How typical is England to Her Sons Essay Example for Free

How typical is England to Her Sons Essay How typical is England to Her Sons of the poems in this section of the anthology. Happy is England in the brave that die. This is a line from Happy is England now. In my opinion it sums up the section as a whole because it is stating that the people of England wanted the soldiers to fight and they respect the sacrifices the men have made. The whole section revolves about the acknowledgment of the deaths of the soldiers and also the acceptance of it. Personification is used in England to her Sons and Happy is England Now about England itself. It conjures u a motherly and maternal image of the Motherland towards the soldiers going out to fight. Moreover, it unites England and makes it seem everyone had a positive attitude towards the war when it is mentioned that happy is England now as never yet, which implies that the whole of England is proud and glad that the soldiers are going to war. Happy is England Now projects a very strong and patriotic message of making sacrifices and protecting this picturesque England with her hills, rivers and her chafing sea. It uses natural imagery to stir up a desire to protect the land where these soldiers were born and raised. Moreover, a sense of experiencing this Happy England caused by the sacrifice of war, is created by the intensified senses created in the last stanza where birds sing the sweeter in our English ears and nobleness that shines the purer in their English hearts. It would have created a longing for people to be part of this wonderful land, and therefore they would have wanted to have protected it. Symbolism also has a large presence in these poems and it gives the poems depth and more complexity. England to her Sons uses symbolism to create a sense of ownership of the soldiers, Sons of mine I hear you thrilling and it is also implied that she bore the children which the Motherland then sends to war. In Fourth of August, the symbolism is used to make the soldiers seem very young and naive, Spirit of England, ardent eyed which makes the soldiers seem very keen and apprehensive, but also innocent and defenceless. Finally, symbolism is used to create a religious link between the War and the destroying dragon which Saint George, who represents England and her Soldiers, slays to protect his people. The soldiers in this section are made heroes for being martyrs. This is shown especially in Fourth of August on the last two lines, We step from the days of sour division into the grandeur of our fate, which shows that the soldiers and people believed that it was a good thing to die for ones country. This is also emphasised again in England to her Sons, where it creates a great sense for the soldiers and England, as they accept the death of their sons, save a little space to weep. And the worst friend and enemy is but Death, is a reference to Peace, and it just emphasises that even though Death reaps them of their lives, it also enables them to come closer with their Maker, God. Overall, England to her Sons represent this section of the anthology very well, because it includes everything that this section is trying to convey to the reader. It shows the sacrifice of England and the soldiers who give their life, and it projects the religious message of God, who will send them to heaven for their good deeds. Moreover it glorifies death by using euphemism, And if He in wisdom giveth Unto His beloved sleep, to acquire an acceptance of the soldiers. Lastly, it also shows the undoubting faith that the people of England had at that time, as they all believed that God would protect them and guide them to winning the War.

Product Study - Quorn Vegetarian Foods Essay -- Business Analysis, Veg

Analysis of the Situation There are currently 4 million vegetarians in the UK, and this figure is increasing at a rate of 5,000 each week. The fact that the number of vegetarians in the UK has doubled in the past ten years, proves vegetarianism to be constantly gaining popularity. The UK retail market for vegetarian foods is increasing by eight per cent per year, reflecting the constant demands for meat alternatives. Quorn products are amongst the most popular vegetarian foods in the UK, which is indicated through the vast amount of people choosing Quorn products as regular mealtime alternatives to meat based meals. I have chosen Quorn chicken style nuggets as my product study, as it is a well-established meat alternative, and one of Qourn's best selling products. Quorn as a company cater for many different needs of customers from social groups including religion and faith, culture, low fat diets, and of course, vegetarians themselves. History of Micoprotein and Quorn Products In the 1960's nutritionists and health experts were concerned that the predicted growth in population would mean that by the 1980's there would be a global protein shortage. Nutritionists and food scientists started a search to find new foods, which would help to meet the predicted increase in demand. The discovery of an organism occurring naturally in the soil ultimately gave Marlow Foods the opportunity to develop such a new food; mycoprotein. Research and product development work progressed. It wasn't until the early 1980's that mycoprotein could be grown on a com... ...gether to produce the batter for the nuggets. The flour and starch are mixed together along with water, and the salt is then added for flavouring. The batter is then set allowing he breadcrumbs to stick to it Wheat flour, wheat germ, yeast, salt Ââ€" are all used to make the breadcrumbs for the nuggets. The yeast allows the crumbs to grow and mixes with the ingredients, where as the wheat starch and flour are the main ingredients forming the crumbs. The salt is again used for extra flavouring. Sunflower oil Ââ€" replaces the fat in the mixture, making it a healthier option. It allows the nuggets to be fried a lot more easily, due to its high smoke point. Packaging. www.understandingfoodadditives.org Functions of ingrediants Compare chicken with quorn nuggets Packaging Price http://www.bbc.co.uk/health/awareness_campaigns/may_vegetarian.shtml

Life Worth Living Essay

Mysterious is what life seems to be and time seems too short for us to enjoy it. Most of us are often told to live life to the fullest but we were never told how to do so. As we grow, we continue to search on how we will make our life worth living. We tend to be adventurous to try to know the world and what we can do to say that our life is worth living. People have different perspectives on how is life worth living. For me, there are many things that make my life worth living. Life offers many challenges but through the love that I receive from my family and friends I become strong enough to face them. Love that I can receive as I live is what makes my life worth living. The opportunity to receive and share it to others really makes my life worth living. Happy moments that I spend with my loved ones also make my life worth living. They help me create good memories as I continuously live. Another one is the chance to improve myself as an individual and to have a purpose on other’s life. As I explore my potentialities, it’s worth living to have an impact on other’s life. It’s like knowing that if I leave this world, I’ll be remember by those people which I have left an impact. And life is worth living because it lets us experience failures and attain success. Failures strengthen us to face the struggles and obstacles that we will encounter while success makes room for more improvement to be an individual worthy to be called as successful. Life that I have now is worth living. I was given the chance to experience many things. I was also given the time to be with people who completes me as an individual. Enjoying life to the fullest along with my loved ones makes my life worth living. To be able to live with people who I have a purpose and to experience being loved by them makes my life worth living. Life full of mysteries is worth living although time is too short too to enjoy it, as long as long as our family and friends are there to add colors to our life and to take part in our ups and down.

Explain How You Could Promote Inclusion

To answer this question one would have to first define the terms ‘inclusion, equality and diversity. According to Ann Gravells inclusivity is â€Å"involving all learners in relevant activities rather than excluding them for any reason either directly of indirectly† Gravells defines equality as â€Å" the rights of learners to attend and participate, regardless of their gender, race, ethnic origin, religion, disability, sexual orientation and age.And finally Gravells definition of diversity is â€Å"valuing the differences in people, whether that relates to gender, race, age, disability or any other individual characteristics they may have†. ( Gravells, A. , 2008, pg. 18). The Government defined inclusion in 2001 as â€Å"†¦ a process by which schools, local education authorities and others develop their cultures, policies and practices to include pupils†(http://www. csie. org. uk/).The essence of the definitions of all three terms is acceptance it im plies that the objective of teaching is to impart the knowledge and to assist the entire group in achieving their educational goals regardless of their background. As a teacher I must ensure that I do not allow anyone to feel marginalised or show favouritism and know that everyone is an individual with various abilities, needs, background and experiences and that all learners have the right to be treated with respect and dignity.Any barriers or boundaries to learning must be identified at the outset thereafter continuously monitored throughout the course for students to successfully and effectively participate in learning. The individuality and characteristics of each learner should also be identified and respected and if there is a cultural diversity in the group then the teacher should be culturally sensitive when delivering sessions. Adoption of such method can promote a sense of inclusion, equality and diversity at an individual level, which can translate to a more beneficial co llective learning practice throughout the course.Cultural and language differences; disabilities/age/medical issues, family commitments; lack of support, peer pressure, previous learning experience, travel issues, lack of confidence, emotional or psychological problems and learning difficulties, all these issues can potentially act as barriers to learning. (Gravells, 2008, pg. 16) As my subject will be Third World Development I could expect ‘some’ learners with extreme passion to issues of developing countries which can at times affect students’ morale and potentially result in dropping out or being very pessimistic – this could be a potential barrier.As a teacher I will have to deal with such cases by motivating those students and include them in all activities and discussion by telling them that they need to learn about causes and solutions to developing world’s problem so that they can become part of the solutions. Promotion of inclusion, equalit y and diversity can be achieved by the teacher first having the knowledge of the existence of potential barriers then identifying these barriers within the learning group thereafter finding ways towards overcoming them.Francis and Gould assert â€Å"It is important to recognise the differences in the learners we teach as these may influence how we interact with them. To act professionally as teachers we will want to ensure that we behave in ways acceptable to all our learners, taking into account factors such as race, gender, age, previous experience or background. † (Francis M and Gould J. , 2009, pg. 70) During the course enrolment forms, discussions, assessments and individual learning plans can ensure that no learner is disadvantaged or subjected to unfair discrimination on any grounds in relation to accessing appropriate learning methods and resources.Collecting this data also helps identify areas that may require referral to counselling, creche facilities, health advice or a basic skills tutor in order to overcome obstacles. Promoting inclusion by identifying variation in needs ensures that learners have equality throughout their learning experience. Data collection through assessment is valuable when analysed, acted upon and continuously monitored to ensure consistency in inclusion through equality. Advocating equality through more effective provision of resources according to individual need is essential to the learning experience.Planning and implementing various strategies throughout the course to support learners with various learning requirements such as VAK style or learners with dyslexia may benefit from having different colour and bigger fonts on the teacher’s projector screen can help tackle exclusion and inequality. If there is wheelchair users on the course the appropriate venue for teaching should be considered. For students that have a disability (such as being blind or deaf, etc. ) it may be useful for the student to have lea rning support whilst attending the classes.Carefully prepared resources can also help with inclusive learning e. g. handouts should be in a font size which is big enough for partially impaired vision learners. Any resources need to be in simple English (i. e. avoid unnecessary jargon). A good layout combining colours and pictures for easy reading. Using non-discriminating language, resources that echo the diversity of the group and that are adaptable to meet the needs of the learners can be a conscious, active and constant way of tackling exclusion.Use constant assessment methods to give equal opportunity to all the learners and at the end of the course give the learners the option to evaluate the course. In conclusion, processes of inclusion are wide-ranging, dynamic and varied. They consist of: ? forging relationships ? building community ? increasing participation Inclusion in education is concerned with breaking down barriers to learning and increasing participation for all stud ents, treating all learners on the basis of equality and non-discrimination. In educational and social settings of all kinds, working towards inclusion entails celebrating differences of: ? ulture ? ethnicity ? gender ? needs and abilities (http://www. csie. org. uk).Bibliography Gravells A. , Preparing to Teach in the Lifelong Learning Sector, 3rd Edition, 2008, Learning Matters Ltd. Francis M and Gould J. , Achieving Your PTTLS Award,: A Practical Guide to Learning in the Lifelong Learning Sector, 2009, Sage Publications Ltd. Reece R. Walker S. , Teaching Training and Learning: A Practical Guide, 3rd edition, 1997, Tyne and Wear Business Education Publisher Ltd. http://www. csie. org. uk/ Centre for Studies on Inclusive Education

Womens Anti-Pass Law Campaigns in South Africa

Women's Anti-Pass Law Campaigns in South Africa The first attempt to make black women in South Africa carry passes was in 1913 when the Orange Free State introduced a new requirement that women, in addition to existing regulations for black men, must carry reference documents. The resulting protest, by a multi-racial group of women, many of whom were professionals (a large number of teachers, for example) took the form of passive resistance - a refusal to carry the new passes. Many of these women were supporters of the recently formed South African Native National Congress (which became the African National Congress in 1923, although women were not allowed to become full members until 1943). The protest against passes spread through the Orange Free State, to the extent that when World War I broke out, the authorities agreed to relax the rule. At the end of World War I, the authorities in the Orange Free State tried to re-instate the requirement, and again opposition built up. The Bantu Womens League (which became the ANC Womans League in 1948 - a few years after membership of the ANC was opened to women), organized by its first president Charlotte Maxeke, coordinated further passive resistance during late 1918 and early 1919. By 1922 they had achieved success - the South African government agreed that women should not be obliged to carry passes. However, the government still managed to introduce legislation which curtailed the rights of women and the Native (Black) Urban Areas Act No 21 of 1923 extended the existing pass system such that the only black women allowed to live in urban areas were domestic workers. In 1930 local municipal attempts in Potchefstroom to regulate womens movement led to further resistance - this was the same year that white women obtained voting rights in South Africa. White women now had a public face and a political voice, of which activists such as Helen Joseph and Helen Suzman took full advantage. Introduction of Passes for All Blacks With the Blacks (Abolition of Passes and Co-ordination of Documents) Act No 67 of 1952 the South African government amended the pass laws, requiring all black persons over the age of 16 in all provinces to carry a reference book at all times - thereby inforcing influx control of blacks from the homelands. The new reference book, which would now have to be carried by women, required an employers signature to be renewed each month, authorization to be within particular areas, and certification of tax payments. During the 1950s women within the Congress Alliance came together to combat the inherent sexism that existed within various anti-Aparthied groups, such as the ANC. Lilian Ngoyi (a trade unionist and political activist), Helen Joseph, Albertina Sisulu, Sophia Williams-De Bruyn, and others formed the Federation of South African Women. The prime focus of the FSAW soon changed, and in 1956, with the cooperation of the ANCs Womens League, they organized a mass demonstration against the new pass laws. Womens Anti-Pass March on the Union Buildings, Pretoria On 9 August 1956 over 20,000 women, of all races, marched through the streets of Pretoria to the Union Buildings to hand over a petition to JG Strijdom, South Africas prime minister, over the introduction of the new pass laws and the Group Areas Act No 41 of 1950. This act enforced different residential areas for different races and led to forced removals of people living in wrong areas. Strijdom had arranged to be elsewhere, and the petition was eventually accepted by his Secretary. During the march the women sang a freedom song: Wathint abafazi, Strijdom! wathint abafazi,wathint imbokodo,uza kufa! [When] you strike the women,you strike a rock,you will be crushed [you will die]! Although the 1950s proved to be the height of passive resistance against Apartheid in South Africa, it was largely ignored by the Apartheid government. Further protests against passes (for both men and women) culminated in the Sharpeville Massacre. Pass laws were finally repealed in 1986. The phrase wathint abafazi, wathint imbokodo has come to represent womens courage and strength in South Africa.

Why has gift exchange been an important topic for anthropology Essay - 2

Why has gift exchange been an important topic for anthropology - Essay Example Nevertheless, one of the means by which anthropology can draw meaningful inference based upon the similarities that exist between otherwise different and diverse groups. For instance, anthropology has long been focused upon social customs relating to marriage and the means by which individuals pledged themselves to another, or to a specific religious union, throughout much of their lives. Within the modern world, this construct is no as marriage. However, marriage is not the only shared anthropological similarity that exists throughout almost all cultures. Indeed, there are many cultures that have been studied throughout the course anthropological research that do not indicate such a union to have existed. As such, using marriage, or a similar construct, to draw inference upon all people and to measure cultures and other differentials based upon it is an inherent flaw. Within such a dynamic, the analyst can come to appreciate the importance that gift giving, both as a norm and has a behavioral complement of culture and society, has come to be regarded as a fundamental least common denominator that exists between peoples. Whereas differentials with respect to gift giving have been denoted by a litany of different anthropologists, the similarity and practice and form that exists within almost each and every culture or group that has thus far been analyzed is one of the reasons why this particular practice is of such profound importance towards understanding human society and the means by which evolutionary culture has shaped the globe. One of the most famous anthropologists to approach the issue of gift giving is that of James Laidlaw (Whitehouse & Laidlaw, 2007). The underlying purpose for this particular scholar being referenced within the beginning of this study is contingent upon the way in which he sought to define the four basic criteria that gifts represent; seemingly regardless of the culture in which

Phase 2 of Assignment Example | Topics and Well Written Essays - 250 words

Phase 2 of - Assignment Example If the client is no position whatsoever to make rational decisions on their own, then it should be advised that a guardian or parent should do so on their behalf. This is normally in cases where their children involved or individuals experiencing some form of disability. (Corey, 2009) Counselors are required to present information that is clear and comprehensible. They should take their clients through their policies and terms and conditions, carefully making sure that they understand the details fully before they sign the consent form and agree to its clauses. It should be noted that it is against the law and ethical practices to include clauses that will somehow incriminate the client at a later stage due to misunderstanding. This is to ensure that the clients make their decisions out of free will and are not forced to do at any one point. The voluntary action is a clear indicator that the client is in complete authority and will to enroll in a counselling