Observation of a Child | Methods and Findings

Observation of a Child | Methods and Findings Introduction This assignment has given me the opportunity to facilitate the development of my research skills using observation techniques on a focus child, and gathered inclusive resources to design and implement appropriate educational program to assist and meet the development and learning needs of the child. The real identity of the child will not be mentioned and the any information that will be collected in this assignment will be kept confidential. Case Study Background Information Ben is 4 years old. He has been with the school since he was three. Ben is the youngest child in the family. He stays with his parents, an older brother and a helper. His brother is two years elder than him and both of them attends the same school. Ben attends the full day program in school. Ben seldom engages in social interaction with his friends. He does not initiate or joins in for play. The teachers in his class attempt to encourage through verbal communication but he does not seem to show interest. His parents are aware of Ben’s development in school and they are concern about his social skills. His mother have shared previously that Ben displays sign of Autism but she felt that it was too early to bring him for assessment. Currently, Ben attends speech therapy session, thrice a week which he started earlier this year. Ben enjoys playing with animals and outdoor play. There are twenty five children in Ben’s class, together with the Curriculum Specialist, an Englis h Teacher and a Chinese Teacher. Literature Review Social development depends on individual’s acquisition of the many behaviors that helped one to be able to live in the society with their family and friends (Allen Cowdery, 2012). Planning for effective actions for improving early social behaviour in autism has been identified as a critical need for research due to the early signs of the symptoms and their conjectured role in their development (Cunningham, 2012). This does not only apply to this learning need, nevertheless, it applies to anyone who needs to receive additional support in social behaviour skill. Children with autism spectrum disorder (ASD) faced challenges with social – communication and play skills and these are the core features of the disorder (Dykstra, Boyd, Watson, Crais, Baranek, 2012). According to Bruner, early social-communication can be theorized into three related communicative functions: social interaction, behaviour regulation and joint attention (Dykstra et al., 2012). Children with ASD will display deficiencies in these areas compared to typically developing children (Dykstra et al., 2012). Similarly, children with ASD show differences in quality and quantity of play when compared to typically developing children (Dykstra et al., 2012). In addition, research has proven that both social-communication and play skills plays an important role in developing language and social interaction skills (Dykstra et al., 2012). Evidence advises that social, emotional and behaviour problems will rise if the children did not receive any early intervention (Webster-Stratton, Reid, 2004). Guiding social and emotional skills to children who are at risk can lead to better behaviour in the child, inclusion with prosocial peer groups and achievement in academic (Webster-Stratton, Reid, 2004). To achieve these outcomes, the preschool age would be an appropriate time for the children to receive early intervention to facilitate social competence and reduce any inappropriate behaviour before it becomes a permanent patter (Webster-Stratton, Reid, 2004). Parents’ involvement in their child’s education affects their social competence. Children are likely able to handle their self-regulation and respond appropriately when their parents are emotionally positive and attend to prosocial behaviours (Webster-Stratton, Reid, 2004). Approaches to Observation Before I commence on my observations, I went around asking the teachers in school about Ben. I remained unbiased towards any opinions about him during my enquiring. I also look through his previous year’s portfolio to find out his abilities in physical, cognitive, emotional and social domains. With the raw data which I have collected, I decided to observe Ben’s self-help skills and his social skills. In all, I conducted four observations. I was a non-participant in observation A and B, whilst for observations C and D; I was a participant in observations. Whether I am a non-participant or a participant in my observations, the amount of involvement will vary substantial (Sociology Guide, 2014). Thus, I tried to balance my observations as a participant and non-participant to ensure that the data collected is true. The observation records are as follows: 28 February 2014 Observation A was made in the morning during Circle Time in the classroom. Their teacher was reading a story to the class, followed by a phonics activity. The duration of the observations was forty-five minutes. Anecdotal record was used. 6 March 2014 Observation B was made during their creative play and it lasted for thirty five minutes. In this observation, I used running record to observe Ben. On the same day, his shower routine is being observed for thirty minutes. 7 March 2014 Observation C was done during arrival and Piazza time where children gathered in the piazza to engage play with other children from all levels. It lasted for thirty minutes. Anecdotal record was used. 12 March 2014 Observation D was conducted during shower time in the toilet for near thirty minutes. I was participated during the routine and anecdotal record was used. Ethical Procedures Followed Firstly, I seek approval from my Centre Director to allow me to conduct my research in Ben’s class. I shared briefly explained to her the purpose of this research. She confirmed the approval by acknowledging the application form. As Ben is not from my class, I need to seek consent from his class teacher through my Centre Director. After confirmation, she arranges a meet up with the Curriculum Specialist in the class and I furthered shared with them on how I am going to use and conduct my observations. To avoid any disruptions in their class activities, I informed them the dates and the activities that I will be coming in to observe Ben. Through this meet up, we promote a climate of openness and transparency, support and co-operate in the provision and best interest of all participants (Association for Early Childhood Educators Singapore, n.d.). During the process of consulting the parents for consensus, the class teachers advise me that she will speak to the parent on my behalf first. This is because they have built up relationships and I may not be familiar with the parents. When Ben’s parents have agreed to participate in this research, I furthered explained to them the procedures that I will be taking and at any point of time, they can choose not to allow Ben to participate and they can withdraw the research at any point of time. Both teachers and parents have also been notified that the confidentiality of information will be kept disclosed. Due to shortage of manpower, I have been helping Ben’s class for a few weeks prior to this research task. This has facilitated me to be more familiar with the children. As a professional educator, I respect children’s rights. Smith (2007) suggested that â€Å"rights†¦ are acknowledged as cultural constructions about the essential entitlements for children† (p.3). Early childhood researchers in the world are very supportive of respecting children’s voices and opinions to be heard (Conroy Harcourt, 2009). In Association for Early Childhood Educators Singapore (AECES), it is mentioned educators should recognize the individuality of every child and having their rights to express their thoughts is vital (AECES, n.d.). Thus, I will inform the children the research that I will be conducting and seek informed assent from the children. Every response from them will be valued in my study. How Data were Analysed The observations were analyzed based on thematic analysis. Thematic analysis emphasizes on patterns of behaviour or classifiable themes (Aronson, 1994). Thematic analysis provides core skills that will be an advantage for conducting qualitative analysis (Braun Clarke, 2006). To be able to identify the themes, I looked through the data and grouped the recurring patterns together. First of all, I gathered all data and identify all relevant information and relate to the repeated pattern. For an example, I make a list of actions or words which Ben has exhibited such as â€Å"plays alone†, â€Å"walks away from friends† or â€Å"does not engage in play with friends†. Then I began to combine and list the related patterns into themes. These themes will be supported by related literature to construct a valid argument (Aronson, 1994). In addition, I also looked at the learning goals in the Kindergarten Curriculum Framework produced by Ministry of Education in Singapore to see if Ben is able to achieve the learning goals. This curriculum framework provides me a guide on milestones based on the age ranging from four years old to six years old. Findings Showing Areas of Additional Education and Developmental Needs Based on the observation data gathered, Ben has shown developmental needs in these two themes: Self-help Skills – Dressing Up and Lack of Social Interaction in Play. Self-help Skills – Dressing Up From my observations B and D, Ben seems to have difficulty in putting on his t-shirt and shorts after shower. His teacher will put on his diaper for him and thereafter his teacher will ask him to put on his pants. On the two occasions, Ben’s both legs were stuck on one side of the pants. He displays frustration when he could not achieve the task. When he faces desperation, he shouted, â€Å"help!† When putting on his t-shirt, he will bring the t-shirt to his teacher and said, â€Å"Please?† Before shower, Ben needs help to undress his uniform with assistance and minimal assistance is needed when he removes his pants. Establishing self-help skills such as dressing, feeding or personal hygiene leads to greater independence. This is a goal which all children, especially for children with disability who need to learn to live independently (Allen Cowdery, 2012). Self-helps skills can also intersect with the learning areas such as social skills and cognitive skills (Technical Assistance and Training System, 2010). Based on guidelines given by Cook, Klein Tessier (2008) children are able to undress without help at two to three years old. Even though we do refer age appropriateness in children’s development, we similarly have to look at individual appropriateness of the child. Individual appropriateness discusses how the each child’s develop based on their ways of learning, personality, physical growth, family background and culture ((Technical Assistance and Training System, 2010). With Ben’s ongoing speech therapy sessions, he certainly has shown improvement on his communication, based on the data I gathered from my observations on Ben and my conversations with the teachers I have queried. To assist Ben with his dressing up skills, I will implement forward chaining technique to help Ben in his dressing up skills. The dressing up task will be broken down into simple manageable steps. Ben will only move on to the second step only if he has accomplished the first step of putting on pants. Lack of Social Interaction in Play From Observation C, Ben was observed to be engaged in solitary play. When he arrived, he dropped his bag at the entrance of the door and walked straight to the shelf where animals’ figurines were placed. He took two tiger figurines and began to play. I walked over and asked him what the tigers are doing. He replied, â€Å"Walking.† and he continued to walk around the piazza and attempted to imitate the movement of a tiger. In Observation B, the children in Ben’s were engaged in creative play where they were free to choose a corner to play. Ben picked the blocks corner and sat down to play. He was also observed in playing by himself, even though his friends are near him. He displays little social interaction with his friends during playtime. According to Jerome Bruner, he emphasized the social environment as nature of learning in which adults should help a child to develop skills through the process of scaffolding (McLeod, 2012). Likewise in Vygotsky’s theory, the growth of a child derives from the interactions between children and their social environment (Tools of the Mind, 2013). Thus, it is critical for Ben to be engaged in social interaction with his peers to scaffolding his learning in other areas. Social skills influence other learning areas of development and vice versa (Allen Cowdery, 2012). Thus, it is critical for Ben to acquire social skills. This is a skill which cannot be forced as it is an on-going learning journey throughout a lifespan. To foster social interactions for Ben, some strategies can be plan and implemented for Ben in an inclusive education environment. This will be discussed further in the Individual Education Plan (IEP). Individual Education Plan Child Name Ben Childcare/Kindergarten The Global Preschool Date of birth 3 March 2010 Year Level 4 Date of Plan 17 March 2014 Any services currently working with the child eg Physiotherapist Ben is currently working with a speech therapist. He attends the session three times a week. Recourses/Program No program at the moment Purpose Funding source No Funding Contact Person Phone Number Length of Availability Understanding the child Child’s skills, strengths, preferences, abilities and motivations Ben likes to go for outdoor play. He likes to go to the playground and play tricycle. He likes to play with animal figurines and he is able to name the animals. Academic progress of the child Ben is able to identify the letters of the alphabet and able to identify words associated with the letter. He is able to count from 1 – 20. Social skills and relationships of the child He also displays minimal social interaction with peers. However, Ben enjoys receiving hugs from his teachers. Nature of attendance and engagement Ben’s attendance is regular and he seldom missed the lessons unless he goes for his speech therapy. Ben displays difficulty in engaging play with his friends. Education Plan Goals Barriers to achieving Goal Strengths related to Goal Strategies to achieve Goal Actions and Time-line To be able to dress himself mainly shorts and t-shirt with minimal assistance Ben may display frustrations or tantrums and might be distracted from the environment Ben likes to observe what his peers are doing and this may help him to achieve the goal. Breaking the stages into smaller and attainable steps for Ben through verbal communication. The teachers have been communicated on the steps for Ben to achieve. This will be consistent so in order Ben to receive the same information even if a different teacher helps with the routine. Time line: Three months To be engage in play with his friend. Ben prefers to play alone. He usually walks away from his friends. Ben will engage in play with his friends when they are playing animals. Engage a buddy for Ben. Ben will be with his buddy during play time. Teachers have to keep on encouraging and inviting Ben to play with his friends. Time line: Four months Review date†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦August 2014†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Reference List Allen, K. E., Cowdery, G. E. (2012). The exceptional child: Inclusion in early childhood education. (7 ed.). Singapore: Cengage Learning. Aronson, J. (1994). A pragmatic view of thematic analysis. The qualitative report, 2(1), 1-3. Association for Early Childhood Educators (Singapore. (n.d.). Guidelines for professional responsibilities in early childhood education. Retrieved from http://www.aeces.org/files/pdf/coe.pdf Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in Psychology, 3(2), 77-101. Cook, R.E., Klein, M.D., Tessier, A. (2008). Adapting early childhood curricula for children with special needs (7th ed.). Upper Saddle River, New Jersey: Prentice Hall Conroy, H. Harcourt, D. (2009). Informed agreement to participate: beginning the partnership with children in research. Early Child Development and Care,179(2), 157-165. Cunningham, A. B. (2012). Measuring change in social interaction skills of young children with autism. Journal of Autism and Developmental Disorders, 42(4), 593-605. Dykstra, J. R., Boyd, B. A., Watson, L. R., Crais, E. R., Baranek, G. T. (2012). The impact of the Advancing Social-communication And Play (ASAP) intervention on preschoolers with autism spectrum disorder. Autism, 16(1), 27-44. McLeod, S. (2012). Bruner. Retrieved from http://www.simplypsychology.org/bruner.html Smith, A. (2007).Children’s rights and early childhood education: Links to theory and advocacy. Australian Journal of Early Childhood, 32(3), 1-7. Sociology Guide. (2014). Observation: Participant and non-participant. Retrieved from http://www.sociologyguide.com/research-methodsstatistics/observation.php Technical Assistance and Training System. (2010). Developmentally appropriate practice – adaptive/self-help skills. Retrieved from http://www.tats.ucf.edu/docs/eUpdates/Curriculum-14.pdf Tools of the Mind. (2013). Vygotskian approach. Retrieved from http://www.toolsofthemind.org/philosophy/vygotskian-approach/ Webster-Stratton, C., Reid, M. J. (2004). Strengthening social and emotional competence in young children-The foundation for early school readiness and success: Incredible Years classroom social skills and problem-solving curriculum. Infants Young Children, 17(2), 96-113. Appendices Appendix 1 Appendix 2 Appendix 3 Name: Loo Si Hui Student ID: 25687514 Page 1

Edna St. Vincent Millay :: essays research papers

Edna St. Vincent Millay, a poet and playwrite, was best known for her lyrical poetry. She wrote many poems, on topics such as love, fidelity, erotic desire, and feminist issues. The part of Millay that wasn’t highly publicized is that she addressed herself as a bisexual and had many affairs with woman before her marriage. It is not said if she continued sexual involments with women after her marriage (though it is quite possible), nor it is not said which of her poems are written about women rather than men. Edna St. Vincent Millay grew up in a different sort of family. Born February 22, 1892 in Rockland, Maine, and the oldest of three daughters of Henry Tolman Millay and Cora Lounella (Buzelle) Millay. When Edna was around the age eight her mother divorced her father. After the divorce her mother worked as a nurse to support the family. Her mother encouraged Edna and her sisters to study music and literature and urged them to be independent and ambitious. Edna’s first published poem "Forest Trees." Written when she was fourteen, appeared in St. Nicholas Magazine (October 1906). With in the next four years, St. Nicholas published five more of her poems one of which, "The Land of Romance" received a gold badge of the St. Nicholas League and later was reprinted in Current Literature (April 1907). In 1912 "Renascence" one of Millays poems was anthologized in The Lyric Year and met with critical acclaim. When Millay’s poems were published she gained literary recognition and earned a scholarship to Vassar. At Vassar she continued to write poetry and became involved in the theater. In 1922 one of her plays The Harp Weaver was awarded the Palitzer Prize. Millay also published a book of poems in 1922 called "A Few Figs from Thistles" in this volume, she described female sexuality in a way that gained her much attention, as she put fourth the idea that a women has every right to sexual pleasure and no obligation to fidelity. Following her successes in the 1920’s and early 1930’s, Millay’s poetry gradually suffered a critical and popular decline. Unfortunately, her real poetic achievements were overshadowed by her image as the free (but "naughty") woman of the 1920’s. During the last two decades of her life, millay was almost ignored critically, although her Collected Sonnets appeared in 1941. Since the late 1960’s, however, there has been a renewed interest in Millay’s works.

Characteristics of Yeat’s Poetry

Yeats believed that art and politics were intrinsically linked and used his writing to express his attitudes toward Irish politics, as well as to educate his readers about Irish cultural history. From an early age, Yeats felt a deep connection to Ireland and his national identity, and he thought that British rule negatively impacted Irish politics and social life.His early compilation of folklore sought to teach a literary history that had been suppressed by British rule, and his early poems were odes to the beauty and mystery of the Irish countryside. This work frequently integrated references to myths and mythic figures, including Oisin and Cuchulain. As Yeats became more involved in Irish politics—through his relationships with the Irish National Theatre, the Irish Literary Society, the Irish Republican Brotherhood, and Maud Gonne—his poems increasingly resembled political manifestos.Yeats wrote numerous poems about Ireland’s involvement in World War I ( "An Irish Airman Foresees His Death† [1919], â€Å"A Meditation in Time of War† [1921]), Irish nationalists and political activists (â€Å"On a Political Prisoner† [1921], â€Å"In Memory of Eva Gore Booth and Con Markiewicz† [1933]), and the Easter Rebellion (â€Å"Easter 1916† [1916]). Yeats believed that art could serve a political function: poems could both critique and comment on political events, as well as educate and inform a population. The Impact of Fate and the Divine on HistoryYeats’s devotion to mysticism led to the development of a unique spiritual and philosophical system that emphasized the role of fate and historical determinism, or the belief that events have been preordained. Yeats had rejected Christianity early in his life, but his lifelong study of mythology, Theosophy, spiritualism, philosophy, and the occult demonstrate his profound interest in the divine and how it interacts with humanity. Over the course of his life, he created a complex system of spirituality, using the image of interlocking gyres (similar to spiral cones) to map out the development and reincarnation of the soul.Yeats believed that history was determined by fate and that fate revealed its plan in moments when the human and divine interact. A tone of historically determined inevitability permeates his poems, particularly in descriptions of situations of human and divine interaction. The divine takes on many forms in Yeats’s poetry, sometimes literally (â€Å"Leda and the Swan† [1923]), sometimes abstractly (â€Å"The Second Coming† [1919]). In other poems, the divine is only gestured to (as in the sense of the divine in the Byzantine mosaics in â€Å"Sailing to Byzantium† [1926]).No matter what shape it takes, the divine signals the role of fate in determining the course of history. The Transition from Romanticism to Modernism Yeats started his long literary career as a romantic poet and gradually ev olved into a modernist poet. When he began publishing poetry in the 1880s, his poems had a lyrical, romantic style, and they focused on love, longing and loss, and Irish myths. His early writing follows the conventions of romantic verse, utilizing familiar rhyme schemes, metric patterns, and poetic structures. Although it is lighter than his later writings, his early poetry is still sophisticated and accomplished.Several factors contributed to his poetic evolution: his interest in mysticism and the occult led him to explore spiritually and philosophically complex subjects. Yeats’s frustrated romantic relationship with Maud Gonne caused the starry-eyed romantic idealism of his early work to become more knowing and cynical. Additionally, his concern with Irish subjects evolved as he became more closely connected to nationalist political causes. As a result, Yeats shifted his focus from myth and folklore to contemporary politics, often linking the two to make potent statements t hat reflected political agitation and turbulence in Ireland and abroad.Finally, and most significantly, Yeats’s connection with the changing face of literary culture in the early twentieth century led him to pick up some of the styles and conventions of the modernist poets. The modernists experimented with verse forms, aggressively engaged with contemporary politics, challenged poetic conventions and the literary tradition at large, and rejected the notion that poetry should simply be lyrical and beautiful. These influences caused his poetry to become darker, edgier, and more concise.Although he never abandoned the verse forms that provided the sounds and rhythms of his earlier poetry, there is still a noticeable shift in style and tone over the course of his career. Motifs Irish Nationalism and Politics Throughout his literary career, Yeats incorporated distinctly Irish themes and issues into his work. He used his writing as a tool to comment on Irish politics and the home r ule movement and to educate and inform people about Irish history and culture. Yeats also used the backdrop of the Irish countryside to retell stories and legends from Irish folklore.As he became increasingly involved in nationalist politics, his poems took on a patriotic tone. Yeats addressed Irish politics in a variety of ways: sometimes his statements are explicit political commentary, as in â€Å"An Irish Airman Foresees His Death,† in which he addresses the hypocrisy of the British use of Irish soldiers in World War I. Such poems as â€Å"Easter 1916† and â€Å"In Memory of Eva Gore Booth and Con Markiewicz† address individuals and events connected to Irish nationalist politics, while â€Å"The Second Coming† and â€Å"Leda and the Swan† subtly include the idea of Irish nationalism.In these poems, a sense of cultural crisis and conflict seeps through, even though the poems are not explicitly about Ireland. By using images of chaos, disorder, a nd war, Yeats engaged in an understated commentary on the political situations in Ireland and abroad. Yeats’s active participation in Irish politics informed his poetry, and he used his work to further comment on the nationalist issues of his day. Mysticism and the Occult Yeats had a deep fascination with mysticism and the occult, and his poetry is infused with a sense of the otherworldly, the spiritual, and the unknown.His interest in the occult began with his study of Theosophy as a young man and expanded and developed through his participation in the Hermetic Order of the Golden Dawn, a mystical secret society. Mysticism figures prominently in Yeats’s discussion of the reincarnation of the soul, as well as in his philosophical model of the conical gyres used to explain the journey of the soul, the passage of time, and the guiding hand of fate. Mysticism and the occult occur again and again in Yeats’s poetry, most explicitly in â€Å"The Second Coming† but also in poems such as â€Å"Sailing to Byzantium† and â€Å"The Magi† (1916).The rejection of Christian principles in favor of a more supernatural approach to spirituality creates a unique flavor in Yeats’s poetry that impacts his discussion of history, politics, and love. Irish Myth and Folklore Yeats’s participation in the Irish political system had origins in his interest in Irish myth and folklore. Irish myth and folklore had been suppressed by church doctrine and British control of the school system. Yeats used his poetry as a tool for re-educating the Irish population about their heritage and as a strategy for developing Irish nationalism.He retold entire folktales in epic poems and plays, such as The Wanderings of Oisin (1889) and The Death of Cuchulain (1939), and used fragments of stories in shorter poems, such as â€Å"The Stolen Child† (1886), which retells a parable of fairies luring a child away from his home, and â€Å"Cuchulainà ¢â‚¬â„¢s Fight with the Sea† (1925), which recounts part of an epic where the Irish folk hero Cuchulain battles his long-lost son by at the edge of the sea. Other poems deal with subjects, images, and themes culled from folklore.In â€Å"Who Goes with Fergus? † (1893) Yeats imagines a meeting with the exiled wandering king of Irish legend, while â€Å"The Song of Wandering Aengus† (1899) captures the experiences of the lovelorn god Aengus as he searches for the beautiful maiden seen in his dreams. Most important, Yeats infused his poetry with a rich sense of Irish culture. Even poems that do not deal explicitly with subjects from myth retain powerful tinges of indigenous Irish culture.Yeats often borrowed word selection, verse form, and patterns of imagery directly from traditional Irish myth and folklore. Symbols The Gyre The gyre, a circular or conical shape, appears frequently in Yeats’s poems and was developed as part of the philosophical system outlin ed in his book A Vision. At first, Yeats used the phases of the moon to articulate his belief that history was structured in terms of ages, but he later settled upon the gyre as a more useful model.He chose the image of interlocking gyres—visually represented as two intersecting conical spirals—to symbolize his philosophical belief that all things could be described in terms of cycles and patterns. The soul (or the civilization, the age, and so on) would move from the smallest point of the spiral to the largest before moving along to the other gyre. Although this is a difficult concept to grasp abstractly, the image makes sense when applied to the waxing and waning of a particular historical age or the evolution of a human life from youth to adulthood to old age.The symbol of the interlocking gyres reveals Yeats’s belief in fate and historical determinism as well as his spiritual attitudes toward the development of the soul, since creatures and events must evolv e according to the conical shape. With the image of the gyre, Yeats created a shorthand reference in his poetry that stood for his entire philosophy of history and spirituality. The Swan Swans are a common symbol in poetry, often used to depict idealized nature. Yeats employs this convention in â€Å"The Wild Swans at Coole† (1919), in which the regal birds represent an unchanging, flawless ideal.In â€Å"Leda and the Swan,† Yeats rewrites the Greek myth of Zeus and Leda to comment on fate and historical inevitability: Zeus disguises himself as a swan to rape the unsuspecting Leda. In this poem, the bird is fearsome and destructive, and it possesses a divine power that violates Leda and initiates the dire consequences of war and devastation depicted in the final lines. Even though Yeats clearly states that the swan is the god Zeus, he also emphasizes the physicality of the swan: the beating wings, the dark webbed feet, the long neck and beak.Through this description of its physical characteristics, the swan becomes a violent divine force. By rendering a well-known poetic symbol as violent and terrifying rather than idealized and beautiful, Yeats manipulates poetic conventions, an act of literary modernism, and adds to the power of the poem. The Great Beast Yeats employs the figure of a great beast—a horrific, violent animal—to embody difficult abstract concepts. The great beast as a symbol comes from Christian iconography, in which it represents evil and darkness.In â€Å"The Second Coming,† the great beast emerges from the Spiritus Mundi, or soul of the universe, to function as the primary image of destruction in the poem. Yeats describes the onset of apocalyptic events in which the â€Å"blood-dimmed tide is loosed† and the â€Å"ceremony of innocence is drowned† as the world enters a new age and falls apart as a result of the widening of the historical gyres. The speaker predicts the arrival of the Second Com ing, and this prediction summons a â€Å"vast image† of a frightening monster pulled from the collective consciousness of the world.Yeats modifies the well-known image of the sphinx to embody the poem’s vision of the climactic coming. By rendering the terrifying prospect of disruption and change into an easily imagined horrifying monster, Yeats makes an abstract fear become tangible and real. The great beast slouches toward Bethlehem to be born, where it will evolve into a second Christ (or anti-Christ) figure for the dark new age. In this way, Yeats uses distinct, concrete imagery to symbolize complex ideas about the state of the modern world.

The Constitutional Rights Of The State Of Utah - 1256 Words

The Defendant, Hale Hallow, is petitioning the court to declare Utah’s state law criminalizing polygamy unconstitutional. Hale Hallow is a faithful member of The Church of Jesus Christ of Latter Day Saints (LDS, or Mormons) and has relations with multiple different women. He believes that he has a constitutional right to enter into a marriage with more than one of these women. However, Mr. Hallow is being denied such right due to Utah state law. After Utah’s state court of appeals ruled that the law will be upheld, Mr. Hallow appealed to the United States Supreme Court, arguing that his First and Fourteenth Amendments of the Constitution were being violated. The Constitutional issues at hand are whether or not polygamy is a constitutional†¦show more content†¦United States (1878) where he says, â€Å"Polygamy has always been odious among the northern and western nations of Europe, and, until the establishment of the Mormon Church, was almost exclusively a feat ure of the life of Asiatic and of African people. At common law, the second marriage was always void,† The court then agreed that this act of multiple marriages would not line up with the traditions our country was founded on. In other words, the court does not believe polygamy should be allowed because the United States was founded on certain principles and morals that polygamy would challenge and even go against. Women Suffrage The next argument the Plaintiff makes is about how damaging polygamy would be on our society, especially for women. The prosecutors refer to Reynolds v. United States (1878) and mention how other countries that allow Polygamy have a high rate of discrimination toward women. Therefore, the Plaintiff is arguing that allowing Polygamy would negatively affect the individual rights of women in the United States. The Plaintiff quotes Justice Waite’s opinion, â€Å"and from the earliest history of England Polygamy has been treated as an offense against society.† The Defendant, should not be allowed multiple wives, because it will lead to a more patriarchal society. The women in this civil contract would be limited due to the men of this religion having more control ofShow MoreRelatedPolygamist Marriages Internal Memorandum Essay1336 Words   |  6 PagesInternal Memorandum of the Law for Defenses Of the State of Utah for Polygamist Marriages PA499: Bachelors Capstone Project in Paralegal Studies MEMORANDUM TO: Ted Leopold, ESQ. FROM: Keith A. Swift PARALEGAL DATE: October 16, 2012 SUBJECT: Deborah Evans-Polygamy defenses for state of Utah Facts: Deborah Evans Met Aaron Conway and his wife Barb Conway five years ago as part of the religious sect Canyon County Family Society that has existed for 25 years with 120Read MoreThe Legal Amendments Of The South Dakota Codified Laws1140 Words   |  5 PagesDakota The state of South Dakota is a shall-issue. The state law on firearms does not demand a state permit for an individual to possess a shotgun, rifle or handgun, but the law, however, requires a permit for individuals to carry the same weapons within the state. State Constitutional Provision: The state constitutional provision- Article V1, Section 24 that states, â€Å"The right of the citizens to bear arms in defense of themselves and the state shall not be denied.† This thus, makes it a right for anyRead MorePutting Constitutional Protections in the Backseat for Non-Conformist American Experiences606 Words   |  3 PagesA country born of laws, rights and citizenship with the idea of a free people to govern over themselves, was the original intent of the American experience. However, America did not inherit traditional bonds of a national identity, so it had to rely on a few cultural foundations that became critical in deciding who belonged in the American experience. The pillars seemed to be a common language of English, a religion based on a broad view of Christianity, and the notion of a traditional family. AsRead More1. As stated in the text for much of the early history of Nevada it was never considered as a700 Words   |  3 PagesDestiny, which stated that Americans had not only the right but the responsibility to encompass all territory from the Atlantic to the Pacific, became more prevalent and eventually led to the Mexican-American War. This war was about who would control essentially California and by extension almost all of what is now the southwestern United States and Nevada. After winning the war Nevada officially became a US territory, though still not a state Nevada became much more attractive to settlers. AfterRead MoreUtah : Becoming A State1003 Words   |  5 Pages Utah is the 45th state to be a part of the United States on January 4, 1896. Home of the famous Mormon Temple and Mormon Tabernacle, Temple Square is a massive tourist attraction in Utah bringing up to three to five million people every year. And when it comes to Utah Constitution, it resemble the Federal Constitution. In 1848, the United States gained control of Utah from Mexico as a result of the Mexican-American War ( â€Å"Utah State History - 4 Becoming a State†, 2017 para. 1). In the Treaty ofRead MoreSame Sex Marriage846 Words   |  3 Pagesnot related by blood or married. Also if one of them would have died they would not the ability to collect life insurance because they are not legally married. They are now married happily in Hawaii. Same-sex marriage is starting to be legalized in states and accepted by many along with that many people are against the idea, same-sex marriage also promotes change and growth. November 21st, 2013 Illinois legalizes same-sex marriage (McDermott). This is an effect that will change the future becauseRead MoreThe Compromise Of 1850 After The United States911 Words   |  4 PagesCompromise of 1850 was a desperate attempt to keep the southern states from seceding from the United States of America. While the goal was to keep the south from seceding, the new laws actually created more tension than it solved. Since the division in America over slave ownership had been holding a delicate balance with the states on both sides, the North and the South. When California petitioned to join the Union in 1849 as a free state, that delicate balance tipped and the conflict once again eruptedRead MoreThe s Office Of Justice Program1481 Words   |  6 PagesIntroduction How we communication is in a liquid state and has become easier to communicate to our friends, circle of influences and the mass audiences. Social media portals like Facebook, YouTube, Twitter, Instagram and other sites, allow people from around the world to express their thoughts and ideas in real time and with a simple click its out there. For the most of the masses, the Internet is an amazing tool to exchange engaging dialog and express their freedom of expression in humanity. UnfortunatelyRead MoreEssay on LGBT Rights on Wall Street891 Words   |  4 PagesTwo important trends facing Wall Street are its expansion of LGBT employee rights over the past decade and its entrance into non-traditional banking centers. These trends are interrelated and deeply affect the LGBT community. As Wall Street has greatly improved its treatment of LGBT employees, it has an opportunity to share this accepting attitude as it expands into new markets. The 1980s were notorious for rampant homophobia on Wall Street, where traders routinely screamed â€Å"faggot† on the tradingRead More David Gutersons Snow Falling on Cedars Essay1068 Words   |  5 PagesJapanese-Americans were unfairly sent to internment camps in the United States. This is also true of the incidents that take place in the fictional novel Snow Falling On Cedars, by David Guterson. The discrimination all started at about 8:00 AM on December 7, 1941. At this time the Japanese assembled a fleet of planes and attacked Pearl Harbor, which is located off the shore of Hawaii. The Japanese decided to attack the United States because the U.S. enforced an oil embargo against Japan. This attack