet childrens needs, whether they have acquired a rigid personality, become easily frustrated or have difficulty in controlling aggression. This is evident in the case of Bethany where behaviour appears at first sight to be neglectful or abusive but seems in fact to be the result of genuine ignorance about the needs of a child or the role of a parent. Some adults may have lacked appropriate role models while growing up; some are very isolated and have little access to sources of advice. When there seems to be a lack of knowledge or of parenting skills, an appropriate form of intervention is education: the provision of advice, information, instruction or role models. Social learning theory focuses on how behaviour is learned through processes of observation, conditioning and reinforcement. In line with the theory, intervention would focus on identifying these patterns and seeking to modify them through behavioural therapy, perhaps by working on avoiding triggers for maltreatment or reinforcing appropriate parental responses. Throughout her childhood, Bethany witnessed violence hence repeating the same behaviour as an adult. A basic feature of anti discriminatory practice is the ability to see that discrimination and oppression are so often central to the situations social workers encounter. The fact that social work service users are predominantly from disadvantaged groups is unlikely to be seen as a key issue. However, what anti discriminatory practice teaches us is that discrimination and oppression are vitally important matters and, if we are not attuned to recognising and challenging discrimination, we run the risk of, at best condoning it and, at worst exacerbating and amplifying it through our own action. Overarching both the 1989 and the 2004 Children Act is the 1998 Human Rights Act which requires agencies with responsibilities for child health, education and welfare services to comply with the requirements of the European Convention on Human Rights. Of particular relevance is Article 8, respect for private and family life. This Article does not give an absolute guarantee to family life and therefore to services to support a family to bring up their children. It is a qualified right, and the State and its agencies have to balance the childs entitlement to grow up cared for by their family, who may need support services to do so, against the duty to protect the child and, where necessary following a fair and transparent process, to remove the child from the family. The duty on the Director of the Childrens Services to plan with other agencies to commission and provide support services to promote childrens wellbeing must comply with both international obligation and domestic law to ensure that service provision is non-discriminatory

Critique On Keynes :: essays research papers

History of Economic Thought: The writer begins with an introduction in which it is stated that the schools of thought were contradictory in their theories. What should have been answered is how and from what perspective: Neo-classical or Keynesian? The main points of her paper are the following: "Neo-classicists, such as Friedman, hold that the U.S. failed to provide liquidity to its banks," which caused the great depression; if the government does not intervene, the economy would then head towards full employment. Keynesian economists, on the other hand, believe that the government should intervene actively through means of fiscal and monetary policy to promote full employment and economic growth (with price stability). Moreover, they believe that the cause of the Great Depression was due to the government not intervening as they should have. The writer assumes that the Great Depression could have been resolved by both the Keynesian method, or the Neo-classical, however, does not state the cause of it or methodology. There may be no wrong or right answer, nonetheless, some reason for it should have been drawn; this approach would clarify what the Keynesian or Neo-classical remedies are. The writer does not develop the main points throughout the paper. She goes on restating the ideas by saying that Friedman believes that the economy is "self-adjusting and regulating" and that "Keynesian economists credit good monetary and fiscal policy with getting an economy out of recessions and periods of low growth. I did not get a sense of what side she was advocating, it seems that she may have been neutral. Furthermore, she did not state the two schools of thought’s analysis of th macroeconomy, which led them to think that their methodology was correct (according to them). In reference to the monetarists (especially Friedman) she did not mention how they advocated steady and consistent growth of money stock. In her conclusion, she stated that "human behavior is complex and often hard to predict. Keynesian ans Neo-classical economists are often trying to make sense of the nonsensical".