Thomas and Frost Essay Example for Free

Thomas and Frost Essay Thomas and Frost both write about the experience of unexpected joy. In Edward Thomas’ â€Å"Adlestrop† and Robert Frosts’ â€Å"The Tuft of Flowers† we read about the speakers experiences of unexpected joy through the poet’s aspects of imagery, form, language and tone of each of their poems. In Frosts’ poem â€Å"The Tuft of Flowers† the speaker, at first, is musing on the separateness of mankind and the workers. Whilst he muses this he is led by a butterfly to gaze upon a tuft of flowers that has been left by the mower he had been following and the speaker is touched by the appreciation of beauty and feels a sense of togetherness looking at the flowers, banishing his loneliness and isolation which is shown at the beginning of the poem â€Å"And I must be, as he had been – alone†, bringing him his experience of unexpected joy. However, in Thomas’ â€Å"Adlestrop† the speakers experience comes from when he hears a blackbird singing and from his views on the surrounding field s and is about the beauty of nature. Throughout the structure of Frosts’ â€Å"The Tuft of Flowers† we see a transformation in the speakers’ attitude from universal isolation to universal togetherness. He says â€Å"†¦I must be, as he had been – alone† the word â€Å"alone† shows loneliness and isolation which at the end is transformed to the joyful statement â€Å"Men work together† showing the speakers view of universal togetherness. Frost uses heroic couplets to show the epic scope of the speaker’s experience of unexpected joy and shows the poems emphasis on harmony and clarity, whereas in Thomas’ â€Å"Adlestrop† his rhyming ABCB conveys the speakers attempt to order his recollection of his unexpected joy. The first half of â€Å"Adlestop† has a lot of punctuation, dashes â€Å"Yes I remember Adlestrop-† and full stops â€Å"unwontedly. It was late June.† showing a fractured structure and his memory of the experience is n ot very clear, however in the second half of the poem there is less punctuation showing his recollection of the experience is becoming clearer. â€Å"Adlestrop† beings as though it is answering a question â€Å"Yes, I remember Adlestrop† and the speaker is recalling his experience and he reminisces about it whereas in â€Å"The Tuft of Flowers† no question has been asked it is more the speaker’s thoughts. In Frost’s â€Å"The Tuft of Flowers† the metaphor â€Å"leaping of bloom† gives an idea of inspiration and the transcendental idea of the speaker’s joyful sense of togetherness with nature. Frost also uses imagery throughout his poem. There is an image of isolation and loneliness at the beginning of the poem, â€Å"alone†, which allows the transformation of  the speaker’s attitude that enables him to experience the unexpected sense of joy. Another example of imagery used by Frost is the image of the butterfly as an agent of change, bringing the speaker towards the tuft of flowers â€Å"he turned first and led my eye to look†, also towards this e xperience of unexpected joy. Imagery is also used by Thomas in his poem â€Å"Adlestrop†, there is a contrast in the images of bareness and isolation at the start of the poem â€Å"No one†, and the picture of song â€Å"blackbird sang† and plentitude â€Å"all the birds† at the end of the poem. Thomas also uses repetition and lists to convey the experience of joy â€Å"willows, willow-herbs, and grass and meadowsweet, and haycocks† the repetition of the word â€Å"and† indicates the speaker’s unmediated joy in nature.

How Pollution Affects Ecosystems and the Global Climate Essay example

How Pollution Affects Ecosystems and the Global Climate Introduction The main theme of our lesson is how pollution affects ecosystems and the global climate. We aim to teach 4th and 5th grade students about erosion in order for them to gain awareness about the anthropogenic (human-induced) impacts on the environment and global climate change as well as to generate ideas on how they can reduce their own ecological footprints. We feel this is important because the lesson not only educates students, but also motivates them to take action. This lesson will cover many of the Colorado State Academic Standards, not only science-related (Physical and Life Sciences, Science as an Inquiry, and Science in Personal and Social Perspectives), but also those pertaining to geography (Human Systems and Environment and Society) and language arts (Communication Skills and Strategies and Applying Language Skills). There are four essential components to the lesson. The first will serve as a formative assessment of students’ knowledge of pollution by playing a game which asks â€Å"have you ever† questions (for example, â€Å"have you ever heard of global warming?†). This activity is significant in our lesson because it is a hook to get students thinking about the ways they already help and hurt the environment. The next part will introduce students to the concept of an ecosystem, a fundamental unit of the biosphere. We will present the students with a fish inside of a bowl of water and ask whether or not they think this is an ecosystem. We will then add various other living and non-living components and ask the students each time. Afterwards, we will explain the concept of an ecosystem in further detail. The next activity com... ...obal_climate_change>. Cohen, Jordan, and Nick Hopwood. "Greenhouse Gases and Society." University of Michigan. 26 Sept. 2006 . "Ecosystems." Thinkquest. 26 Sept. 2006 . "Greenhouse Gases: Frequently Asked Questions." NOAA Satellite and Information Service. 1 Dec. 2005. National Oceanic and Atmospheric Administration. 26 Sept. 2006 . "National Council for the Social Studies (NCSS) Standards Key." CSI: Climate Status Investigations. The Keystone Center. 26 Sept. 2006 . â€Å"Types of Pollution.† Pollution: A Global Threat to the Environment. 2001. Thinkquest. 27 Sept. 2006

Psychoeducational Groups, the Best Option for Teen Mom

PSYCHOEDUCATIONAL GROUPS:THE BEST OPTIONS FOR TEEN MOMS. English 215 November 24,2012 Teen pregnancy has been a problem in the United States for years. Although rates have dropped since the 1990’s, teen pregnancy rates in the United States are still higher than other western societies. Teenage pregnancy is accompanied with many negative consequences such as shortened educational experience, diminished employment, larger family size, increased risk of single- parent and poverty. Teen mothers struggle on a daily basis, if you are one of them you should visit a psychoeducational group.Teen mothers should attend psychoeducational groups because they can teach teen moms parenting skills, social skills, and provide them with the support they need in order to maintain a healthy life style. The group can also include teenage fathers. Psychoeducational groups will work best for this population because it will create a safe place where teenagers can learn parenting skills and have the s upport of one another. Since each teen is going through the same situation, they will be able to relate to one another and feel understood.While there are negative consequences for the mother, the infant is also at risk by being born to a teenage mother. One of the most common occurrences is low birth weight. Low birth weight increases the mortality rate. It also has long-term effects such as developmental and cognitive delays. Low birth weight can be caused by the mother’s lack of prenatal care, poor diet and stress. Prior to becoming pregnant, the teen’s bodies are not prepared for the change. Pregnancy takes a toll on the body that most teens are not ready for. When their body is not ready, the baby can witness the negative effects.The teens need to adopt healthier lifestyles once they become pregnant. They group will provide information about the importance of a healthy diet. They will also be encouraged to seek prenatal care and attend the necessary appointments. By teaching the girls the importance of health care, they will be able to carry it over to their child’s life. The group is clearly for pregnant teens and for teen mothers since they will teach them to take care of themselves before they give birth, that way when they have the baby the teenagers will be able to take ood care of the kids. Lacking these skills is no surprise because the teens were not prepared to become mothers and have a lack of knowledge about child development. In addition, it is important that teens learn parenting skills. The teens need to be taught child care skills in order to better their life and the life of their child. Throughout life, the infant will depend on the parent for the basic needs of life. If the parent is not able to provide, the child will suffer. The group provides them with the support they need to implement the skills.The types of skills the girls can learn are†¦ Also, teenage mothers are less likely to be responsive to their chi ld, less positive child rearing attitudes, more likely to abuse their children. Learning these skills can decrease this. The stress that comes along with teen parenting is inevitable. It can stem from many aspects of their life such as school, financial responsibilities, and providing a safe environment for their child. Stress can be linked to an increase in psychological problems for the mother and increased birth complications.Teenage mothers are more prone to developing depression. However, receiving social support can decrease the amount of stress the teen experiences. When the amount of stress is decreases, the risk of birth complications also lowers. It also decreases depressive symptoms post birth. Many teen mothers lack the support they need when they are going through this stage of life. While learning new skills, the teens are also able to gain a new support system. We can define support as the presences of stable human relationships.The mothers need support because most o f them, not all, come from a low socioeconomic status; minority status, urban living, and having single parent. Having a stable human relationship can be hard to find living under these conditions. Therefore, the group is able to provide the mothers with the support they need in order to overcome the obstacles of teen pregnancy. During the teenage years, individuals go through many developmental changes such as identity development, emerging independence, and developing intimate relationships with others.When adding a baby to the equation, the situation only becomes harder and it puts stress on the development of the teenager. Much of their development is put on hold because of the baby and the need to jump into the mother role when they are not prepared. Therefore, they do not learn how to develop intimate relationships with their peers. In addition to the educational aspect of the group; it can also provide a social network for the girls. They are able to interact with others and learn how to develop intimate relationships.Since they are all struggling with the same issue, they will find it easier to relate to one another. The mother’s education level is the main predictor of the baby’s life outcome. If the mother does not receive a high school diploma, the chances of living in poverty are increased. The group can educate mothers on alternative ways to obtain a high school diploma. There are many options the teens can use to obtain a high school diploma. One alternative is obtaining a G. E. D. There are also program that allow teens to finish high school in their home.The most important thing the group can do is encourage the mothers to finish high school and teach them the negative consequences of not finishing high school. Obtaining a well-paying job will be difficult without a high school diploma. The girls will also not be able to continue their education without a high school diploma. Living in poverty can lead to a lack of many necessitie s of life such as health care. Not having health care can put the baby at risk because they are not receiving routine check-ups.If they are not able to afford health care, there are many social services that can make health care accessible to them that they may not know about. Teens need to be educated on the methods available in order to prevent having more children. Many teenagers do not use any type of contraceptive during their first sexual experience. The group can offer the girls education about contraceptives and the correct way to use them. Many sexual education courses in the United States promote abstinence. While that would be the desirable result for all teens, it is not always the case.There are many forms of contraceptives that can be readily available to the girls if they continue to be sexually active. It is important to educate them on this topic so they can avoid having another child. The group offers a neutral environment in which they girls can ask any question t hey want and offer them information about different types of contraceptives. When helping teenage mothers overcome their struggles, they need to be taught certain skills in order to survive. The psychoeducational group will provide them with the resources they need.Teenagers will benefit from a group setting over an individual setting. For one, they will be able to engage with other girls who are going through the same thing and they can see that they are not alone. In the individual setting, teenagers may feel singled out or attacked. It can be hard for them to relate to someone who is not in the same situation as them. Also, since teen mothers do not have the time to socialize and develop social skills, the group setting offers them a chance to develop the social skills needed. They will have an interactive experience for the purpose of learning new skills.While interacting with other people, they will be exposed to new ideas and viewpoints about their situation. Learning how to s ocialize with others will improve their relationships at home. It can also improve their self-esteem. While learning from the other girls, they can also teach them the strategies they have used. The focus of psychoeducational groups is preventing behaviors and teaching new skills. Therefore, it is not therapy based. This can be beneficial when working with teenagers because therapy can be viewed as a negative thing.For some cultures, seeking therapy may even be out of the question. If the group is based on developing skills, it takes away from the therapy aspect. Since many of the teen mothers are not ready for motherhood, the group can provide them with the necessary parenting skills they will need to know. By teaching them parenting skills, the girls can be more confident in their parenting abilities. When they know how to appropriately handle a situation, they are less likely to take it out on their children. Also, keeping their stress at a low level will have positive benefits f or the parent-child relationship.The benefits of a psychoeducational group for teen pregnancy are evident. At this age, teens are experiencing many developmental changes and raising a child at the same time can be overwhelming. Since teen pregnancy is becoming more common, it is inevitable that counselors working with adolescences or families will encounter this topic. Once they are taught the right skills needed, they will feel more confident about being a parent. References: 1-Ambul Pediatr (2003). The parenting project for teen mothers: the impact of a nurturing curriculum on adolescent parenting skills and life hassles. ONLINE] Available at: http://www. ncbi. nlm. nih. gov/pubmed/12974663. 2- Mobley, J, & Fort, S. D. (2007). Planning psycho-educational groups for school. Retrieved August 28,2007 from http://counselingoutfitters. com/vistas/vistas07/Mobley. pdf. 3- Bethany Casarjian (2003). The youth project. [ONLINE] Available at: http://www. lionheart. org/youth/youth_landing. 4- Valerie Burgess (2005). Improving Comfort About sex communication between parents and heir adolescents. [ONLINE] Available at: http://www. hawaii. edu/hivandaids/Improving_Comfort_About_Sex_Communication_Between_Parents

European Essay Example for College Students - Free Essay Example

Sample details Pages: 6 Words: 1713 Downloads: 2 Date added: 2017/06/26 Category Politics Essay Type Research paper Did you like this example? A Case Study of a Narrow Definition of Europe Europeis ringed from Kalingrad in the North, to the Caucasus and Central Asia, tothe Balkans by an arc of danger and instability. (EU Commissioner forexternal realtions Christopher Patten, July 2001). Does this mean that at the present time Europe and the European are one and the same thing? Introduction: The European or EU citizen is at the present time becoming synonymous with the definition of the point to where the continent of Europe extends. This seems to be the case with the present reaction to enlargement and the focus on crime from outside the borders of the EU and the fears of crime from the newly integrated countries and from those countries that ring the EU. Enlargement will illustrate the new tiered system in the EU, the newly ascended countries from post-Communist countries, which are viewed as not truly European. Therefore this discussion will illustrate how the definition of what Europe is in the 21st Century has been narrowed from the expanse of the European continent to the membership of the EU; whereby countries are aiming to join this political unit in order to gain legitimacy within the global political and economic structure. Don’t waste time! Our writers will create an original "European Essay Example for College Students" essay for you Create order Enlargement A Case Study of a Narrow Definition of Europe: Enlargement of the EU is a mixed blessing, because on one hand it is helping to achieve a status of stability and cohesiveness throughout the region. On the other hand, there are concerns that in making the Union larger will in fact de-stabilize the region. This is due to prejudice of certain groups which would have free access in the region, one such group are the Roma Gypsy migrants from Slovakia. In the past few months the newspapers have displayed the concerns of the British public and politicians about these migrants when the nation joins the EU. Therefore this introduces the question whether the EU really respects the integrity of cultural difference? Other problems include the possible de-stabilizing of the economy by incorporating smaller, less affluent countries; marginal and war torn countries; and transitional countries. These countries could also cause the EU problems in regard to its unique approach of ensuring cohesiveness by using the rule of law, because if th e EU gets too large it may not be possible any longer to ensure its political and legal stability. Therefore the consistency and coherence that the rule of law ensures is no longer apparent due to the sheer size of the Union. Another problem lies in the fact that smaller nations may not have the legal, political and economic clout to ensure that their agenda is considered. Although previously it has been mentioned that the EUs rule of law acts as a check and balance to more powerful nations, in truth the original countries in the EU were mainly ex-colonial empires. The newer nations that are joining the EU are akin to colonies of a colonial power, therefore there is an inherent imbalance in the Union. However in response to the negative effects of the possible de-stabilization of the region, one must consider that in order to join the Union each nation must have fulfilled the Copenhagen Criteria. This criterion states that each joining nation must be: Be a stable democ racy, respecting human rights, the rule of law, and the protection of minorities; have a functioning market economy; adopt the common rules, standards and policies that make up the body of EU law. The EU paints a very enthusiastic picture of enlargement, where the only outcome of enlargement is beneficial. In truth this is a very lopsided picture because of the public outcry against the possible immigration into the original EU states. This can be seen in the article by Cathy Newman in the Financial Times: Britain will throw open its doors to workers from the former communist countries joining the European Union on May 1, but those that refuse to get a job will be denied benefits and thrown out, the government has pledged Tony Blair after months of pressure from the Tories and the right wing press over fears of an influx of immigrants from the former Soviet bloc vowed: If they cant support themselves, they will be put out of the country. This article ill ustrates the problems that have occurred within one nation over the policy of enlargement. Although the enlargement is supposed to bring together the European region, the public opinion of at least one EU nation is resisting the expansion, in relation to economic migrants migrants which the nation has traditionally refused asylum applications. However these fears may be unfounded because as Kraus Schwager argue that increased migration from East to West EU countries would only occur under the fear of rejection to Union membership. In fact they argue that the EUs expansion will have a beneficial effect on the economy of these smaller nations and this will result in a boost of their economies and job market, hence reducing the amount of migrants from East to West. The conclusion of their article they state that: Policy makers who are, for whatever reason, reluctant to accept large numbers of immigrants should not feel troubled with enlargement. On the contrary, the prospe ct of joining the EU may well reduce immigration. The economic and social benefits which probably accrue to Eastern Europe from accession should be presented as a means to reducing the incentives to emigrate. Policies which enhance convergence of income levels in eastern and Western Europe, such as the internal market and, possibly, Structural Funds should be promoted. .. In this process, diverging interests of major EU members have created substantial uncertainty about the date and conditions of accession. It is quite plausible that such uncertainty has raised the fear among potential migrants that accession may fail or be postponed for a long time. According to our result, this may have increased immediate immigration. Thus, if immigration is not desirable, for future accession rounds a straightforward and predictable negotiation process is to be recommended. Hence Kraus Schwager argue that the fears of the right, which have been fed to the public through the media, conc erning immigration from the East that will de-stabilize the economy, have no place. This is because the possible migrants would prefer to stay in their homeland with a stronger and growing economy rather than move to another nation. However, although these fears may be unfounded the resistance to these new citizens from the Eastern Europe illustrates the possible de-stabilization of the EU politically. In addition to this it causes problems legally because the cornerstone and the uniqueness of the EU lies within the rule of law and one of the most important laws that is upheld is the Free Movement of EU Citizens, which includes their ability to trade, reside and work in part of the EU. Yet, the accession of the new Eastern European nations has heralded blocks to this ability by many of the original and major EU players. In the UK it has caused a debate because the government was going to allow a free movement of possible immigrants but this has been resisted by the right, as well as members of the public. This is illustrated by the arguments of Michael Howard, leader of the Conservative Party: Mr Howard, seeking to make political capital out of Labours discomfort on the issue, will accuse the Government of complacency over the implications of the EUs expansion in May. This comes as the Government sought to play down fears that Britain would be flooded by migrants seeking work in more prosperous parts of the EU. During a high-profile visit to Burnley, the scene of race riots in2001, Mr Howard will demand that Britain copy the transitional arrangements adopted by Germany and France to prevent citizens from new EU members from working there. Mr Howard will say: The Conservative Party has always supported the enlargement of the EU to take in the former communist countries of Eastern Europe. We continue to do so. But he will continue: Almost every other country in the EU has quite rightly taken the precaution of putting in place transitional arrangements to deal with immigration from the accession countries. It is still not too late for the British Government to put in place transitional arrangements as well. If we were in government, we would do so. The Government has approached this problem in typical fashion. First it failed to address it, then it ignored it, now it is claiming to face up to it. In short the cohesiveness that the EU has claimed will occur with the enlargement has not happened in the expected manner. Ever since enlargement there have been a greater amount of problems combating organized crime, because of decreased security, corruption of public officials in favour of organized crime groups in the newly acceded nations and the breaches of human rights in arrests. Therefore this creates problems for combating organized crime with either prisoners being let off on technicalities, the vastness of places to hide decreasing the effectiveness of policing or the police not interested in fighting o rganized crime. Kennedy has commented that the EU is committed to justly and fairly fighting organized crime within the realms of human rights and justice; however its weakness is that it relies only on specific domestic member state intelligence: We are being told that Europol and Eurojust the new European body to strengthen collaboration between justice ministries and prosecution services- will only act on specific intelligence. This is to rely on the integrity of the state and its officials [I]t also means relying on the intelligence of other countries and, as I have said before, we have no idea about how this may be collected and by what standards. Justice does not permit shortcuts, but governments will readily pursue quick and dirty solutions to problems if not kept under scrutiny. Therefore by purely relying on only specific intelligence this will reduce the effectiveness of the fight against organized crime, especially when there is the added problem of corrup t post-communist regimes that have joined the EU after enlargement; whereby the true European, i.e. the EU citizen needs to be protected especially those original member states which define the true Europe.