A time to remember

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Soon the sun will break over the cliffs witch seem miles above me and hit its peak, edging over the wall of the trees. My kelty pack strapped over my shoulders, ready to take on whatever the beautiful wilderness has in store for me.

As I walk down a narrow dirt trail covered with orange and yellow leaves

those dominate the forest floor. Winds blowing in and out of the pine trees that

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cover the forest floor. After about twenty minutes walking, I see a deer running

through the thick brush. As I'm waking, I think to myself this is the reason I

began hiking in the first place; to see nature first hand. The first time I went

hiking, a friend and I went to Spruce Knob for a weekend, where I first fell in love

with hiking.

The smell of the fresh nature encircles me, allowing me to soak up all the

nature around me and take in the wondrous sights around me. After

about a half hour of hiking, I hear the gentle sound of water running; as I

approach the sun glistens off the Tygart River. The rolling water crashes against

the boulders in the free flowing river behind me. Across the river, I see a black

bear charging through a stream for its meal of the day. I start heading in the

opposite direction, in hopes to avoid an encounter with the bear. Luckily, the bear

didn't see me, so he went on about his way.

In the distance big gray threatening clouds begin to gather and a haze forms

below them. A soft rumble can be heard in the distance coming from the beast

above. The scenery becomes washed out with the dimming light. Glitters of rain

begin to fall quietly around me making a dripping sound and as the sky and sun

becomes completely devoured by the clouds, the cool and refreshing rain begins

to pour, as the rain covers every part of the earth. Everything starts to turn to a

darker color

Hiking is an interesting experience. Throwing on your Kelty pack and

heading out into the woods to a place that is peaceful and relaxing is a great way

to spend your leisure time. Most people have to acquire a taste for hiking to enjoy

the beautiful scenery.

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Piaget

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Every parent and teacher goes through the dilemma of figuring out when to teach their child and at what stage in life do we teach them. Jean Piaget's Theory of Cognitive Development, stated that children go through a period of stages in which they develop. The four stages of Piaget's theory grouped the development of a child into age groups, in which interaction with people and the natural world is necessary for cognitive development. Briefly, the four stages of Piaget's theory are the sensorimotor stage (birth until ), the preoperational stage ( until 6 or 7), the concrete operational stage (6 or 7 until 11 or 1), and the formal operation stage (11 or 1 through adulthood). According to Piaget, children in the pre-operational stage use mental representations, such as mental images, drawings, words, and gestures, rather than just motor actions to think about objects and events. Children in this stage think faster, are more flexible and efficient, and more socially involved. Their thinking is limited due to egocentrism, focus on only perceptual states, reliance on appearance rather than underlying realities, and the inability to comprehend reversibility. In Piaget's opinion, children in the pre-operational were incapable of succeeding at his conservation tasks, because they lacked knowledge to conserve. Conservation means to understand that certain physical characteristics of objects remain the same, even when their outward appearance changes. Piaget's conservation tasks involved tests for conservation of number, solid, and liquid. According to Piaget, children in the concrete stage are able to easily solve the problems faced in the conservation task due to their cognitive development.

In Piaget's conservation task, 5 year olds were asked to follow procedures for the conservation of number, solid quantity, and liquid quantity. The conservation of number involves taking two rows with the same number of things, for example coins, fruits, and buttons that are equally spaced. Initially, the 5 year olds knew that the two rows were had the same number, but if one row was shortened, children failed to notice that the two rows were the same. On the task for conservation of solid quantity, he showed young children two pencils, two pens, or two sticks of the same length laying down next to one another. Piaget, then moved one of the sticks to show the children that by moving one of the sticks, it would make it longer than the other and as he had predicted, the children were unable to realize that the two sticks were of the same length. In the task of conservation of liquid, he described he showed young children the same amount of water in two identical glasses and allowed the children to realize that both of the glasses were of the same size and the water in them were of equal proportion. Piaget then took one of the glasses and poured the water into a longer, thinner glass and concluded that the children were unable to comprehend that the new glass contained the same amount as the original two glasses of water. According to Piaget, children's thinking is perception bound in the pre-operational stage and that they could not focus their attention on two aspects, because their attention was to only one aspect.

In two studies done of Piaget's conservation tasks, it was evident that children during the pre-operational stage are unable to succeed as the tests. Anderson and Cuneo found that twenty children, ages 6 and 7, were put to Piaget's tasks with regard to the concept of area failed. Twenty other children, who were at the age of 8, were able to apply "an additive rule" to solve the problems, while the nonconserving children showed patterns of concentrating on only one of the two dimensions. In another study, Fiati (1) studied children in the Volta regiorn of West Africa and attempted to find a correlation between children learning in different cultures and conservation. Since children in the Volta region were growing up in isolated, agricultural villages their experiences with time, money, and mathematical computation were different from children living in settings with schools. Under these conditions, Fiati discovered that the children living in the non-school setting lacked comparable abilities to the children that went to school. Fiati concluded that children's central conceptual structures for numbers did not advance past the unidimensional level. He also stated that these unidimensional structures are universal and that children tested on central conceptual structures progressed through the same stages and at the same rate, but on the test of specific understanding, there was "cross-national differences" and from this Fiati concluded that if a culture values a particular task and invests time and effort in to teaching them, it is likely that children will pass the tasks. According to these studies, it is conclusive that children at the stage of pre-operational have problems with Piaget's tasks, but according to Fiati, if these tasks are practiced and effort is put in to learning them, children can pass the tests.

After reviewing Piaget's conservation tasks and the studies done on them, I set up an experiment designed to mimic Piaget's test for conservation of number, solid quantity, and liquid quantity. The idea that children at the age of 5 are not capable of passing the tasks of conservations, while 8 year olds are able to succeed will be tested in the following experiment. The purpose of this experiment is to test Piaget's belief that children at the stage of Pre-operational are not able to succeed at the conservation tasks because it is not in their ability to understand such concepts.

Methods

Participant

My subject is a four year old girl named Sarah, who according to Piaget would be in the pre-operational stage and would not succeed at the task that will be presented to her and ten year old Kiran, who would succeed. Before presenting Sarah and Kiran with the tasks, I had to prepare the experiment according to the way Piaget had performed it. There were some modifications in the experiment in that I used M&M candies for the conservation of number and also assured the subjects that they would be rewarded for their participation, in order to keep their interest. For each task, the subjects were separated and had no knowledge of what was going to be presented to them before performing the task. In testing the conservation of number, I set two rows M&M candies, approximately eight, on a table and counted out the numbers of M&M candies to Sarah. She realized that each row had eight candies and responded "eight", when I asked her to confirm how many candies were to each row. I, then took the candies in one of the row and placed them further apart from each other and asked Sarah to tell me if both rows of candies were the same. According to Piaget, Sarah would respond that the row with the candies further apart had more and according to her response, that is exactly what she did. I, then had Sarah leave the area of the experiment and had Kiran follow the same procedures as Sarah had done. When asked about the rows after the transformation, Kiran replied that they both were the same, except that one of the rows were spaced further apart. This sort of response is what Piaget had predicted and this is due to the fact that Kiran is in stage, where is capable of handling these tasks, while Sarah is not able to comprehend the transformations.

For the test of liquid quantity, I had two identical glasses and filled them up with water and placed them on the table. I then took another glass, except that it was longer and thinner as compared to the two other glasses. I asked Sarah to look at the two identical glasses and tell me that if both of the them had the same amount of water and she responded "yes". After getting a response from her, I attempted to take the water from one of the glasses and pour it in the longer and thinner glass. After pouring it in the glass, I asked Sarah if both of the glasses had the same amount of water and she concluded that the tall and thinner glass had more water. I then asked Sarah to leave the room where the experiment was being held and had Kiran come in and follow the same procedures. I asked Kiran to tell me if both of the identical glasses had the same amount of water and she determined that both were of the same amount. After performing the transformation, she realized that both of the glasses, while different in size and shape, still had the same amount of water. Up till this part of the experiment, both Sarah's and Kiran's responses were of no surprise and to note, both subjects had full concentration while performing Piaget's tasks. The idea of receiving something in response to the participation might have played a part in their full concentration and honest responses.

In the task of conserving solid quantity, I had two pencils of the same length placed next to one another and had Sarah look at them and asked her if they were the same and she said they were the same. After getting a response, I moved one of the pencils ahead of the other and asked her if they were still the same and she said "no". She failed to realize that both of the pencils were of the same length except that one was just moved ahead of the other. When Kiran was put to the test, she realized that both of the pencils were of the same length in the initial part of the task and after the transformation concluded that they were the same length regardless of the transformation.

Results

As Piaget had predicted, all the results were consistent with his findings and had the support of his stage theories, that Sarah was incapable of performing such tasks, while Kiran was able to due to her placement in the concrete operational. According to Piaget, changes or stages in childhood development are universal and the results stated above prove that, but could it be that it was something about the way the experiment was performed that caused such results to occur. In each task, Sarah was shown the items before and after the transformations and she consistently believed that after the change in formation, the items were not the same. Sarah's placement in the pre-operational stage concludes that she does not have cognitive ability to succeed in the tasks. Neither Sarah or Kiran were not rushed in to any judgment about the tasks and their answers were purely on their cognitive abilities. There was additional information provided about the items involved or the situation of the transformation, all questions and procedures were identical in each subject's case and as a result we concluded that both Sarah and Kiran were able to display Piaget's beliefs. Kiran was very consistent in her answers and had no difficulty understanding the directions and procedures whatsoever. Neither of the subjects looked for cues from the experimenter and no cues were provided to the subjects. The results show that Kiran and Sarah are in different stages of development and this is the cause of the difference in responses.

Discussion

In conclusion, it is evident that Piaget's tasks of conservation were designed to produce success in children beyond the pre-operational stage. Both participants in the study, displayed exactly what Piaget had predicted and led the results to show that Piaget's theory could be correct in terms of universal development. But, this would be true if children were placed in a controlled environment their whole life and their interactions with others were controlled also. If the procedures modified in such that the children were able to perform the task with the experimenter, the results might have been different. Sarah might have been more involved in putting the M&M candies on the table and counting them with the experimenter out loud. This act of involvement would allow Sarah to successfully accomplish his conservation tasks. Sarah's attention, understanding of the concepts of numbers and the hands on experience on the tasks would make her realize that the transformations did not change the amount of candy, water, or the length of the pencil. Based on these changes, Sarah would be in the preoperational stage and be able to conserve the number and do conserve liquid very early in life contrary to Piaget's theory of stages and his tasks.

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Changing the Legal Drinking Age

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In 184 the federal government passed the Federal Uniform Drinking Age Act, there has been a lot of controversy as to whether the government has a right to create such legislation. (Berg 1) This law was passed to encourage each state to change their legal drinking age to twenty-one years of age. Congress believed that if they raised the minimum drinking age that it would save a significant number of lives. They figured that a twenty- one-year-old person was more mature than the average eighteen year-old. That, in my opinion, was a huge mistake. Just because a person lives to be twenty-one does not determine how mature they are. There are many teenagers in the world that are considerably more mature than the average twenty-one year-old. The legal drinking age in the United States should be lowered from twenty-one to eighteen years of age.

Setting the legal age to purchase and consume alcohol is unrealistic in today?s way of life. Prohibiting the sale of alcohol to people under the age of twenty-one may cause habits such as binge drinking and alcohol abuse. It just causes a rebellion. Keeping the age at twenty-one makes it seem as if an eighteen year-old is not a real adult. Drinking is then viewed as a glamorous activity since it is only for adults. Then, in rebellion, those who are underage will just find a way around it. For example, many have fake identification cards, steal alcohol from their parents? liquor cabinets, or even put another person in jeopardy by asking someone whom is twenty-one to illegally purchase the alcohol for the underage drinkers. This kind of deceitful attitude does not encourage responsible drinking habits. In addition, this gives young individuals the urge to drink even more when they get older so that they could make up for their so ?called lost time, hence causing alcoholism. An examination conducted at East Carolina University, students indicated, ?it might be easier to hide a little pot in my room than a six pack of beer?. (Hanson ) This is the attitude that congress is teaching today?s young people to have.

?Children in European countries such as France, Spain, and Portugal are taught appropriate drinking behavior because no drinking taboo exists in their society. In these countries, despite higher rates of alcohol consumption, there are lower incidences of alcohol abuse?. (Berg 1) As a matter of a fact the United States has the highest legal drinking age in the world, many countries have no minimum drinking age. (?Legal Drinking??1) The reason these countries policies on drinking work so well is because at an early age they start educating the young people which I think is something the United States should consider.

The determination of legality in drinking should not be age, but rather maturity and ability to handle responsibility. The twenty-one restrictions seem out of date in today?s society. Many parents of today?s teenagers were legally allowed to drink at the age eighteen. Today?s teenagers face more responsibility and are treated much differently from the way their parents were treated. If twenty-one is considered so mature, then why are eighteen year-olds considered adults? At the age of eighteen, an individual can vote, serve on a jury, stay out without a curfew, leave home, drive, smoke, buy weapons, engage in financial contracts, start a family, be sent to adult prison, join the military, and die for this country. (Park ) I f an eighteen year-old can be held to so many responsibilities, and then it seems unfair to say that they are not old enough to drink. At eighteen, a person can even have a closed container of alcohol in their possession, but they cannot drink it. That is absurd! ?An examination of East Carolina University students? intentions regarding their behavior following passage of the twenty-one year-old drinking law revealed that only six percent intended to stop drinking, seventy percent planned to change their drinking location, twenty-one percent expected to use false or borrowed identification to obtain alcohol, and twenty-two percent just intended to do other drugs?. (Hanson ) The other drugs these students are doing probably have worse side effects than alcohol.

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It has been said that with the law remaining at twenty-one it helps to prevent needless deaths from driving under the influence. As numerous studies have shown, one of the biggest killers of young teenagers is drunk driving. (Neveau 1) This is evidence to me that is only proof that the twenty-one year-old drinking laws are not working. I feel by that by lowering the drinking age to eighteen these young people can sit down in a controlled environment like a pub or bar and legally consume alcohol without having to drive around and hide from people, putting other person?s lives in jeopardy. It has also been said that, the earlier a person begins using alcohol, the greater the risk of current and adult drug use. (?Booze News? ) If in the educational system young people were taught more on the effects of what drugs and alcohol could do to a person?s development maybe they would stop using as many drugs.

In conclusion, the legal drinking age in the United States should be lowered from twenty-one to eighteen years of age. People have provided congress with sufficient evidence on why the legal drinking age should be lowered; yet they refuse to take into consideration that they should speak for the people instead of their selves. I for one feel being able to drink should be based on the person?s level of maturity instead of their age. I for one feel that at the age of eighteen I was responsible enough to consume alcohol but still I was refused the chance to. It is upsetting to know that if I were married at the age of twenty I could not legally toast with champagne at the reception.

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Cross Country Anthology Analysis

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Show how images in the poems you studied this year were used to convey ideas and shape your response. Refer to a range of poets and poems in your answer.

John Shaw Neilson, Judith Wright, Ada Cambridge and Rhyll McMaster use imagery such as metaphor, simile, repetition and personification to convey their ideas and influence our responses to their poetry. The use of imagery improves the reader's ability to understand the ideas within the poem, by relating unknown concepts to known concepts and by using consistent techniques which create a 'flowing' poem which in turn influence their response. Relating unknown concepts to known concepts (e.g. human emotions to nature) creates a mental picture for the reader to which they can relate thus they can understand the concepts of the poem. The use of consistent techniques link each stanza to the previous and following stanza which aids the reader's understanding of the poem also.

Wright makes references to nature symbols to convey human activity and emotions. In Woman to Child she uses metaphor to convey her ideas of pregnancy and the bond between a mother and her child.

I wither and you break from me;

yet though you dance in living light

I am the earth, I am the root,

I am the stem that fed the fruit,

The link that joins you to the night.

The use of metaphor in the phrase, 'I wither and you break from me; yet though you dance in living light…' conveys to the reader the experience of childbirth. It signifies how the child is no longer living in his/her mother's womb but is now able to live his/her life independently. In the next lines, 'I am the earth, I am the root, I am the stem that fed the fruit,' the reader gains a mental image of these nature symbols which all relate to the beginnings of life. The earth (soil), the root of a tree and the stems of a plant are all the beginnings of another entity. They convey to the reader how the mother created a life in her own body. It also conveys the eternal bond between a mother and her child through the nature symbols. The nature symbols used have 'children' that eventually part from their 'beginnings' but will always be connected to their 'beginnings' as without them they would not have existed. Thus conveying the eternal bond between mother and child.

These techniques used shape the reader's response by improving their ability to understand the poem by creating a connection between symbols they have seen and events that they may not have experienced. This leads to the reader responding to the ideas of the poem in the way Wright has intended as they can relate to them and her perceptions.

Similarly McMaster uses metaphor to influence the response of the readers however also uses simile, consistent imagery and personification to convey her ideas and shape the response of her readers. She conveys, through the use of simile and personification, her perceptions of life's journey. In The Journey, she uses a car trip to portray the pace of life, the journey of life and the struggles incurred. The car is used, as a metaphor, for the lives of those in the poems. It is used as it is a mechanism which they can relatively control and is a moving object, which relates to the relative control they have over their lives and the 'movement' of their lives. The car is used, also because it is an item people often come into contact with and can relate to. The scenery is used, as a metaphor, to represent life. In this poem, the scenery is described as moving rather than the car moving which signifies people's perception that we are standing still while life passes us by. The use of simile, comparing the speed of play production to the speed of life, helps the reader gain a mental image of the concept of the poem and hence shaping their response. The reference to play production was used as plays act out events in life and because when performing a play, the stage crew and actors must be continuously doing jobs for the play to be successful which applies to the 'structure' of life.

On each side a field

stands in the wings

waiting like an actor for his cue.

McMaster personifies the fields to be like an actor to connect the similarities of plays and life (represented by the fields). The poem goes on to show the stress in life through simile,

We find relief

in corners -

slowing down, catching our emotions before the next act.

This conveys to the readers the desires of the people in the poem to 'stop/slow' time, in order to recover from the previous events. 'We find relief in corners,' refers to how people must decelerate before turning a corner. It signifies how the people in the poem feel they will find relief from the stress in life if they can 'slow' the pace of life. 'Catching our emotions before the next act,' signifies the recovering process after events in life before new events occur. In this phrase, the use of simile is continued to improve the flow of the poem and the reader's ability to understand the concept. The use of these techniques creates a greater understanding of the concepts in the poem for the readers, enabling them to relate to them and hence influence them to respond in the way McMaster wants.

Similar to McMaster, Neilson's use of metaphor, consistent imagery and personification influences his reader's response however he is conveying a different idea. Neilson also uses religious symbolism to influence his reader's response. In The Gentle Water Bird, these techniques are used to convey the fear of God he had as a child and the friend he found in Him as he matured. Neilson personifies a crane to become a symbol of God to show how he perceived God and how he converted to loving God not fearing Him. He personifies a crane as it is a large, powerful bird which overlooks humans on Earth from above, which is similar to society's perception of 'God's view of Earth'. This creates a mental picture for the readers, to which they can relate more closely to, as they have seen birds but have not seen God, which influences their response to the poem in a similar way to Wright's and McMaster's readers.

As a calm soldier in a cloak of grey

He did commune with me for many a day

Till the dark fear was lifted far away.

This extract from the poem uses metaphor to portray the man's perception of God. 'As a calm soldier in a cloak of grey he did commune with me for many a day.' conveys to the reader how he perceived God. Soldiers in battle have a strong bond, protect and stand by each other. This phrase conveys to the readers that he now saw God as a protector, someone who will stand by him, and someone he connected with. 'Till the dark fear was lifted far away,' conveys to the reader how, due to his new perception of God, was no longer afraid of Him. Here, metaphor is used to create a mental picture to which the readers can relate to as soldiers in battle and the bonds between them are a well known concept. The term 'lifted far away,' remains in context with the symbolism of the crane hence improving the flow of the poem and the ease with which the reader can understand the poem. This influences the reader's response as a greater understanding of the poem and hence the intended ideas, influences the reader's response in the way Neilson wants.

Cambridge, like the previous poets, uses metaphor to connect harsh climatic conditions and Destiny to the damage that commitment can cause to a relationship and the uncertainty of the outcomes in a committed relationship. This in turn influences the reader's response to conform to her intended response. Like Neilson and McMaster she also uses consistent imagery to shape the reader's response.

The use of metaphor in Vows,

How can we guess what Destiny will send

Smiles of fair fortune, or black storms to rend

What even now is shaken by a gust?

portrays to the reader the vulnerability and uncertainty in committing to a lover. 'How can we guess what Destiny will send,' conveys to the reader how uncertain the outcomes of commitment may be, as destiny is unpredictable. 'Smiles of fair fortune, or black storms to rend,' conveys to the reader the good or bad possible outcomes of commitment. These occurrences are also unpredictable hence creating a connection to the first line. 'What even now is shaken by a gust?' conveys the vulnerability of relationships. A gust, a sudden blast of wind, can more easily knock down weak structures; hence the phrase conveys to the reader the weaknesses that may arise in the relationship and the damage they may cause. A gust is also unpredictable hence connecting all of the lines. The connection between the lines improves the flow of the poem and the ease with which the reader can read and hence understand the poem, which in turn influences their response. Through the use of metaphor, the reader's can relate to the concepts discussed which influences their response in the way discussed previously.

Again, Neilson, in Love's Coming, uses metaphor to influence his reader's response however in this poem he also uses repetition to enhance their responses. These techniques are used to convey how 'quietly' and unnoticeably love was there.

Quietly as rosebuds

Talk to thin air,

Love came so lightly

I knew not he was there

The use of metaphor in the phrase, 'quietly as rosebuds talk to thin air,' influences the reader's understanding of the poet's idea. It creates a mental picture of a rosebud (roses are often a symbol of love between lovers) growing in air, which is a concept people can relate to as it is common thus influencing their response. The rosebuds symbolise the person in the poem and the air symbolises the love from a man. The rosebud and air co-exist perhaps without realizing it and air is essential for the rosebud to live and grow. This conveys to the reader more clearly the concept of the person unknowingly being loved by a man yet needing love and growing from love, as without a relation to a common concept some may not understand this. Readers gain a clearer understanding by further use of metaphor.

Quietly as lilies

Their faint vows declare

Came the shy pilgrim

I knew not he was there;

The metaphor, 'quietly as lilies, their faint vows declare,' conveys to the reader the intensity of the love. Lilies are the most common flowers found at weddings; hence they connect to the declaration of vows. This shows the readers that the lovers were extremely committed similar to the commitment in married couples. The repetition of 'quietly' and 'I knew not he was there' influences the reader's response to follow Neilson's intended response by emphasizing the key concept of the poem. The use of metaphor also influences the reader's response in this way.

In conclusion, whether metaphor, simile, repetition or personification is used, the reader gains a clearer understanding of the poem and the ideas within it. These techniques are used to shape the reader's response in the desired way by relating unknown concepts to known concepts and thereby improving the reader's understanding of the poem. They also shape the reader's response by emphasizing or outlining the key ideas of the poem. The manipulation of these techniques (e.g. consistent use of imagery) also shapes the reader's response in the way the poet wants. The use of these techniques reflects the skills of the poets and influences the reader's response.

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Depression

If you order your research paper from our custom writing service you will receive a perfectly written assignment on depression. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality depression paper right on time.

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Many people experience some form of depression during their lives, and some experience it during their teenage years. I myself am prone to anxiety, and experienced a period of depression during my time in high school. This was greatly due to the fact that I was continually hit by situations that affected me. Among the most unforgettable moments in my life are the passing of a close aunt due to an aneurysm, my cousin who was employed at the World Trade Center died in the /11 tragedy, and the passing of a close friend who died in a car accident at the age of eighteen. I was filled with a bitter sadness days, weeks, and months after they had occurred. These events consumed me, and death became a part of living.

Bombarded by unexpected deaths of close family members and friends, one right after the other, really broke my heart and forced me to look at death. I began to constantly ask rhetorically , What is the purpose of living life, knowing death was inevitable?. Asking myself this question and not knowing the answer, I fell into a period of depression. I felt so negatively about practically everything, and saw no purpose in anything. With no motivation and such a mindset every aspect of my life significantly suffered.

With the affirmative support of my friends and family and help, I eventually recovered from this ordeal. I soon found several answers to my question -- that life is about taking advantage of every moment, being happy, going for things with no regrets, and learning daily. Life really is a gift which I have gained the deepest appreciation for.

My period of depression was a major turning point in my life. It has been a valuable experience that has made me the person I am today. It has greatly matured me and has given me profound insight about the world around me. Part of life is gaining knowledge and gaining new perspective of the world. After surviving depression, I know now that anything is possible with an optimistic mindset and diligent work. Any knew challenge that is set before me, I know I will find my way through it. Overcoming this obstacle has strengthened me in ways that no other experience could have.

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Beowulf

If you order your research paper from our custom writing service you will receive a perfectly written assignment on Beowulf. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Beowulf paper right on time.

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Beowulf is an epic poem that was written in England in the 8th

century. The author of this poem is unknown, as is whether or not this poem

is fact or myth, it is believed to have been passed down by monks. The

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monks have had a lot to do with may ideas about the poem. Since the story

was written down many years after it originated, whether or not the monks

changed the story has been a mystery. As you read Beowulf you get many

ideas, is Beowulf based on Christian or pagan beliefs. It becomes evident

that there are beliefs from both a Christian and pagan perspective. This story

is also a good example of a typical heroic struggle. At three main instances

Beowulf becomes a hero. As the hero Beowulf faces many different

challenges, the Christian element, which is sometimes overshadowed by

pagan or heathen beliefs still remains a dominant theme, and in the face of

adversity, when it seems there is no hope, good prevails.

When Beowulf became known in the 8th century there were many

different ideas in the world. This provides us with an idea that the poem that

was written during a time when the society was in the process of converting

from paganism to Christianity. Throughout the years the basic theme of

Beowulf has stayed the same but many believe that some things have

changed. Is Beowulf even a true story. Many people would say the answer

to that questions is no. #"If you were to ask most people today if Beowulf is a true story or

a myth, the most common answer would be myth." There are

many ideas that the Beowulf we know today is not Beowulf in its original

form. Many people believe that as the monks passed down the story of

Beowulf, they changed some of the pagan ideas to better help there cause to

spread their Christian beliefs. However, there is no way to be certain of the

beliefs of Beowulf since the author was unknown and the story passed

through so many people. For example, the way that stories get twisted

through the years can be made through the example of "bigfoot", myth or

truth, as of right now there is no answer.

A hero is a person noted for their act of courage and the nobility of their purpose.

The hero of an epic poem embodies the ideals of conduct that are most valued by the

culture in which the epic was composed. Beowulf is described as a perfect hero who

fights for his people and vanquishes evil with his extraordinary abilities to bring peace

and justice. Three of Beowulf's traits that support this are his amazing physical strength,

his ability to put his people's welfare before his own, and the fact that he does not fear

death. Beowulf is a hero in the eyes of his fellow men through his amazing physical

strength. He fought in numerous battles and returned victorious from all but his last.

Beowulf is strong enough to kill the monster Grendel, who has been terrorizing the Danes

for twelve years, with his bare hands by ripping off his arm. When Beowulf is fighting

Grendels mother, who is seeking revenge on her sons death, he is able to slay her by

slashing the monsters neck with a Giants sword that can only be lifted by a person as

strong as Beowulf. When he chops off her head, he carries it from the ocean with ease,

but it takes four men to lift and carry it back to Herot mead-hall. This strength is a

key trait of Beowulf's heroism.

The fact that Christianity and paganism are so closely intertwined in the poem is

the reason Beowulf has both Christian and pagan influences. The pagan elements in the

epic poem Beowulf are evident in the characters superhuman personifications. Beowulf is

depicted as a superhero. Beowulf takes it upon himself to save the Danes from Grendel.

An illustration of how quickly the Anglo-Saxons were willing to return to their pagan

roots is shown when Grendel began to kill and torment Hrothgar's people. We read

#At times they offered sacrifices to the idols in their

pagan tabernacles, and prayed aloud to the soul-slayer

that he would assist them in their dire distress.

This attests that when Hrothgar's people were being persecuted by Grendel, their first

instinct was to turn to their pagan gods for help in deliverance from him. They practically

ran from their Christian faith back to their pagan beliefs. A well known Christian motto

is #"turn the other cheek" in Beowulf the pagan influence shows when this is said, "

Better each man should avenge his friend that deeply mourn." The story continuously

mentions the Anglo-Saxon's belief in God but there are many conflicting statements

made that lead the reader to believe that paganism was far more prevalent than

Christianity was. An illustration of the people's belief in God is explained to us when we

read, #"the warriors gave thanks to God for safe passage over the sea." Another

representation of Christian vs. pagan influence in this story would be the use of monsters.

Monsters are the prevailing issue within Beowulf. The Anglo-Saxons, while professing to

be Christian, appear to hold the monsters more in awe than they do God. They certainly

had more faith in the monsters than they did in God. This point was proven when they

reverted to paganism at the first sign of Grendel.

In conclusion you must ask yourself many questions. Is Beowulf a true story or is

it just another spawn of someone's imagination? However, if you do believe it is true you

must ask yourself another question, was Beowulf a hero or was he just another person

looking out for himself? Also you must ask one more question, at the time Beowulf

became known there were many different ideas in the world. Most people had converted

to Christianity but many people in times of need still resorted to paganism, so which do u

believe?. In the epic poem Beowulf, there are many contrasting ideas, mainly the idea of

Christianity vs. paganism and if the story of Beowulf is even true, at this time these

questions have no answers and can only be pondered upon.

Please note that this sample paper on Beowulf is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Beowulf, we are here to assist you. Your persuasive essay on Beowulf will be written from scratch, so you do not have to worry about its originality.

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Master of Disaster

If you order your custom term paper from our custom writing service you will receive a perfectly written assignment on Master of Disaster. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality Master of Disaster paper right on time.

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U.S. military Saddam documents lead to arrests

Deposed Iraqi leader not cooperating, sources say

Monday, December 15, 00 Posted 0 AM EST (140 GMT)

An image released by the U.S. Army shows Saddam after he was captured.

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ON CNN TV

Watch CNNs ongoing live coverage of news of the capture of Saddam Hussein, now on-air.

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Saddam to U.S. troops I want to negotiate.

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U.S. officials begin interrogating Saddam.

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Two deadly car bombings in Baghdad.

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Saddams capture evokes joy, rage in Iraqis.

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President stops short of calling capture a turning point for military mission.

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Tracking down bin Laden a more difficult task.

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Inside Saddams spider hole

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General describes the capture

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International reaction

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Timeline The end of the hunt

Audio Slide Show Capture of Saddam

TIME.com Inside the daring raid

On the Scene Satinder Bindra Game over

Special Report Coalition fatalities

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• Behind the Scenes Something big was happening

• On The Scene Iraqis must be top priority

• On the Scene Europe reacts

• CNN Access How Saddam should be treated

• Car bombs kill at least 6

• Bush Saddam will face justice

• Iraq debates Saddams fate

SPECIAL REPORT

• How Saddam was captured

• Saddams brutal regime

• Blair Shadow removed

• Mideast leaders welcome news

• Gallery Saddams capture

• Map Site of capture

• Interactive Most-wanted Iraqis

• CNNArabic.com

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BAGHDAD, Iraq (CNN) -- U.S. military officials said Monday they had arrested several resistance leaders in Baghdad based on documents found when Saddam Hussein was captured.

Officials said that some of the documents detailed a meeting of resistence cell leaders -- and included their names.

Yet the deposed Iraqi leader who eluded coalition forces since the capital fell in March is replying to interrogators questions with nationalist or patriotic rhetoric, military and other sources told CNN.

For example, he was offered a glass of water, and Saddam said, Well, if I take that glass of water I will have to urinate, and if I have to urinate, I will have to go to the bathroom, and how can I possibly go to the bathroom when my people are enslaved? Time magazine correspondent Brian Bennett said.

A senior U.S. official said that in the first interrogation Sunday, the former Iraqi leader was a wiseass, or in other words, that he gave only defiant and unhelpful answers.

Several sources agree that Saddam identified himself upon his capture and cooperated with U.S. forces who transported him. He also submitted to a medical examination.

But, Bennett said, he has refused to answer questions about the location of resistance cells and would not say whether he was communicating with resistance leaders. Officials declined to say where Saddam is being held, except that he is at a U.S. military facility.

Bennett said intelligence officials were hopeful they could dismantle part of the resistance structure using documents found with Saddam that detailed the minutes of a meeting of cell leaders in Baghdad, including their names.

Two senior Bush administration officials told CNN that Saddam also has told his captors he did not have weapons of mass destruction before the war. Bennett, speaking from Baghdad, said the former Iraqi leader asserted that the United States invented the presence of WMD to justify an invasion of his country.

He also said he didnt play nice with U.N. [weapons] inspectors so that he could protect the privacy of his presidential areas, Bennett said on CNNs Newsnight, quoting a U.S. official in Iraq who had seen an initial interrogation report.

For a man who killed tens of thousands of people and tortured his enemies, Saddam was taken into custody in a surprisingly peaceful manner, Defense Secretary Donald Rumsfeld said Sunday night on CBS 60 Minutes.

Eight months after Baghdad fell, U.S. soldiers found the former leader of Iraq hiding in a hole in the ground about 6-8 feet deep. Saddam was captured about nine miles from his hometown of Tikrit and across the Tigris River from one of his lavish palaces.

Saddam had a pistol but was taken into custody without firing it.

Here was a man who was photographed hundreds of times shooting off rifles and showing how tough he was, and in fact, he wasnt very tough, he was cowering in a hole in the ground, and had a pistol and didnt use it and certainly did not put up any fight at all, Rumsfeld said.

In the last analysis, he seemed not terribly brave.

The 66-year-old longtime Iraqi leader was No. 1 on the coalitions list of 55 most-wanted regime figures, and his evasion has been a political sore spot for the U.S. administration. (Saddam profile)

Saddam to troops I want to negotiate

Lt. Gen. Ricardo Sanchez, the commander of U.S. forces in Iraq, said 600 4th Infantry Division soldiers and special operations forces from Task Force 11 -- a unit set up to capture high-profile targets -- staged the operation based on an accumulation of intelligence capped by information from an Iraqi under interrogation that Saddam might be in one of two locations in Ad Dawr.

When the initial raids failed to find him, the troops launched a cordon and search operation that eventually brought their attention to a ramshackle compound near a farmhouse that was one of the targeted locations, said Maj. Gen. Ray Odierno, commander of the 4th Infantry Division troops.

Inside the small, walled compound, Odierno said, soldiers found a small, two-room adobe hut that included a kitchen with running water. Inside the hut, soldiers found clothes -- some still in their packaging -- and outside, beneath a rug covering a piece of Styrofoam, they found the entrance to the hole where Saddam was hiding.

Sanchez said the spider hole had a rudimentary ventilation system and was infested with mice and rats.

When the soldiers first found Saddam, he raised his hands above his head, military officials said.

I am Saddam Hussein, he said, according to the officials. I am the president of Iraq and I want to negotiate.

The U.S. soldiers reportedly responded President Bush sends his regards.

No way he could fight back, Odierno said. (Gallery Saddams capture) He was caught like a rat. (Audio Slide Show The capture of Saddam Hussein)

Exclusive CNN video shot after the raid showed soldiers on the scene patting each other on the back -- apparently in celebration -- and taking group photos in front of a military vehicle. (On the Scene Alphonso Van Marsh)

U.S. forces found weapons and about $750,000 in U.S. $100 bills with Saddam, Sanchez said. Troops also found two AK-47s, a pistol, and a white and orange taxi.

Saddams long, graying beard was shaved and his hair trimmed for identification purposes, military officials said.

Pedestrians in downtown Hong Kong watch footage of captured Saddam Hussein on a large screen.

Members of the U.S.-appointed Iraqi Governing Council visited Saddam on Sunday and said they found him tired and haggard, unrepentant, even defiant. Four members of the council called the former ruler a just but firm ruler.

Adnan Pachachi, a leading member of the council, said Saddam would be tried by Iraqis for crimes against Iraqis.

There will be a public hearing, Pachachi said. A trial that is open. (Saddams future)

Saddams capture was based not on a direct tip, but a collection of intelligence gathered from the hostile questioning of Saddams former bodyguards and family members, U.S. officials said Sunday.

Over the last 10 days or so we brought in about five to 10 members who then were able to give us more information and finally we got the ultimate information from one of these individuals, Odierno said Sunday.

No one is likely to receive the $5 million offered for Saddams capture, since most of the information that led to his capture was given up under hostile questioning, U.S. officials said.

Bush Saddam will face the justice he denied to millions

President Bush, in a short televised address Sunday from the White House, said Saddam will face the justice he denied to millions. For the Baathist holdouts responsible for the violence, there will be no return to the corrupt power and privilege they once held.

This afternoon I have a message for the Iraqi people This is further assurance that the torture chambers and the secret police are gone forever. You will not have to fear the rule of Saddam Hussein ever again. (Full story)

Rumsfeld said the United States has not decided whether to classify Saddam as a prisoner of war but that it would abide by the Geneva Conventions in its treatment.

Saddams capture was also praised by officials from France, Russia and Germany, who opposed the war. A statement from French President Jacques Chirac said The president is delighted with Saddam Husseins arrest. (World leaders unite in cheering capture; Middle East leaders welcome news)

In Baghdad, Iraqis took to the streets dancing, doling out candy and firing rifles into the air. (On the Scene Satinder Bindra)

But in Tikrit, a base of Saddam loyalists, the streets were quiet. (Map Site of Saddam Husseins capture)

Coincidentally, senior CIA officials are scheduled to meet Monday to discuss the search for weapons of mass destruction in Iraq, officials said. The session was scheduled before Saddams capture.

If the meeting takes place as scheduled, officials said it will have quite a different tone. They said that if Saddam is willing, he could be the best possible source on the location of any concealed weapons in Iraq.

U.S. officials cautioned Sunday that Saddams capture would not mean the end of violence in Iraq. On Monday, two almost-simultaneous car bombings outside Iraqi police stations left several people dead, Iraqi officials said. (Full story)

CNNs Nic Robertson, Jamie McIntyre, Barbara Starr, Jane Arraf, Al Goodman, Alphonso Van Marsh, John King, David Ensor and Satinder Bindra contributed to this report.

Please note that this sample paper on Master of Disaster is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Master of Disaster, we are here to assist you. Your cheap custom college paper on Master of Disaster will be written from scratch, so you do not have to worry about its originality.

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