A Critical Analysis of Carol Ann Duffys Essay Example for Free

A Critical Analysis of Carol Ann Duffys Essay A Critical Analysis of Carol Ann Duffys In Mrs Tilschers Class In Mrs Tilschers Class by Carol Ann Duffy, many issues are addressed about her class that play a part in explaining the subjects of the poem. To begin with the content and subjects of the poem are based around a school year in Mrs Tilschers class. Her entire class is trapped and enthralled during the school day. They are taught information, into intricate detail. For example the poem begins with the line, you could travel up the blue Nile with your finger. This simply begins the world of imagination to which each and every child is subjected. Straight after that, the poem goes on to describe how the children are chanted the scenery of the world by Mrs Tilscher. She remarkably inserts images of geographical places, historical events and general knowledge firmly in the childrens brains. Tana, the great dam, Ethiopia, the last great King, Haile Selassie, Khartoum, where General Charles Gordon was assassinated on the step of the embassy and Lord Kitchener stepped in to relieve him at the siege. See more: how to write a critical analysis outline The great Aswi n dam was known about and also the great pyramids of Egypt. Children viewed books as enthralling, fascinating and enjoyable to read which was remarkable for children of such different backgrounds. Carol Ann Duffy often uses short, sharp sentences in this poem to get her message across quickly and clearly. The children viewed their life at school as better than home. In my view this must have been something remarkably different for the children to have rather spent more time at school time than at home. But why was this the case, there must have been something remarkably different for this to be true? In the second stanza we are probably told why, Mrs Tilscher loved you, we are told. She was kind, considerate, some mornings you found shed left a good gold star by your name. Although this is not much, it is the sentimental thought which counts, all the little things add up to the big factor that the children viewed her as another mother and she felt the same way. Surprisingly, within the second stanza Carol Ann Duffy inserts a reality with upsets the imaginary atmosphere. Brady and Hindley faded like a faint, uneasy smudge of a mistake. This poem was clearly written in the late sixties or early seventies as we are shown by the mention of Brady and Hindley. Ian Brady and Myra Hindley were convicted for abducting, sexually and mentally torturing and burying small children on the Lancashire moors. They were known as the moors murderers, at this stage in Britain all children were warned of such characters. Mrs Tilscher made it very clear to her children that there were such characters in the world and that they were safe within her classroom. She tried to warn them of the realities they may face in the future. The murderers are pictured in the poem as fading like a mistake. Perhaps Mrs Tilscher is trying to imply to the children that all people make mistakes and they are just fading in the distance. However it is clear that they will always be there and it is unlikely any of the children would forget that. Not only did Mrs Tilscher educate the children but she taught them vital lessons for example mistakes are the steppingstones to success and the theory and reasons behind forgiveness. Mentioning them in the middle of an idyllic situation reminded them of the unpleasantness which could not be kept away from the children. The use of alliteration is also used in this line with the words faded and faint. However in the third stanza the mood changes as the terms go on and the reality of future prospects draw nearer and nearer. The children are obviously growing up, both physically and mentally. The inky tadpoles changed from commas into exclamation marks, time is moving on. The children become more and more sexually inquisitive and the children become more and more fed up and tense. A dunce frees a few frogs simply to cause a bit of mischief, which amuses all the boys and a lot of girls, croaking around the playground. A rough boy told you how you were born this would have been a shock to many children as they were still young but the atmosphere in the class is constantly changing from one that is idyllic and seemingly unchangeable to one with an uncertain future and nervous inhabitants. Finally the final stanza is perhaps the key verse. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. This quote is once again emphasising the childrens natural sexual inquisitiveness as they gradually become aware of their hormones. You asked her how you were born and Mrs Tilscher smiled, then turned away. Mrs Tilscher and her children are in a state of innocence and what they ask is exactly what she tries to protect them from. She doesnt want them to become in contact with the outside world so therefore she is not going to tell them, as she does not want them to know. It is clear that Mrs Tilscher is looked on with affection and that she loves them and doesnt want them to grow up. The term comes to an end, all are impatient to grow up and gain more freedom, and prosper within the high hopes of their lives. You ran through the gates, impatient to be grown, as the sky split open into a thunderstorm, the sky splits, they are impatient to grow up and enjoy themselves. However it is clear that they do not know what quite to expect as a lot more comes with adulthood than meets the eye, for example life is complicated, decisions have to be made and many, many responsibilities are given to you. The language of the poem portrays few significant similes and metaphors. The only simile in the poem itself is in the second stanza, the classroom glowed like a sweetshop. This simile paints a fine, clear picture of what the atmosphere was like inside the classroom. We are informed that there is sugar paper and coloured shapes lining the walls, and glitter sparkling in the sunlight. The glowing sweetshop creates an atmosphere of happiness and security, almost as if it was possible to dip into. I find this simile very effective because this is a clear indication and description of the classroom. Enjoyable enough for all to delve into it and enter their imaginary world, this simile is the only one in the play, however it is extremely important and gives us a vivid impression of the room itself. Few metaphors are present throughout the poem; the laugh of a bell is significant by the fact that this was a privilege, to be happy, good and hardworking and to be awarded with the duty of bell ringing. From my view this was something most tried to achieve, not only was the bell laughing by the noise it made but the child swinging it, in a happy mood, swung the bell with enthusiasm and enjoyment. A xylophones nonsense which was heard coming from another class is a less significant metaphor, once again illustrating the picture of happiness that was achieved in Miss Tilschers class, as nonsense came from other classes. One other metaphor that appears in the fourth stanza is, the air tasted of electricity. This metaphor indicates a clear-cut change in the atmosphere. As storm clouds brew, a thunder and lightening storm is preparing to roar. The lassitude which penetrates the air is yet another indication that something different and new will soon happen. The final metaphor is that of, the sky split open, the sky splits, just like a crack in a bowl, and everyone is oblivious to what is going to come next. I find that this is the most effective of the metaphors as it is true. As one goes into adulthood, there is a sense of obliviousness and you often are ignorant to your surroundings, exactly what this metaphor implies. The first two stanzas of this poem are quite different to the last two. The poet divides the poem into four stanzas the first two have eight lines each, while the last two have seven lines each. The tone of the first two is pleasant and cosy, apart from the reality check of mentioning Brady and Hindley. The last two are very different. The tone changes and there is a sense of discomfort. A cosy, idyllic picture is painted in the first two stanzas with phrases such as, better than home, Mrs Tilscher loved you and gold stars. This is quite different from the last two as we are confronted be phrases such as feverish July, the air tasted of electricity, untidy, hot and heavy sexy sky. This poem is very descriptive by the use of many adjectives. Carol Ann Duffy constantly uses the word you. This suggests that she is implying it in a general sense towards each reader, as this is the sort of Primary School experience that most people went through. The poet has clearly made a division in the middle of the poem to emphasise the change, from good to bad. At the end of the poem, the metaphorical storm has been gathering since July. The sky splitting open suggests that knowledge and adulthood are nothing but a shock. YOU are subjected to the shocks of the thunderstorm of adulthood which all have to pass through. This is known as a rite of passage that everyone has to pass through. There is no obvious sense of rhythm nor is there a rhyming scheme in the poem. The sentences do not seem to flow clearly. This is probably because there are so many short sentences. Each line is about seven words long and very descriptive. This gives the impression that once again, great detail is used. The scent of a pencil slowly, carefully shaved, the use of alliteration here creates an atmosphere, which is so familiar to the readers. It is almost as if the reader finds it possible to enter Mrs Tilschers class just by the picture the poet paints in the poem. This poem is very true and realistic, as it happens to everyone, it is a rite of passage. The children leave Mrs Tilscher and remember her with great affection, as it is the end of an era, which shall never be forgotten by anyone who was taught by Mrs Tilscher. You grow up, from age to age, until you reach the thunderstorm of adulthood which all have to contend with.

health care :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  What conventional economic principles apply in the health care environment? Economics is defined as â€Å"The scientific study of the choices made by individuals and societies in regard to the alternative uses of scarce resources which are employed to satisfy wants (Rodda, 2004).† The health care environment is based off of uncertainty (i.e. accidents, death, etc) thus, we can expect a large amount of uncertainty towards the future. Since we know there is a lot of risk and uncertainty involved, we also know these are major measurements that the study of economics researches. Economics has some basic principles that are crucial to its theory. For instance, supply and demand is an important principle that affects the health care environment. What we know from this is that when demand rises, prices increase, and when supply rises, prices decrease. Currently, we can see this in Medicaid and Medicare today as demand for these services continue to increase as more older people continue to live longer lives. Another issue is costs. Costs are skyrocketing for healthcare and many can no longer afford it. The cost of healthcare continues to rise and many more are becoming uninsured. Another factor is a labor shortage. Nursing, and other areas in the hospital are becoming dangerously problematic. According to The American Association of College Nursing (AACN) between 1995 and 2002 the number of U.S. educated nursing school graduates who sat for the national licensure exam for RNs decreased from 96,438 to 66,286. They also stated that by 2010 more than a million new and replacement nurses will be needed because of increased health care demands and retirements. The average age of working RNs in 2000 was 43. health care :: essays research papers 1.  Ã‚  Ã‚  Ã‚  Ã‚  What conventional economic principles apply in the health care environment? Economics is defined as â€Å"The scientific study of the choices made by individuals and societies in regard to the alternative uses of scarce resources which are employed to satisfy wants (Rodda, 2004).† The health care environment is based off of uncertainty (i.e. accidents, death, etc) thus, we can expect a large amount of uncertainty towards the future. Since we know there is a lot of risk and uncertainty involved, we also know these are major measurements that the study of economics researches. Economics has some basic principles that are crucial to its theory. For instance, supply and demand is an important principle that affects the health care environment. What we know from this is that when demand rises, prices increase, and when supply rises, prices decrease. Currently, we can see this in Medicaid and Medicare today as demand for these services continue to increase as more older people continue to live longer lives. Another issue is costs. Costs are skyrocketing for healthcare and many can no longer afford it. The cost of healthcare continues to rise and many more are becoming uninsured. Another factor is a labor shortage. Nursing, and other areas in the hospital are becoming dangerously problematic. According to The American Association of College Nursing (AACN) between 1995 and 2002 the number of U.S. educated nursing school graduates who sat for the national licensure exam for RNs decreased from 96,438 to 66,286. They also stated that by 2010 more than a million new and replacement nurses will be needed because of increased health care demands and retirements. The average age of working RNs in 2000 was 43.

Girl Education Essay

Despite all tall claims by the government and nagging by voluntary organizations, a vast majority of the girls are yet illiterate in India. During the last four decades since independence, much is being done to emancipate women. Education of girls is one of the basic features of the plan. Many schools and colleges are founded for girls. Even co-education has received considerable support from the public, and although orthodox parents still view the system of co-education with suspicion, a large number of families send their daughters to co-educational institutions. Female education is, indeed, receiving a great impetus and the advance made by our country in this direction during the last decade or so is considerable. It is being increasingly recognized that educated wives and mothers are an asset to a nation and that neither expense nor effort should be spared to make female education popular and even compulsory. Being educated, they are working in banks, private firms, hospitals and government offices. Education has led to their economic independence and equality with menfolk. They have now an honoured position in society and have secured their rights from the reluctant men but all this is confined chiefly to the urban areas. In rural areas most of the people are still against girls’ education. So much needs to be done yet. An intensive propaganda is necessary to popularize female education not only in the towns and cities where its value is already fully recognized but in villages where the education of girls is still in its infancy. There are many villages where school for girl does not exist. Every village must have a girl’ schools, or if that is not possible owing to lack of funds, parents should be persuaded to admit their daughters to boys’ schools thus promoting co-education. Furthermore, the extreme poverty of the Indian masses makes it imperative that education for girls should be free up to the matriculation standard. If  facilities for female education are provided in every village, it will also be possible to make it compulsory. Special legislation should then be enacted to deal with parents who neglect the education of their daughters. This compulsion would be essential in early stages because most villagers are still too ignorant to understand the value of education for girls. It should not be forgotten, however, that the education given to girls ought to be strictly in accordance with their needs. At present, practically no distinction exists between the education of boys and that of girls. The two sexes are taught the same subjects both at school and college and they have to appear in the same examinations. That is clearly absurd. We must not lose sight of the fact while boys have to be fitted for careers; girls have to be prepared primarily for their duties as wives and mothers. It is true that many girls would like to take up various jobs like the boys, but even so the syllabi and courses of studies and the subjects for the two sexes should not be exactly the same. Girls ought to receive a good general education. No matter what other subjects they are taught, cookery, music, painting and hygiene should receive special emphasis. Subjects like arithmetic, history, geography and science will no doubt be common to boys and girls. Girls should primarily be trained for domestic life and all that goes with it. For we cannot escape the natural fact that the girls have one day to become wives and as a consequence mothers. Due emphasis should be laid on nursing, cooking, laundry, house ­hold accounts, etc. in the education of girls. They should be given lessons in child psychology. Ample opportunities should exist for them to learn the arts of dancing, music and painting if they have the necessary aptitude. That being so, the nature  of education that is given to them now must be such as to prove useful to them in their future capacity as wives and mothers. No doubt certain girls show promise of growing into artists, writers, orators, politicians and so forth, others may prefer to follow such professions as doctoring, teaching and law and still others may like to become steno-typists, secretaries, business executives, receptionists, telephone operators, etc. But the majority of girls have naturally a distinct preference for a general education, after which they will enter matrimony and settle down in their homes. So while all possible arrangements should exist in schools and colleges to encourage talent or a special aptitude for a particular profession, the average girl should be so educated and trained as to enable her to make home life happy, healthy and civilized.

Ten Facts About the State of Missouri

Population: 5,988,927 (July 2010 estimate)Capital: Jefferson CityLand Area: 68,886 square miles (178,415 sq km)Bordering States: Iowa, Nebraska, Kansas, Oklahoma, Arkansas, Tennessee, Kentucky and IllinoisHighest Point: Taum Sauk Mountain at 1,772 feet (540 m)Lowest Point: St. Francis River at 230 feet (70 m) Missouri is one of the 50 states of the United States and it is located in the Midwestern portion of the country. Its capital is Jefferson City but its largest city is Kansas City. Other large cities include St. Louis and Springfield. Missouri is known for its mixture of large urban areas such as these as well as its rural areas and farming culture.The state has most recently been in the news however because of a large tornado that destroyed the town of Joplin and killed over 100 people on May 22, 2011. The tornado was classified as an EF-5 (the strongest rating on the Enhanced Fujita Scale) and it is considered the most deadly tornado to hit the U.S. since 1950.The following is a list of ten geographic facts to know about the state of Missouri: Missouri has a long history of human settlement and archaeological evidence shows people living in the area since before 1000 C.E. The first Europeans to arrive in the region were French colonists descended from French colonists in Canada. In 1735 they founded Ste. Genevieve, the first European settlement west of the Mississippi River. The town quickly grew into an agricultural center and trade developed between it and surrounding regions.By the 1800s the French began arriving in the region of present-day Missouri from New Orleans and in 1812 they founded St. Louis as a fur trading center. This allowed St. Louis to grow quickly and become a financial center for the region. In addition in 1803 Missouri was a part of the Louisiana Purchase and it subsequently became the Missouri Territory.By 1821 the territory had grown considerably as more and more settlers began to enter the region from the Upper South. Many of them brought slaves with them and settled along the Missouri River. In 18 21 the Missouri Compromise admitted the territory into the Union as a slave state with its capital at St. Charles. In 1826 the capital was moved to Jefferson City. In 1861, the Southern states seceded from the Union but Missouri voted to remain within it but as the Civil War progressed it became divided on opinions regarding slavery and whether it should remain in the Union. The state did stay in the Union however despite a secession ordinance and its being recognized by the Confederacy in October 1861.The Civil War officially ended in 1865 and throughout the rest of the 1800s and into the early 1900s Missouris population continued to grow. In 1900 the states population was 3,106,665.Today, Missouri has a population of 6.114 Million (2017 estimate) and its two largest metropolitan areas are St. Louis and Kansas City. The 2010 population density of the state was 87.1 people per square mile (33.62 per square Kilometer). The main demographic ancestry groups of Missouri are German, Iris h, English, American (people who report their ancestry as Native American or African American) and French. English is spoken by the majority of Missourians.Missouri has a diversified economy with major industries in aerospace, transportation equipment, foods, chemicals, printing, the manufacture of electrical equipment and beer production. In addition, agriculture still plays a large role in the states economy with major production of beef, soybeans, pork, dairy products, hay, corn, poultry, sorghum, cotton, rice and eggs.Missouri is located in the mid-western United States and it shares borders with eight different states (  map). This is unique because no other U.S. state borders more than eight states.The topography of Missouri is varied. The northern parts have low rolling hills that are remnants of the  last glaciation, while there are many river bluffs along the major rivers of the state - the Mississippi, Missouri and Meramec Rivers. Southern Missouri is mostly mountainou s due to the Ozark Plateau, while the southeastern part of the state is low and flat because it is part of the Mississippi Rivers alluvial plain. The highest point in Missouri is Taum Sauk Mountain at 1,772 feet (540 m), while the lowest is the St. Francis River at 230 feet (70 m).The  climate of Missouri is humid continental and as such it has cold winters and hot, humid summers. Its largest city, Kansas City, has a January average low temperature of 23ËšF (-5ËšC) and a July average high of 90.5ËšF (32.5ËšC). Unstable weather and tornadoes are common in Missouri in the spring.In 2010 the U.S. Census found that Missouri was home to the  mean population center of the U.S. near the town of Plato. To learn more about Missouri, visit the states official website.ReferencesInfoplease.com. (n.d.). Missouri: History, Geography, Population, and State Facts - Infoplease.com. Retrieved from: http://www.infoplease.com/ipa/A0108234.htmlWikipedia.org. (28 May 2011). Missouri- Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Missouri