Symbolism in Ancient Mariner Essay Example

Symbolism in Ancient Mariner Essay Symbolism in The Rime of the Ancient Mariner Samual Taylor Coleridges poem The Rime of the Ancient Mariner is a lyrical fantasy ballad based on the story of a weathered sailor and his ordeals.The poem begins with the antiquated English mariner capturing the attention of a passer by on his way to a wedding.With this the mariner proceeds to reminisce and tell his spell bound listener of his voyage between the equator and the South Pole, and then back to England.The story follows the mariner and his ship through life and death, heaven and hell, and everything in between. Symbolism is used in The Rime of the Ancient Mariner to convey powerful and complex themes that in turn create an Allegory.In this paper allegory as well as symbolism will be defined.Following the definitions will be examples of how they are used and explanations of their meanings in relation to the poem and to life. An allegory is a story with two or more symbolic levels.The events, settings, objects, or characters in an allegory stand for ideas or qualities beyond themselves.In a sense it is a description of one thing under the image of another.On almost the same level, symbolism is a literary device that uses one thing in representation of another.Symbols are almost always physical in nature and represent something that is not physical, like a color to represent a mood or an object to represent an idea. The Rime of the Ancient Mariner is a poem filled with morally and religiously orientated symbols.One symbol and perhaps the most overlooked is the mariner himself. He represents the individual soul and all the struggles that one eventually faces through life and death. The mariners journey and tribulations that begin with the slaying of the albatross and end with his return to dry land in England parallel a souls journey from sin to redemption. In likeness to the mariner, the ship may re

How did Directed Activities Related to Text come about Essays

How did Directed Activities Related to Text come about Essays How did Directed Activities Related to Text come about Essay How did Directed Activities Related to Text come about Essay Essay Topic: Education Traditionally secondary school pupils copied from the blackboard or from dictation to make a set of notes that they learned (by heart) for exams. However, copying things down is a completely passive task requiring little mental effort or involvement in the lesson. As comprehensive schools developed during the mid-1970s, classes became increasingly differentiated with some pupils for whom extended writing was a difficult and unpleasant experience and therefore a source of anxiety. The first step towards resolving this issue was to set small group work using worksheets needing only short answers to structured questions. This seemed a feasible way to organise a mixed ability class. However, many of the first worksheets relied heavily on recipe style instructions providing little opportunity for interaction with the text or making the pupils think (Sutton, 1992). Around this time, a case was made for language for learning, or language across the curriculum (Bullock Report, 1975). There were concerns that the routines of secondary school would allow some pupils to become too passive in their learning, with insufficient demand on them to reformulate their ideas, in other words, construct their own meaning (Sutton, 1992). There developed a need to resolve conflicting demands for busy science teachers to manage practical work well, but also to organise a range of other language-centred activities (ibid. ). A project described in Lunzer and Gardner (1979) suggested that passive reading occurred when reading tasks were vague and general, rather than specific, and where reading was solitary rather than shared. This project developed activities and techniques that made pupils focus on important parts of text, and involved them in reflecting on the content otherwise known as DARTs (Henderson and Wellington, 1998). What were the consequences for the classroom? It was not just a matter of adding a text-based activity to each lesson, it also meant a change in attitude in how teachers engaged pupils in science lessons. Science teaching today is considered a process of facilitating learning new ways of seeing and talking. The means available are partly through experience (such as practical work) and partly linguistic (written work and discussion), and both develop what the learner sees in his or her minds eye (Sutton, 1992). What are the strengths and limitations of DARTs? Present-day DARTs offer a great deal of variety of tasks, and are designed to make pupils think more actively rather than following a set of instructions (see Appendix II) and therefore offer an invaluable tool to the teacher. Pupils can build up a collection of them into a record of their work. Few textbooks exactly cover the material as required by the teacher and, unless they have kept their own record, how will the pupils revise their work? Notes in the form of DARTs, from which the pupils make tables or label diagrams etc. rovide an accurate record. Any lesson time spent copying is dead time (no good at making a class think). If we use this dead time for a DART, pupils will have the text and will have begun to construct their own ideas of it. Their writing time is therefore more productively and creatively spent. DARTs can be used to test childrens understanding of how concepts are linked rather that the meaning of words. For example, the widely used Cloze technique aims to ensu re that pupils read the sentence with enough understanding to supply the missing word. To ensure the learning is active, the working words are omitted from the text (e. g. into, have, make, for) therefore requiring the pupil to understand the concept (active) rather than just filling in the words by their meaning (passive). During my school placement, I had the opportunity of creating and delivering DARTs to Year 9 pupils (see Appendix II for examples). In addition to the strengths of variety, recording and active learning, I encountered several other advantages of using DARTs. For example, teaching National Curriculum science is by definition a crowded agenda. There is little spare time and therefore every lesson minute must be treated as precious, and needs to be carefully planned (whether it is for practical, written work, discussion, problem-solving etc). Copying large chunks of text or tables is time-consuming and leaves less time for active learning. Using DARTs enabled me to spend more time on the learning objectives. Using DARTs avoided too much chalk and talk and ensured the class stayed engaged in the lesson. In addition, a bonus advantage was that a DART exercise settled lively classes (particularly worth remembering as a trainee teacher). Finally, and significantly, a strength which can only be observed first-hand the pupils enjoyed DARTs. Despite all the strengths of DARTs, there are limitations to the technique. For example, it is easy for worksheets of any kind to be discarded or lost after use and the pupil not to regard them as having value. For example, during my school placement, any worksheets should have been glued into pupil notebooks during the lesson. However, in any class I observed there were inevitably at least 2 pupils who had forgotten their notebooks and therefore their worksheets remained loose at the bottom of their school bags or in the class tray until the following week, or worse, left behind on the floor of the lab. Clearly there are organisational and management issues which need to be addressed. Effective use of DARTs requires a recognised (by pupil and teacher) system for keeping DART records. Cloze text can suffer from the problem that pupils tend to want to find the missing word without understanding the text which it is why it is wise to omit the working words. Since each pupil needs a copy of their own, it may be better to convert cloze text into scrambled text, which requires more understanding and less guessing. There can be common difficulties with reading. For instance pupils often cannot relate to the type of science texts used in school in terms of language and style or the class could comprise of a wide range of reading ages. There are three problems with using extracts from textbooks. First the writing may be too difficult. The simplest formula that measures the readability of texts is the SMOG test (see Appendix III). If the book has short sentences and few long words it is easier to read and therefore a low reading age score. Any DART needs to be tailored to the reading age of the pupil. A second problem is that the subject content may not fit your requirements exactly and schools are often limited in the range of text that they can offer pupils. The third problem is that DARTs may pose difficulties for ESL pupils. Therefore the individual literacy abilities in a class must be considered when selecting DARTs for use in a lesson.

Here is How to Make Edible Glitter

Here is How to Make Edible Glitter Make your own edible glitter. Its easy and inexpensive and much safer for kids or to put on your face. Edible Glitter Ingredients 1/4 cup sugar1/2 teaspoon liquid food coloring You can use granulated white sugar or any of the crystalline sugars. Avoid brown sugar (too moist) and powdered sugar (not sparkly). Use liquid food coloring because paste coloring is more difficult to mix and may discolor when baked. Mix together the sugar and food coloring.Bake the colored sugar in a 350 F oven for 10 minutes.Store the sugar glitter in a sealed container, to protect it from moisture. Non-Toxic Glitter Recipe 1/4 cup salt1/2 teaspoon liquid food coloring Mix together the salt and food coloring.Bake the colored salt on a baking sheet at 350 F for 10 minutes.Allow the glitter to cool. Store the glitter in a sealed bag or container. You can mix either type of glitter with corn syrup or non-toxic glue for craft projects or stick it to your skin. It also sticks fairly well onto petroleum jelly for use on your lips. Because petroleum jelly is oil-based, it wont dissolve the sugar.

Complex Organizations Term Paper Example | Topics and Well Written Essays - 2250 words

Complex Organizations - Term Paper Example For conducting such operations, he is required to possess certain vital skills so that the task can be performed in an effective manner. The most essential skills that are needed to be developed by aviation mechanics are communication skill, decision making skills, and the skill related to ethical values. The study comprises of the details of the role of aviation mechanics in Virgin Atlantic. In the paper, a brief introduction has been highlighted about aviation mechanic. It seeks to explain about the detail description of communication skill, decision making process and ethical values of aviation mechanic in his work. 2.0 Aircraft Mechanics Aircraft mechanics are also recognized as Aviation Maintenance Technicians and they are in charge of maintaining the aircraft in peak state. The performance of aircraft mechanics is evaluated on a regular basis and the inspection is done in a proper schedule and continuous maintenance as required by Federal Aviation Administration (FAA). The othe r works that they are entitled to includes repairs, replacement of aircraft parts, making utilization of various precision tools, troubleshooting for possible problems and eventually equipment testing after its repair so that work can be conducted properly within the safety limit that has been set. The job of aviation maintenance technician has an imperative role in safety and economic feasibility of airline operation (EVERETT Community College, â€Å"Aviation Program Outcomes†). The aircraft mechanics of Virgin Atlantic is responsible to handle the multiple tasks. They ensure maintenance of aircraft so as to meet the standard of Civil Aviation Authority (CAA) along with the standard of the airline. They are entitled to complete the task related to aircraft maintenance within a definite time period and in a cost effective manner (Virgin Atlantic, â€Å"Aircraft Mechanic J.F.K International Airport†). The general responsibility of aircraft maintenance technician include s various features. They consider that safety is their major priority and seek excellence in their task. The judgmental capacity of the aircraft maintenance technicians is high and they apply good principles in their decisions. They are responsible towards the work and adhere to specific laws as well as regulations (AMTMCC, â€Å"Introduction†). A sound aircraft inspection as well as inspection system is of much importance for providing the public with constant safety along with reliability of air transport system. This system is considered as one of the most critical systems as it is related to human as well as machine components. Under the support of ‘National Plan for Aviation Human Factors’, FAA, by analyzing the aircraft maintenance technician, has recognized the significance of the role of human in the safety of aircraft. Humans are considered as a part of the systems though mistakes cannot be separated from the two aspects of human such as performance spee d and human well-being at work (Drury, â€Å"The Need for Human Factors in Maintenance†). The performance of the mechanics can be determined by both reliability as well as speed. There are two approaches of aviation maintenance such as Incident based approach and Task-Analysis based approach. When an incident takes place, the details of the incident will record

Employee relations Essay Example | Topics and Well Written Essays - 1500 words

Employee relations - Essay Example All these activities could be broadly put into three major categories such as collective bargaining or negotiations mainly wage negotiations, industrial action and legal actions. Unions as representative of workers organizations bargain with employers or various such issues such as wages, allowances, bonus, hours of work, reinstatement etc. The unions have secure bargaining power by statute and bargaining is done with the presence of the third party. Trade unions and its impact: It has been quite a longtime the discussion is going on that trade unions affect productivity of workforce individually or collectively in positive or negative way. Dipp, Lupton and Aslop (2000, 2002) indicate a fall in the extent, which employers regard unions as damaging to industrial relations. Impact of trade unions on productivity and the economic performance of organizations have long been debated. The UK firms are primarily using the latest equipment, automation and technology, resulting in high labor productivity and the ability to produce quality products to meet the requirements of EU and US markets. Differences in technology, automation, age of equipment, levels of employment, all affect labor productivity. Most of the EU producers have increased their productivity in recent years by increased automation, improving technology, and downsizing, instigating â€Å"cultural change† programmes, and bringing in productivity-linked incentive pa y schemes. British political climate hostile to the trade unions has considerably weakened trade unionism. The received wisdom is that unionization rates have fallen rapidly as unions have failed to become recognized in newly setup work places (Machins, 2000). Throughout the 1980’s a range of anti union legislative measures were introduced by conservative govt. and the seemed to have a particularly adverse effect on recognition in establishments’

Law and Ethics in Nursing :: Nursing Ethics Research Paper

In every nurse's career, he or she will face with legal and ethical dilemmas. One of the professional competencies for nursing states that nurses should "integrate knowledge of ethical and legal aspects of health care and professional values into nursing practice". It is important to know what types of dilemmas nurses may face during their careers and how they have been successfully dealt with in the past. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice lawsuit. LAW VS. ETHICS It is important to first understand the difference between law and ethics. Ethics examines the values and actions of people. Often times there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority figure. There are four types of situations that pertain to law vs. ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctor's orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal or ethical. For example, when a nurse makes a medication error and does not report it. ETHICAL DUTIES Nurses have many ethical duties to their clients. The main ethical duties are: nonmaleficence, beneficence, fidelity, veracity, and justice. The duty of nonmaleficence is the duty to do no harm. The nurse first needs to ask him or herself what harm is. When a nurse gives an injection she is causing the patient pain but she is also preventing additional harm such as disease development or prolonged pain. Therefore, the nurse must ask herself a second question about how much harm should be tolerated. The duty of beneficence is to do good. In a sense, it is at the opposite end of nonmaleficence or at the positive end of the nonmaleficence > beneficence continuum. The duty of fidelity means to be faithful, or to keep to your promises. Therefore, if a nurse tells his patient that he will

An AP prompt essay discussing how writers must prepare to be unsatisfied Essay

Everyday more and more people try to make a profession in being a successful writer. In this passage, aspiring writer Melusina Fay Peirce writes to novelist Marian Evans Lewes asking if beginning writing at thirty is too old. Evans is moved by this letter and responds mentioning thirty is not too old. In the letter, she comments that even an accomplished writer such as herself is rarely satisfied with hours of work. It is impossible to be an accomplished writer without having years of wisdom behind you. Throughout the passage, she utilizes various persuasive techniques such as refutation and analogies in order to depict novice work as tasteless. In Lewes response to Peirce, she incorporates many rhetorical strategies in order to convey that writers must prepare to be unsatisfied and must not be concerned about flattery because success in writing comes only with maturity. In the beginning of the letter, Evans uses a plethora of rhetorical strategies which suggest that in order to be a writer one must be ready to be unsatisfied. Evans declares her â€Å"consciousness is not of the triumphant kind†. Beginning her letter with a refutation immediately conveys that being a writer is a difficult life. Although one may put hours of hard work into a novel, satisfaction is not always achieved. She then states that â€Å"Exultation is a dream before achievement and rarely comes after†. Evans suggests that she often fancies admiration before her work is finished only to encounter a deficiency of praise after. While Lewes may be a praised writer, she shocks Peirce when saying she is rarely commended for her work; writers’ dreams are seldom met. When encountering the lack of the praise writers such as Evans tend to feel like a â€Å"poor husk†. Evans uses this word to convey the emptiness in which she feels after writing. One always feels like it is possible to create better work but doesn’t know where to look. She then continues on and inquire to Peirce â€Å"Does these seem melancholy? ‘. This rhetorical question implies that these feelings of â€Å"incompleteness† and emptiness are far less melancholy than self-flattery. This connects to the refutation at the beginning of the paragraph stating that writers seldom feel triumphant. Using the various strategies, Evans conveys that to be a writer one must not be concerned about flattery and must be prepared to be unfulfilled. In the next paragraph, Evans refutes Peirce’s main concern of being too old to start writing by giving support to the idea that success come with maturity. Lewes responds by mentioning â€Å"not to fancy yourself old because you are thirty, or to regret you have not written anything†. This refutation replies to Peirce’s concern that she is too old and tells Peirce not to worry. She then states that it does not even matter if one hasn’t written anything prior to being an established writer. Lewes then mentions that the writing of a young writer is â€Å"no better than trashy, unripe fruit†. The underdeveloped fruit mirrors the underdeveloped minds and writing of the young writers. He then states that there is nothing worse than a writer who has â€Å"exhausted himself†. One cannot burn out writing all of their material while young. A successful writer needs to be patient, as triumph in literature comes with experience in everyday life. Towards the end of the letter, Evans reflects that when she was young â€Å"she began a sort of writing which had no great glory belonging to it, but which she felt certain she could do faithfully and well†. This anecdote also works as an emotional appeal as it sympathizes with Peircr, implying mutual feelings both writers felt while young. Evans suggests that mature and older writers are more patient in their writing, consequently producing better works. Evans is very persuasive in her position which states achievements in writings will come along with maturity. In Lewes’s letter to Peirce, she includes numerous persuasive techniques in order to convey that writers must prepare to be unsatisfied and must not be concerned about flattery because success in writing only comes with maturity. Evans’s main point is that one is never too old to begin writing. An aspiring writer shouldn’t hold back on account that they haven’t produced descent works in the past. Wisdom, compassion and insight all come with years of aging and are needed to produce successful writing.