The Book of Enoch :: essays research papers

The Book of Enoch We first learn of Enoch in Genesis 5 but it leaves us with questions. Hebrews 11 has the answers and Jude quotes Enoch! How did Jude come to know the words of Enoch? They are not in the Bible. The answer of course, is The Book of Enoch. A book which is actually quoted not only by Jude, but also James the natural brother of Jesus. The quote in (Jude 14-15) & (1 Enoch 1:9) is as follows: "In the seventh (generation) from Adam Enoch also prophesied these things, saying: 'Behold, the Lord came with his holy myriads, to execute judgment on all, and to convict all the ungodly of all their ungodly deeds which they have committed in such an ungodly way, and of all the harsh things which ungodly sinners spoke against him'." What is the Book of Enoch and where did it come from? Enoch was the grandfather of Noah. The Book of Enoch chapter 68:1 "And after that my grandfather Enoch gave me all the secrets in the book and in the parables which had been given to him, and he put them together for me in the words of the book of the parables." This makes it possible for the Book to have survived the flood as its not too hard to accept that Noah would have taken his Great Grandfathers writings with him onto the ark. The Book of Enoch was extant centuries before the birth of Christ and yet is considered by many to be more Christian in its theology than Jewish. It was considered scripture by many early Christians. The earliest literature of the so-called "Church Fathers" is filled with references to this mysterious book. The early second century "Epistle of Barnabus" makes much use of the Book of Enoch. Second and Third Century "Church Fathers" like Justin Martyr, Irenaeus, Origin and Clement of Alexandria all make use of the Book of Enoch. Tertullian (160-230 C.E) even called the Book of Enoch "Holy Scripture". The Ethiopic Church even added the Book of Enoch to its official canon. It was widely known and read the first three centuries after Christ. This and many other books became discredited after the Council of Laodicea. And being under ban of the authorities, afterwards it gradually passed out of circulation. At about the time of the Protestant Reformation, there came to be a renewed interest in the Book of Enoch which had long since been lost to the modern world.

Unfortunate effects on rural public education in Ecuador

Educator George Washington Carver one time stated, â€Å" Education is the key to unlock the aureate door of freedom † ( State University 2002 ) . Such key will ne'er be held by the manus of Ecuadorians as the state of Ecuador battles to supply a satisfactory instruction system to kids in rural countries. The hapless instruction system is a cardinal subscriber to Ecuador ‘s province as a underdeveloped state. This restricting factor has created a barbarous rhythm of kid labourers and inequality among kids in rural and urban communities ( Salazar and Glashinovich 1996 ) . This paper will supply an in depth analysis of the instruction systems in Ecuador and the reform required to supply kids with a better hereafter. Ecuador ‘s substandard instruction system is a effect of the deficiency of authorities support towards substructure and handiness. With the deficiency of money towards instruction, jobs such as inconsistent instruction, hapless attending, and inequalities between rural and urban scho 1ols arise. Attempted advancement has been made by reformers such as President Rafael Correa who works with authorities support to better school systems ( Bellettini 2004 ) . It is people like President Rafael Correa who are undoubtably the greatest beginning of hope to the instruction system of Ecuador. Last April, I travelled to Ecuador with Canada World Youth. The intent of the trip was to organize a partnership between the Canadian and Ecuadorian pupils. The trip provided me with a cross-cultural experience as I learnt the necessity of foreign for rural instruction. Our group of 14 pupils raised $ 10,000 which was used to patronize the instruction of 4 pupils in Ecuador including their high school fees. The neglecting instruction system instated in rural Ecuadorian communities is faced with legion issues affecting, inconsistent instruction, and hapless attending. These issues are presented due to the deficiency of authorities support and support for instruction. The jobs presently present in Ecuador make it hard for Ecuadorians to go comfortable and contribute to society. Political instability within the state ‘s ain boundary lines have invited violent protests refering the old three democratically elected presidents ( Lopez and Valdes 2000 ) . Political issues every bit good as the economic crisis have proved to foster the potency of reconstructing proper and effectual instruction patterns in rural Ecuador. Many societal establishments demand governmental support, but it is the instruction system in Ecuador that is the most despairing. Research workers have highlighted that the instruction system has easy been bettering since the 1990 ‘s ( Vos and Ponce 2004 ) . Although, in comparing to old decennaries, the educational development has decreased in effectivity while educational inequalities has drastically grown between the urban and rural communities. The Ecuadorian authorities has set aside deficient financess for their societal plans as they entirely contribute four per centum of the states Gross Domestic Product, compared to the mean 12 per centum that the general Latin American state invested ( Ibid 2004 ) . Not merely has the Ecuadorian authorities neglected financess for the necessary societal plans but they have besides transferred their focal point to societal protection plans. This transportation of precedences has cut the support for instruction plans by 50 per centum ( Cibilis, Giugale and Lopez-Calix 2003 ) . The budget cut has affected all school systems across Ecuador, particularly the Ru 2ral communities. The limited support has caused a lessening in school substructure, teacher salary, and teacher preparation plans. The school systems are enduring and necessitate more investing and greater reform schemes. The authorities must increase their investing to at least five per centum of the state ‘s Gross Domestic Product in Oder to be successful ( Schiefelbein 1992 ) . In 2007, President Correa was elected to office in Ecuador. He created a platform that believed in instruction excellence and instruction reform ( Economist 2009 ) . Since 2007, Correa has spent about $ 280 million on school substructure and care ( Ibid 2009 ) . In add-on the President has introduced logic trials which instructors must go through in order to educate the young person. These logic trials are designed to increase a instructor ‘s credibleness and ability to teach immature pupils ( Ibid 2009 ) . Those who do non go through the logic trials are required to take a twelvemonth long preparation class which will assist to develop their instruction schemes and cognition. The logic trials benefit the school systems as instructors become more prepared and have more effectual instruction methods. These trials will be a compulsory step for all instructors, and will shortly increase the quality of Ecuador ‘s public instruction system. The deficiency of authorities investing towards societal plans, specifically instruction systems has greatly inf 3luenced handiness, learning methods, and school substructure. The rural communities are far more underprivileged so the urban public schools in Ecuador. In rural parts and in most parts of Latin America, instructors are likely to be under qualified and uneffective at teaching. Similarly to Ecuador, 40 to fifty of Latin American instructors have no professional preparation or makings ( Schiefelbein 1992 ) . The deficiency of preparation and makings is a consequence of hapless support and investing by the authorities. Training plans and workshops are non available to all instructors particularly those in the rural communities. In Latin America, people who graduate with higher degrees of instructions tend to travel to the urbanised metropoliss and obtain comfortable occupations ( Schiefelbein 1995 ) . Sadly, those who have hapless degrees of instruction, become instructors. Teacher ‘s with no preparation and limited cognition dictate the quality of a school. Furthermore, the lear ning population in Ecuador earn low wages as the authorities does non believe that instructors merit higher wages ( Schiefelbein 1992 ) . A typical public school teacher in rural Ecuador by and large earns $ 350 per month ( Torres 2005 ) . Teachers make an insufficient wage because there is limited support. Without support and low wages, most teachers at the public school degree have two or more occupations to pay for their fundss. Multiple occupations on the spell, means that instructors sometimes neglect to demo up to teach. The Foundation for Sustainable Development claims that there is a high rate of absenteeism among instructors ( 16 per centum ) † ( FSD 2003 ) . With instructors absent from categories 16 per centum of the clip during the scholastic twelvemonth, pupils are losing important acquisition chances. Most of the instructors absent for that clip would be working at other occupations seeking to derive a greater income. The quality of learning in rural Ecuador and in the public system is really low as the instructors are under qualified and largely disinterested in instruction. Although some instructors are effectual, the huge bulk of those effectual instructors are accepted to learn at private schools. Private schools in Ecuador have the money unlike public schools to afford exemplarily instructors. Unfortunately for the public system, qualified instructors escape to the private schools wh 4ere their wages are frequently five to ten times higher so the populace system ( Schiefelbein 1995 ) † The typical school is unable to engage extremely skilled instructors and will happen it hard to implement inventions to better its educational quality † ( Schiefelbein 1992: 36 ) . The methods of direction are unequal in states like Ecuador. Unfortunately due to budget restraints, instructors do non hold entree to a course of study to assist better their lesson programs. Without a common course of study to be followed by all public schools, the acquisition becomes inconsistent and unequal between different schools and parts ( Schiefelbein 1992 ) . Simple accomplishments that involve reading, composing, comprehension are hard to accomplish in rural Ecuador ( Ibid 1992 ) . Teacher ‘s do non posses the necessary certificates and stuffs to learn these kids, as the authorities neglects them of the necessary resources. With limited support invested in instruction, many effects arise with improper learning methods between schools in rural Ecuador. The greatest effect of hapless instruction is the rate of pupil repeat. In Latin America, merely 19 per centum of nine twelvemonth olds attend schools, but about 50 per centum of the first class pupils repeat as they are unable to carry through the instructor ‘s demands ( Schiefelbein 1992 ) . The state of Ecuador would drastically profit if more money was invested into increasing the quality of learning as it would diminish the rate of pupil repeat. Repeating a class is non merely reeling the pupil ‘s ability to larn and affect themselves in the work force but it besides posses monolithic affects on the educational system financially. In rural Ecuador, repeat is two times higher so the states average ( Ibid 1992 ) . If the Ecuadorian g 5overnment were to put more money in to developing an accessible course of study for all instructors, repeat rates would diminish. The Ecuadorian public school system posses many jobs for people in rural communities. The incompatibility in learning methods are followed by widespread hooky as parents would instead direct their kid to work every bit opposed to inscribing them in a rural school. Limited entree to schools and excess pupil costs for those in rural Ecuador are some of the major factors that affect registration rates and attending. There are huge differences and unfairnesss that are noticeable when comparing urban and rural instruction systems. Although public instruction is free for kids ages five to fifteen old ages old, enrollment rates suffer drastically in rural communities. In urban developed countries, kids have an norm of 12 old ages of schooling while kids from rural Ecuador merely have an norm of four old ages ( Cibilis et al. 2003 ) . Of those kids who had four old ages of schooling, merely 19 per centum of the entire rural population is enrolled in school compared to eighty per centum of th e entire urban population ( Ibid 2003 ) . Education unfairnesss are besides impacting those kids who wish to go to higher instruction degrees as merely two per centum of the poorest quantile attend higher instruction ( Ibid 2003 ) . The Ecuadorian authorities must larn how to scatter their support every bit among communities so that instruction patterns and handiness is the same for every kid. One of the most common grounds for the deficiency of registration, is due to school handiness. Although the Correo authorities is get downing to put more in school substructure and care there are still minimum public schools available for kids in rural countries ( Economist 2009 ) . â€Å" Merely 42 % of kids among those in the poorest quantile have entree to preschool instruction † ( Cibilis et al. 2003: 271 ) . There is perceptibly more chance for preschool instruction in urban communities as they are given a higher precedence over rural public instruction. Coincidentally there are more kids in rural Ecuador who need public instruction than urban countries. The unequal funding and hapless handiness to public schools for those populating in rural Ecuador posse major determinations on parents. They frequently have to make up one's mind whether or non to inscribe their kids due to fiscal restrictions. Although Ecuador promises to function the populace with free instruction there are still excess costs that are non covered by the authorities. With restricted financess, households have trouble paying for uniforms, school supplies, and transit ( Vos and Ponce 2004 ) . The indirect costs linked to the deficiency of authorities investing are a considerable decrease in household income because the kid is no longer working ( Ibid 2004 ) . Many households in rural Ecuador are faced with the hard determination on whether to direct their 6 kid to school or hold them work. With more authorities support towards public instruction, parents would non hold to pay excess costs for school. Therefore, parents would be more inclined to inscribe their kids to go educated. Although it is apparent that the rural instruction system in Ecuador is despairing for money and seems slightly incapacitated, there are reform patterns taking topographic point that are proven to be effectual. Presently in Mexico, instruction reform is taking topographic point that could be implemented in to Ecuador ‘s instruction system. Education reform known as â€Å" Telesecondary † would be movable and an effectual agencies of reform in rural Ecuador. Telesecondary is a learning scheme that delivers greater instruction through new engineerings. It consists of utilizing computing machines, cyberspace and mass media ( Cibilis et al. 2003 ) . The pupils larning from this advanced instruction method distance themselves from the teacher. The chief intent of Thursday 6 7is reform is to give all kids the ability to larn at their ain gait with a structured and dependable beginning of information ( Cibilis et al. 2003 ) . Another recommendation and applicable instruction reform scheme would be following the theoretical account of the â€Å" Escuela Nueva † . The Escuela Nueva undertaking is presently being practiced in Mexico. Escuela Nueva is community based which focuses chiefly on active engagement, and concerted acquisition ( Schiefelbein 1992 ) . The undertaking helps kids larn critical life accomplishments by using their cognition learnt in category to the outside community. This theoretical account of instruction responds straight to the instruction challenges that are presently present in Ecuador. It helps to extinguish hapless educational substructure, repeat rates, and under qualified instructors. The Escuela Nueva plans help schools to accomplish a standardised course of study, better instructor preparation and greater community enga gement. Once portion of the Northern Inca Empire, Ecuador has suffered a riotous yesteryear. Such is exemplified as the state has faced hapless administration and instability of fundamental laws as they have merely late imposed their twentieth fundamental law since 1830 ( State University 2002 ) . However, the greatest job to confront the state is that of instruction. The hapless instruction system is a cardinal subscriber to Ecuador ‘s province as a underdeveloped state. Ecuador ‘s substandard instruction system is a effect of inconsistent instruction, hapless attending, and the nonobservance of minority groups. Progress has been attempted by reformer President Correa who has concentrated 1000000s of dollars on breaking instruction in Ecuador. Undeniably, it is he w 8ho serves as the greatest beginning of hope to the instruction system of Ecuador. Although the President and his authorities have made much advancement during his two-term reign, there are many stairss to be taken to make declaration, including the riddance of child labour. Subsequently such extended instruction jobs are followed by the changeless conflict with child labour in add-on to hapless economic patterns. It is educational reform which will take to the development of Ecuador as its citizens become literate and receive extra chances, such as occupations, thereby decreasing poorness ( Bellettini 2004 ) . Education may be the job, but it is besides the solution to increase Ecuador ‘s patterned advance to go a developed state.

Elements of Literature Essay

Many literature students are expected to be familiar with the basic terms listed below (and discussed in more depth in your text). Keep this study guide with your text. At the beginning of each reading assignment, write the elements of literature pertaining to the particular type of literature at the beginning of the short story or poem. After reading, define them in your text for class discussion, quizzes, and test preparation. To understand literature, it is necessary that you ask yourself certain questions, such as â€Å"what is the theme of this story? † or â€Å"why does the author use this particular type of imagery? † You are not necessarily reading for pleasure–although it is sincerely hoped you will derive pleasure from your assignments–but for the development of critical analysis skills, so observe the author’s style and intent carefully. Short Stories/Novel Theme–The idea or point of a story formulated as a generalization. In American literature, several themes are evident which reflect and define our society. The dominant ones might be innocence/experience, life/death, appearance/reality, free will/fate, madness/sanity, love/hate, society/individual, known/unknown. Themes may have a single, instead of a dual nature as well. The theme of a story may be a mid-life crisis, or imagination, or the duality of humankind (contradictions). Character–Imaginary people created by the writer. Perhaps the most important element of literature. †¢ Protagonist–Major character at the center of the story. †¢ Antagonist–A character or force that opposes the protagonist. †¢ Minor character–0ften provides support and illuminates the protagonist. †¢ Static character–A character who remains the same. †¢ Dynamic character–A character who changes in some important way. †¢ Characterization–The means by which writers reveal character. †¢ Explicit Judgment–Narrator gives facts and interpretive comment. †¢ Implied Judgment–Narrator gives description; reader make the judgment. Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character’s history, what the reader is told (and not told), and what other characters say about themselves and others. Plot–The arrangement of ideas and/or incidents that make up a story. Causality–One event occurs because of another event. †¢ Foreshadowing–A suggestion of what is going to happen. †¢ Suspense–A sense of worry established by the author. †¢ Conflict–Struggle between opposing forces. †¢ Exposition–Background information regarding the setting, characters, plot. †¢ Complication or Rising Action–Intensification of conflict. †¢ Crisis–Turning point; moment of great tension that fixes the action. †¢ Resolution/Denouement–The way the story turns out. Structure–The design or form of the completed action. Often provides clues to character and action. Can even philosophically mirror the author’s intentions, especially if it is unusual. Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. Setting–The place or location of the action, the setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Point of View–Again, the point of view can sometimes indirectly establish the author’s intentions. Point of view pertains to who tells the story and how it is told. †¢ Narrator–The person telling the story. †¢ First-person–Narrator participates in action but sometimes has limited knowledge/vision. †¢ Objective–Narrator is unnamed/unidentified (a detached observer). Does not assume character’s perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning. †¢ Omniscient–All-knowing narrator (multiple perspectives). The narrator takes us into the character and can evaluate a character for the reader (editorial omniscience). When a narrator allows the reader to make his or her own judgments from the action of the characters themselves, it is called neutral omniscience. †¢ Limited omniscient–All-knowing narrator about one or two characters, but not all. Language and Style–Style is the verbal identity of a writer, oftentimes based on the author’s use of diction (word choice) and syntax (the order of words in a sentence). A writer’s use of language reveals his or her tone, or the attitude toward the subject matter. Irony–A contrast or discrepancy between one thing and another. †¢ Verbal irony–We understand the opposite of what the speaker says. †¢ Irony of Circumstance or Situational Irony–When one event is expected to occur but the opposite happens. A discrepancy between what seems to be and what is. †¢ Dramatic Irony–Discrepancy between what characters know and what readers know. †¢ Ironic Vision–An overall tone of irony that pervades a work, suggesting how the writer views the characters. Poetry Allegory–A form of narrative in which people, places, and events seem to have hidden meanings. Often a retelling of an older story. Connotation–The implied meaning of a word. Denotation–The dictionary definition of a word. Diction–Word choice and usage (for example, formal vs. informal), as determined by considerations of audience and purpose. Figurative Language–The use of words to suggest meanings beyond the literal. There are a number of figures of speech. Some of the more common ones are: †¢ Metaphor–Making a comparison between unlike things without the use of a verbal clue (such as â€Å"like† or â€Å"as†). †¢ Simile–Making a comparison between unlike things, using â€Å"like† or â€Å"as†. †¢ Hyperbole–Exaggeration †¢ Personification–Endowing inanimate objects with human characteristics Imagery–A concrete representation of a sense impression, a feeling, or an idea which appeals to one or more of our senses. Look for a pattern of imagery. †¢ Tactile imagery–sense of touch. †¢ Aural imagery–sense of hearing. †¢ Olfactory imagery–sense of smell. †¢ Visual imagery–sense of sight. †¢ Gustatory imagery–sense of taste. Rhythm and Meter–Rhythm is the pulse or beat in a line of poetry, the regular recurrence of an accent or stress. Meter is the measure or patterned count of a poetry line (a count of the stresses we feel in a poem’s rhythm). The unit of poetic meter in English is called a â€Å"foot,† a unit of measure consisting of stressed and unstressed syllables. Ask yourself how the rhythm and meter affects the tone and meaning. Sound–Do the words rhyme? Is there alliteration (repetition of consonants) or assonance (repetition of vowels)? How does this affect the tone? Structure–The pattern of organization of a poem. For example, a sonnet is a 14-line poem usually written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form is a poem in which the author uses a looser form, or perhaps one of his or her own invention. It is not necessarily formless. Symbolism–When objects or actions mean more than themselves. Syntax–Sentence structure and word order. Voice: Speaker and Tone–The voice that conveys the poem’s tone; its implied attitude toward its subject. Elements of Literature. Literature is a reflection of the society. A writer appeals to our feelings, emotions through various elements of literature, such as plot, character, theme, etc. Read more to know about the elements of literature. We can summarize literature in the words of Ezra Pound that great literature is simply language charged with meaning to the utmost possible degree. Every race has its own literature, for example, English literature, American literature, German literature, etc. Various types of literaturesuch as story, novel and drama delight us through the elements of literature. In literature, theme is important to reveal the story. An author depicts the ups and downs of the protagonist with the help of characterization. The story progresses through various plots. There are prologues and epilogues in Shakespearean drama. Facts on Elements of Literature: Elements of literature denote the things that are used to make up a work of literature. There are different types and forms of literature. They are novel, drama, poetry, biography, non-fictional prose, essay, epic and short story. All these types of literature have some elements. To complete a piece of literature, a writer, dramatist or a novelist need to use certain elements like plot, character, theme, etc. However, elements of fiction and elements of drama differ from elements of poetry. These elements are discussed below: Elements of Fiction and Drama : Literary types such as fiction; drama and short story have some elements. These include †¢ Plot †¢ Character †¢ Setting †¢ Theme †¢ Structure †¢ Point of view †¢ Conflict †¢ Diction †¢ Foreshadowing Plot: Plot is the serial arrangement of incidents, ideas or events. In literature, the plot encompasses all the incidents and provides aesthetic pleasure. The story of the novel progresses through various plots and conflicts. Plots of dramas are divided into â€Å"Acts† and â€Å"Scenes†. Drama has five essential parts. These are: †¢ Introduction of the story where the characters and setting are introduced †¢ Rising action †¢ Climax †¢ Falling action †¢ Denouement Playwrights use dialogue to develop their plots. They reveal information about their characters such as their background and personality. Character: Character plays a pivotal role in a drama, novel, short story and all kinds of narratives. In drama, character reflects the personality of the protagonist and other related characters. The method of conveying information about characters in art is called characterization. Characters can be fictional or based on real, historical entities. It can be human, supernatural, mythical, divine, animal or personifications of an abstraction. There are round characters, flat characters, stereotypical stock characters, etc. In Marlowe’s drama â€Å"The Tragical History of Dr. Faustus†, Faustus is the main character of the play. Setting: It refers to geographical location of the story, time period, daily lifestyle of the characters and climate of the story. In a novel, the setting plays an important role. In short stories, sometimes it plays an important role, while for others it is not. Settings of literary forms have been changing according to theme of the literary piece, for example, Shakespeare’s tragedies and comedies have the setting of palaces, castles whereas modern and post-modern dramas have setting of houses of common people. There were supernatural elements in earlier literature and nowadays absurdity rules the literature. Setting can take place in a house, school, castle, forest, hospital or anywhere that the writers want to extend their scenes. Theme: Theme is another prime element of literature, which contains the central idea of all literary forms such as a novel, drama and short story. It reflects innocence, experience, life, death, reality, fate, madness, sanity, love, society, individual, etc. Thus, it reflects the society as a whole, for example, the theme of Hardy’s novel â€Å"The Mayor of Casterbridge† reflects the role of fate in our life. Likewise, in a drama, theme represents the brief idea of the drama. Structure: Structure is another important element of a drama, novel or short story. In dramas, there are plots and subplots. These also are divided into acts and scenes. Here the contrasting subplots give the main plot an additional perspective. Likewise, novels have different chapters and scenes. Point of view: Point of view is another element of the narrative, through which a writer tells the story. Authors use first-person point of view or third-person point of view. First-person point of view indicates that the main character is telling the story, whereas the third-person point of view directs that the narrator is telling the story. A novel can be written in the first-person narrative, third-person narrative, omniscient point of view, limited omniscient point of view, stream of consciousness and objective point of view. These points of view play an important role in the distinct structure of the story or a play. Conflict: Be it a short story, drama or novel, conflict is the essential element of all these literary forms. A plot becomes interesting and intriguing when it has its share of inbuilt conflict and twists. Conflict can be internal conflict or external. It can take place between two men, between the character and his psychology, between the character and circumstances or between character and society. Use of language or diction: Diction is another essential element of drama. A playwright exhibits the thoughts of characters through dialogue. â€Å"Dialogue† has come from the Greek word â€Å"dialogosa† which means â€Å"conversation†. Shakespeare used this to portray the thoughts, emotions and feelings of the character. This also provides clues to their background and personalities. Diction also helps in advancing the plot. Greek philosophers like Aristotle used dialogue as the best way to instruct their students. Foreshadowing: Foreshadowing is another important element of literature that is applied as hints or clues to suggest what will happen later in the story. It creates suspense and encourages the reader to go on and find out more about the event that is being foreshadowed. Foreshadowing is used to make a narrative more authentic. Elements of Poetry : Poetry is literature in a metrical form. However, free-verse became the popular style towards the modern and post modern age. Like fiction, it may not have plots, setting, etc, yet it has a structured method of writing. There are various kinds of poetry such as ballad, sonnet, etc. All these forms have some elements such as style, theme, rhyme, rhythm, metaphor, etc. that are described below: Style: Style refers to the way the poem is written. Poems are written in various styles, such as free verse, ballad, sonnet, etc. , which have different meters and number of stanzas. Symbol: Symbol represents the idea and thought of the poem. It can be an object, person, situation or action. For example, a national flag is the symbol of that nation. Theme: Like other forms of literature, poetry has a theme of its own. Theme contains the message, point of view and idea of the poem. Imagery: Imagery is another important element that a poet often uses in poems that appeal to our senses. In the age of modernism, T. S. Eliot used images of urban life in his poems. Wordsworth used nature as poetic images in his poems. Rhyme and rhythm: Rhyme is an element that is often used in poetry. It’s a recurrence of an accented sound or sounds in a piece of literature. Poets and lyricists use this device in various ways to rhyme within a verse. There is internal rhyme, cross rhyme, random rhyme and mixed rhyme. It gives the poem flow and rhythm. It contains the syllables in a poem. Every poem has a rhythm in it. It’s about how the words resonate with each other, how the words flow when they are linked with one another in a poem. Meter: This is an important rhythmic structure of poetry. It is described as sequence of feet, each foot being a specific series of syllable types – such as stressed/unstressed and makes the poetry more melodious. Alliteration: Alliteration is another element used in poetry for the sound effect. It indicates two or more words with same repetition of initial letter, for example, â€Å"dressy daffodils†. Here the sound of the letter ‘d’ is repeated. Simile: A simile is a figure of speech used for comparison in the poetry with the words ‘like’ or ‘as’, for example, â€Å"as black as coal†. Metaphor: Metaphor is used in poetry to make an implicit comparison. Unlike simile, here the comparison is implied, for example, ‘Her laughter, a babbling brook’. Onomatopoeia: This is one important element of poetry, which refers to words that sound like their meaning, for example, buzz, moo and paw. Element of literature includes all the elements that are essential to create a piece of literature. These elements help a writer to create splendid poetry, superb drama and soul-touching novel. These elements are used to form the structure of a literary piece. | |

Video games may make children fat

Children have been gaining weight excessively over the last 20 years. In 1980 6.5% of the children aged 6 to 11 were obese, but by 1994 that number had climbed to 11.3%. Currently over 30% of children are overweight, while 17% are considered obese (Parker-Pope, 2008). What has caused this epidemic like increase in child obesity? There are many proposed causes that have been linked to child obesity. However, if we examine children’s lifestyles over the last 25 years it appears that video games may be the primary contributing factor to the increase in weight and obesity rates amongst children When video games were first introduced to family households they were considered just another form of entertainment for children, not unlike radios, record players, or televisions. However, video games have evolved into media traps that promote sedentary lifestyles. Children now sit glued for hours to video screens rather than performing physical activities. In a study researchers from the University Hospital of Zurich present a strong association between playing video games and obesity in school-aged Swiss children (Edell, 2004). Their research supported the notion that when children are preoccupied with playing video games, they are not performing physical activity consistent with a healthy lifestyle. Playing video games is a sedentary activity that has a direct affect on weight gain in children. Some believe that video games have little impact on child obesity rates because children today are more aware and independent than previous generations. As a result, children are more conscious of their lives and are able to make healthy choices regarding exercise and video game playing. However, video games have developed from simple pixels and basic animation to the advanced life like games we see today. The advances in technology have made it difficult for children to stay away from video games, and some researchers believe it has psychological and addictive qualities. These powerful qualities make it difficult for children to monitor the amount of time they spend playing video games. In addition, children may also find it difficult to pull themselves away from video games in exchange for healthier physical activities. Dr. Mark Griffiths of Nottingham Trent University, an expert on video game addiction, believes that the games of the 21st century may be more psychologically rewarding then the games of the early 1980s (BBC news, 2000). Subsequently, children may not feel fulfilled until they reach the next level of the game, or beat a high score. The addictive qualities of video games were revealed in a recent study of children in their early teens. The study revealed that one third played video games daily, and 7% played for at least 30 hours a week (BBC news, 2000). Video games are able to capture children’s minds and start the path to poor health at extremely young ages. Dr. Griffiths suggests that children as early as the age of seven are drawn to video games. The strong addictive qualities of video games may prevent a child from exercising and being active even if they wanted to. It may be easy to argue that the television is the culprit for overweight children. However, televisions have been in North American households for over 65 years, but the increase in child obesity has occurred within the previous 25 years. Televisions have remained relatively unchanged, but the video game has mutated into an interactive child magnet. Children are able to play on line, play with multiple players, and interact with gamers globally. Today’s video games are also portable, recordable, and are easily rented. In addition, video game advertising is focused at luring and capturing a child’s impressionable mind. Some studies corroborate the findings that video games, not television, are associated with overweight children. Researchers at the University of Texas surveyed almost 3000 children and found that children who played video games were more likely to be overweight than children who only watched television and didn’t play video games (Levin, 2004). Al though, televisions have made some technological advancements it appears the attraction to video games may have lead to the weight increase in children. It was not long ago when children’s laughter echoed from playgrounds and the announcement of â€Å"car† was heard from children racing to clear hockey nets from neighbourhood streets. Rather than playing on the streets and schoolyards children now lock themselves indoors playing video games. Some suggest that it is the lack of programs and green space that prevent children from being active. However, physical fitness, health, and sport have never been so accessible. Private enterprise and governments have joined forces realizing the importance of moving children from behind the video screen to the field. In addition, building developers work with city planners to ensure that housing designs represent communities with playgrounds and schools rather than concrete mazes. An excellent example of the private sector promoting fitness rather than video gaming is the Canadian Tire Jump Start Initiative (City of Hamilton, 2005). This private program, like many others, encourages fitness by providing children and youth with access to sports and recreation. In addition, government programs such as the provincially funded Communities in Action Fund provide after school programs and sport clinics to youth. The possibility of physical activity is all around us, but video games have made it difficult for children to see outside their locked doors. Of course, it may be easy to blame the fast food industry for the weight increase in children. Fast food restaurants have been in our communities prior to the 1950s, while the most recognizable fast food restaurant, McDonalds, has been in business since 1960. However, the weight increase appears to be steadily increasing within the previous 25 years; consistent with the introduction of video games rather than hamburgers. Interestingly, fast food restaurants have gone through enormous strides to provide healthy menu alternatives such as: soups, salads, lean sandwiches, fruits, and juices. Burger King for example, offers products for children that are consistent with healthy dietary choices, limiting calories, fats, and sugar in their children’s menu (Bissonnette, 2007). Blaming the restaurant industry for the weight increase may appear obvious, but upon a closer inspection it seems restaurants have done more to promote healthy weight in children than the video game industry. Most of the research measures any correlation between increases in video game playing compared to increases in weight. What would happen if video game playing was reduced? Recent research at the University of Buffalo measured the effects of limiting video game playing (University of Buffalo, 2008). The university experiment was conducted over a 2 year period and revealed that when children restricted their video game playing by an average of 17.5 hours per week they lowered their body mass index significantly. In other words, they lost weight. In summary, this topic will initiate many theories and possibilities, but there is no arguing that children’s weights have been steadily increasing over the last 20 years. When we examine children’s lifestyles and habits it appears video games may be the primary contributing factor for the weight increase. Reference http://news.bbc.co.uk/1/hi/uk/1036088.stm http://www.healthcentral.com/drdean/408/60891.html http://www.buffalo.edu/news/9197

Public Health Preparedness Research Paper Example | Topics and Well Written Essays - 1500 words

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