Unified Themes free essay sample

Any person can tell that Edgar Allen Poe does a great Job drawing in the reader by using specific themes to add effect his short stories, The Cask of the Amontillado, Hop Frog, and the Tell-Tale Heart. The use of theme in his short stories makes the reader want more. His use of revenge in his short stories makes the reader more curious and raises the level of suspense. Poe does well in using revenge to keep the reader engaged. The narrators view in each of the story gives you the main characters view f the story, which creates a bias towards that character. In some stories the reader will feel the murder was Justified. First, Hop-Frog is the story of a crippled Jester who was pushed to the point to murder. His fool, or professional Jester, was not only a fool, however. His value was trebled in the eyes of the king, by the fact of his being also a dwarf and a cripple. We will write a custom essay sample on Unified Themes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Hop Frog is a professional Jester whose Job is to humor the king by being a fool. One evening the King had decided to have a masquerade and have Hop-Frog and his dwarf friend, Trippetta, organize the characters and ostumes for the party. After he summons both of them the king makes Hop Frog drink a goblet of wine. After they are all intoxicated, Hop Frog planned to get revenge on the king and seven other cabinet members. He tricks them into chaining themselves for the people attending the masquerade, and make them look like great beasts. Hop Frog chains them up and covers them completely in tar and flax. Once the party starts, Hop Frog raises the Eight Chained Ourang-outangs thirty feet in the air and proceeds to set them on fire. He then climbs back up the chains and scapes out a window and disappeared with Trippetta. The theme of revenge in Hop- Frog plays a big role in how the story plays out. The use of revenge as a theme in this story does a great Job at keeping the reader engaged into the story. It makes the reader really want to know and think what is going to happen next. When Hop-Frog chains the King and his members up, it makes the reader curious about what he plans to do to them. In less than half a minute the whole eight ourang-outangs were blazing fiercely, amid the shrieks of the multitude who gazed at them from below, orror-stricken, and without the power to render them the slightest assistance. In this story the revenge is not thought out but more in the moment and under the influence of alcohol. Hop-Frog plans out this revenge because of all the times he was picked on by the king. He was sick of it all, so he planned to murder the king and under the influence of alcohol gave him the confidence to pull it off. The narrator as a witness to the events of the story also plays a big rol e in the story Hop-Frog. The narrators view throughout the story is on the negative things that happen to Hop- Frog. This creates a big personal bias and makes the reader favor the actions of Hop- Frog. It makes the reader feel bad for the main character and decide that the murder is Justified. The narrator is also a witness of all the actions that take place throughout threw the contents of the brimming goblet in her face. In this scene the narrator witnesses Tripetta trying to stop the king from making Hop-Frog drink alcohol, and the King ends up throwing his drink in Tripettas face. The narrator sees this and makes the reader feel bad for the two and wants to help them. Later, the narrator lso witnesses Hop-Frog setting the king and his cabinet members burned alive from the chandelier. The use of the theme setting creates a must-need image of the main character and his reason for the murder. The main character uses the fire as a dramatic element not only as a part of the setting but also part of the murder. The narrator uses the chandelier as a huge part in the setting as the place where the murder occurs. He uses the chandelier to present the eight members, then set them on fire and kill them all. And now, while the whole assembly (the apes included) were onvulsed with laughter, the Jester suddenly uttered a shrill whistle; when the chain flew violently up for about thirty feet-dragging with it the dismayed and struggling ourang-outangs, and leaving them suspended in midair betweenthe skylight and the floor. After he brings them to the chandelier he lights them on fire, giving the setting a dramatic element to draw the reader deeper into the story . Next, the Tell-Tale Heart is story of a madman who murders the old man he lives with because of his eye. The narrator opens the story and explains why he had to take the life of the old an. Whenever it fell upon me, my blood ran cold; and so by degrees-very gradually-I made up my mind to take the life of the old man, and thus rid myself of the eye forever. For seven straight nights he would stick his head in the room where the old man sleeps and would beam a light from a lantern at the eye. On the eighth night the old man woke up as the narrator stuck his head in the room. The narrator beamed the light later at the eye and the man was awake. This angered the narrator and scared the old man to the point where the narrator could hear it. The narrator hen burst in the room and smothered the old man with his mattress until it killed him. He dismembered the body and proceeded to put the parts underneath the floor boards of the house. When the police came to investigate the disappearance, he heard the beating of his own heart and the guilt caused him to confess to the murder. Another thing is that the use of revenge in the Tell-Tale Heart is kind of different than the other two stories. In this story, the form of murder is more premeditated and planned out than Just at the right time. The narrator had planned o take the life of the old man a week before killing him. And this I did for seven long nights-every night Just after midnight-but I found the eye always closed. He watched him for seven straight nights until killing him on the eighth. The use of revenge as a theme in this story keeps the reader wondering when he will kill the old man and how he plans to kill him. It keeps the reader wanting to read more and gets the reader more curious about what will happen. Another reason why the narrator killed the old man was out of self-guilt. After the murder was complete, the narrator heard he beating of his heart and felt so guilty for killing the old man he confessed. The narrator couldnt handle hearing the beating of his heart because it sounded Just like the old mans when the narrator killed him. The narrators view in the Tell-Tale Heart was also the same as the others. It created a personal bias that made you think that that the murder wasnt as Justified as the others. In this story he murders this poor old man because he was bothered by one of his eyes. One of his eyes resembled that of a vulture-a pale blue eye, with a film over it. The theme of the narrators view n this story makes you want to believe that the killing of the old man is for the better. It tries to make you feel that its fine and its no big deal. Another thing on the narrators view is he watched the old man every night. He stood by the door in the floor and had it cracked Ju st enough to see him. The use of setting is a theme that plays a big part in Poes the Tell-Tale Heart. In the Tell-Tale Heart the narrator uses the darkness to murder the old man. It gives the main character a more secretive nature when he is using his setting to scare the old man. The setting is also a big art after the murder has taken place. The old man sleeps in a large room that only has an opening in the floor to enter and leave. This gives the narrator an easy way to murder the old man. After the main character kills the old man and dismembers him he proceeds to bury him in the floor boards. l then replaced the boards so cleverly, so cunningly, that no human eye-not even his-could have detected anything wrong. The place where he hides the dismembered parts is very significant. When people come around to ask about the old man it ends up that they are standing right above im. The writer uses the setting to reflect the details throughout the killing. Also, the Cask of the Amontillado, the story of a man wanting revenge on another man, who supposedly ridiculed him thousands of times. The evening starts at dusk during the madness of a carnival where the narrators victim had already been drinking too much. There he decides to enact his revenge on the intoxicated Fortunato by using Amontillado. He draws his victim in saying he Just received a large cask of wine called Amontillado. As you are engaged, I am on my way to Luchesi. If anyone has a critical urn, it is he. The narrator says this to get Fortunato to come with him and he ends up agreeing. He follows the narrator down deep into the catacombs underneath Paris. The narrator gets Fortunato to go into a room far at the end of the vaults and chains his victim to the wall covered in skulls and bones. He then pr oceeds to brick up the room so no one can enter and find the chained Fortunato. The story ends with the narrator putting the final brick in place, closing the room for half of a century of nothing disturbing it.

Alcohol Essays (653 words) - Drinking Culture, Alcohol Abuse

Alcohol Essays (653 words) - Drinking Culture, Alcohol Abuse Alcohol Alcohol Alcohol is a drug, but unlike most of the other drugs, it is socially accepted and is legal. Alcohol is bad for you and does have long term affects associated with it. Such as the long addiction to it, effects on the body, and the social interaction effects. Alcohol, and alcoholism is common in America, but drinking is more common around kids. Social drinking, a term kids and drinkers have come accustom to, is defined by one standard drink per hour, and no more than 3 per day, but some people just socialize around people that drink as heavily as they do and confuse that for social drinking. Addiction to alcohol can be acquired easily if not careful, binge drinking and family history are all keys in the identification of addiction. Family history could be linked to alcoholism by finding out if your family had problems in the past with alcohol, and it is determined by studies that genes have effects on alcohol. Alcohol is a drug, but legal unlike the other drugs on the street. In my opinion, all drugs are all harmful to the body, and can cause serious problems to you, and people around you, in the long run. Alcohol can effect the body in multiple ways. The tranquilizing effects of being drunk acts like a stimulate, but is a depressant, and causes the brain to lower self control, impairs vision and other senses, and effects bodily coordination. This tranquilizing effect is caused by the consumption of alcohol which in turn may cause serious effects on the liver, heart, and the brain. The alcohol consumption effects these organs, and has an overall personality change when signs of alcoholism begin. Alcohol overall has a detrimental effect over the body and the mind. I do believe alcohol is a drug and like other drugs which are not legalized in the U.S. it is still really bad for you. Also from alcohol a big risk is in evolved with drunk driving and getting alcohol poisoning. Both of these possible consequences are a big factor when someone drinks irresponsibly. Drunk driving accidents, and death, happen too much to not notice, but to know that drinking is a big cause of deaths in the year. Alcohol poisoning has a great chance of killing you because the effects are the usual drunken depressant effects but it slowly gets worse as you slip into coma, and if not taken care of, death will emerge. Social drinking and the effects one can have on someones personality is usually a drastic change. From this I mean I can speak from experience, one of my friends is an alcoholic from my perspective. Every chance he gets he drinks. When he drinks, his personality, and sometimes he, does somersaults, and changes into a mean self centered alcoholic. But anytime hes not drunk, he seems normal. Close interaction would prove that he has a personality problem, and a severe attitude. What I am trying to say is that my friend is my friend, no matter what problems he has, and hes going through counseling, and Alcoholics Anonymous (AA) classes, yet still he struggles to stay sober,even though hes giving it all he has. Alcohol is in no means a good drug. From what I know, and have experienced, alcohol is just an open window for a long list of problems and difficulties, and seems to make growing up harder. It leaves the body susceptible to doing bodily harm, to self, or to others, by not being sure what it is that you are currently doing, and why someone would want to risk there chances of death, and life long hardship is beyond me. Alcohol is a drug which is now is legal in the U.S., and if that changes, it will, in my opinion, advance our society mentally, and make us stronger, in the body and in the mind

The Role of Lead Teacher Research Paper Example | Topics and Well Written Essays - 3000 words

The Role of Lead Teacher - Research Paper Example 11). The majority of contemporary schools functions under a continuous improvement model and is publicly measured by student achievement test results. The transformation of schools to function under more progressive models relies heavily on leveraging the expertise of the classroom teacher to extend beyond the traditional roles of individual classroom impact on students, and to include new roles in leading school reform efforts as part of a community of learners (Crowther et al, 2002). Faculty involvement in decision making, through administrators sharing their power with the teaching staff, is a way to create collaborative culture and promote student success, especially in traditionally failing schools (Papalewis and Fortune, 2002). Empowerment void of professional community is not enough to bring about needed changes in our schools. Empowerment has "proven insufficient to change teachers relationships to their work in many settings" (Louis and Kruse, 1995, p. 13). Many teachers have leadership qualities that have not yet been recognized but may be a key to transforming schools and communities (Crowther et al., 2002). Documenting the perceptions and experiences of lead teachers who are involved as agents of change can reveal insights about the nature of teacher leadership, the roles that lead teachers assume, and the impact of their involvement in educational change. Careful and critical examination of teacher leadership is important since it is perceived as bein g critical to so many current school reform initiatives (Miller, et al., 2000). PURPOSE OF THE STUDY Buckner and McDowelle (2000) reported that teachers are in a unique position to influence school reform efforts, however "teacher leadership is a concept that often lacks clear definition" (p. 35). As teachers play a greater role in the changes schools make, there is a need to better define and describe the concept of lead teacher and teacher leadership (Miller et al., 2000). Katzenmeyer and Moller (2001) stated, "teacher leadership is essential for the level of complex change schools face. In order to advance these roles for teachers, it is necessary for proponents to be clear about what teacher leadership looks like" (p. 4). Various reform efforts in modern education have recognized teachers' professional development as central to the reform efforts and have called for new ways of organizing and supporting teacher work. Providing insight into the role of lead teachers as participants in a distributed leadership model by documenting their perceptions, describing implementation activities, and identifying and analyzing the impact of their roles in modern education will help to understand the perspectives of contemporary education and learning. This deeper understanding is needed to help guide reform efforts and provide for a more enlightened conversation regarding teacher leadership so that administrators can 'identify, develop, and support lead teachers in their schools" (Buckner & McDowelle, 2000, p. 36). Therefore, this paper aims to investigate the effect of the lead teacher in changing and improving school management, learners' performance and teaching practices. LITERATURE REVIEW In the current literature the term "lead teacher" (or "teacher leader") is ill defined. It is used to discuss teachers who unofficially engage in a leadership role in activities that

Write your own recommendation. What makes you different from other Essay

Write your own recommendation. What makes you different from other applicants - Essay Example Good communication skills are an indispensable asset (Buzzle). I possessed great verbal and written communication skills. Throughout my high school tenured I have excel in exercises or problems in which I had to demonstrate verbal skills. I have always been very good at oral presentations. I love to write and my technical writing skills are excellent. College prepares a person for the ultimate goal of becoming a part of the workforce. A trend that has influenced the behavior of people in the workforce is a shift from individualism to teamwork. â€Å"The concept of teamwork is very important to the success of any team† (Brianmac). I am a team player. My team skills will enable me to succeed in college. I am an outgoing person and I listen well to people. I like helping people and cooperating in order to get the job done. During my future college career I plan to use these skills to help out my fellow classmates in any way I can. Another attribute or skill that I possess that ma kes me an excellent candidate is my leadership skills. When I have worked in team projects I typically served the role of team leader. I am a hard worker and a dedicated student. Work Cited Page Brianmac.co.uk. 12 December 2010. â€Å"Understanding the Importance of Teamwork.†

Models and Practices to Support Children with Disabilities

Models and Practices to Support Children with Disabilities Special Education Needs Course Level 3. Assignment number 1. Part 1 Outline the legal and regulatory requirements for children with disabilities or specific requirements. Regardless of the circumstances all children have rights to be treated fairly and lawfully. Unfavourable treatment could include, Direct discrimination- could include refusing a child access to the setting. Indirect discrimination- maybe only display information in one language. Discrimination due to disability- children having fewer opportunities to take part in activities than other children. Children with special educational needs or disabilities also have additional legal and regulatory requirements to promote inclusion and protect from discrimination. These include, The Equality Act 2010 allows children to receive the same access to public and private services. Making accessible to all, i.e. ramp or braille. This promotes equal opportunities and inclusion for all children. The Children’s and Families Act 2014- this is a single assessment process that will support children from 0-25yrs. This is an EHC- Education, Health and Care plan. This act requires children and families to be involved in decisions about their care. It also places a legal duty for schools to provide appropriate support to children with medical conditions. Special Educational Needs and Disabilities code of practice: 0-25yrs. This provides guidance on policies and procedures that are set out in part 3 of the children’s and families act 2014. Organisations using this are, all local authorities, NHS trust, Local early year’s providers and independent and specialist schools. The principles underpinned in the code are, Views and wishes of the child and carers. Taking part in discussions and getting the information and support to make the right decisions. Give support to achieve the best possible outcomes. When following these principles the support hopefully will lead to partnerships providing quality support for all who have disabilities and special educational needs. The code of practice aims to remove barriers to learning for all children and that early identification and intervention from all services can support them. The United Nations Convention on rights of the child. This document give rights and entitlements to all children regardless of circumstances and their needs. There are 54 articles that explain the rights. Some examples are, Article 12- states the views of the child should be listened to and respects. They do not give authority over adult views but can be taken into account. Article 23- outlines that children have rights to receive special care and support to enable to live full and independent lives. Article 31- responsibility to be able to play freely within the environment. The Unites Nations Convention on the rights of persons with Disabilities. Human rights treaty that gives rights to disabled people. It outlines ways of reducing the barriers. Article 7 outlines for children what must be taken into account, All necessary measures should be taken into account to have full participation as others do. Primary consideration should be in their best interests. Should have rights to express their views and opinions that affect them, and to be taken seriously. The Special Educational Needs and Disability regulations 2014- this came in to effect on the 1st September 2014. It sets out the requirements for local authorities for accessing children and young people’s needs and drawing up their EHC. It requires them to consult with parents and to keep all involved in the care informed throughout the whole process. A reference to this is taken from, (Ref, Dovenston. M. (2006) Primary Special Educational Needs, Exeter. Learning Matters Ltd). It says that it recognises that parents hold key information and have a variety of unique skills, knowledge and understanding about their child. This can provide a good balance of information needed to get the child the best. Part 2. Explaining the importance of working inclusively with children with disabilities or specific requirements. It is important to promote equal opportunities for children by having an environment free from discrimination. All children should have the opportunity to be educated within a mainstream setting with children of all mixed abilities. Having a child-centred approach will help to meet their needs and strengthen the child. Example, visual timetables, signs in different languages. Access to the whole school through ramps. All these are use at the school which I work at. Two models of disabilities are: Medical model disability, this is when it is seen as an illness. They are labelled by their condition. As they focus on the disability, strengths and interests of the child can be over looked. Social model disability, this recognises that everyone has rights. Attitudes towards disabilities is from ‘society’ not the individual. Ways of promoting inclusive practice are: Respect the child. Empathy demonstrated by practitioners. Children are empowered. Their interests are at the centre of your planning. Examples, using the Individual Education Plans (IEPs) and Annual reviews to get together to discuss these. Good equal opportunities which are a legal requirement, which is not optional, will promote inclusion within the setting. Some of the stratagies used are listed below: Make everyone feel welcome. Respect and value the individual. Plan using their interests. Resources and materials used to promote a positive image. Practitioners to display positive attitudes. Deal with discriminatory language and behaviour in the correct manner. Part 3. The benefits of working together with parents and other professionals. When you are involved in providing care and support for children, parents must be consulted and involved. This will provide insight to have the children are at home, and it is respectful to the family. Along with parents the use of external agencies provide help. Examples: I have contact with a special school who provides information to help me provide the best for the child I work with. The SEND Code of Practice gives an outline of the principles that are needed to maintain a positive working relationship with the parents: Consult with the children and parents when reviewing services All providers should support parents contributing to the reviews of the EHC plans. Make arrangements to provide advice and information to the children. These are all from the new SEND code of practice 2014 0-25yrs. There are still a number of principles from the 2001 paper which are in use. These are, Use parental knowledge of relationship with the child. Focus on strengths as well as their needs. Be aware of their feelings. Make sure parents are aware of and understand procedures and give documents well in advance of any meetings. Respect differing perspectives. Respect needs of the parents. The need to be flexible and also structured within the meeting. Working with other professionals and agencies you can provide opportunities to gain more knowledge and other strategies to help in providing professional care to the children in your care. In school you will have a designated person who is in charge of the SEN children. They are usually referred to as the SENCO, (special educational needs co-ordinator.) they are responsible for providing support for those who need it. My job is to support the learning of a child one to one, who has learning difficulties. I work and liaise with the SENCO worker on a regular basis to ensure we are providing the best support and care for him. Together we have tailored a literacy programme, and we have used outside agencies to provide this material. These are: Speech and language therapist, and a Special school who have given us programmes to use. (Ref, Dovenston.M. (2006) primary special educational needs, Exeter, Learning Matters Ltd) says,’ It is important to listen communicate, take advice and share information with all relevant parties, but always maintaining confidentiality’. Other professionals which can be involved in care for children are: Physiotherapist – to meet the physical needs of the children. Provide exercises and treatment. Speech and language therapist – devise a programme involving parents and practitioners to use with them. Health visitors – provide advice and support and help to educate families. Paediatrician – used to diagnose a condition and possibly refer to other agencies General practitioner – usually first point of contact and they will usually make the referrals. Social worker – have the role of provide safeguarding and protection to children. Also providing guidance and practical help for families. Together all professionals, practitioners and parents will help to provide the support, knowledge and care that a child needs. Part 4 How practitioners can adapt existing practices to support children with disabilities or specific requirements. During the last year or so a number of pieces of legislation has been changed or undated, this includes the SEN code of practice 0-25yrs. This means that all establishments who use these must take responsibility to make sure that the environment is a high standard to provide the care needed. Taken from, (www.eenet.org.uk 19.10.2014) they say that they should, Adapt to meet the requirements within the legislation. All materials and resources are age and stage appropriate. Display positive attitudes. Inclusion within the learning environment. Have early intervention. Have positive role models. The environment is an important aspect. Children need to have appropriate access to the buildings, through ramps, security, high and locked gates. Having the correct equipment, tables chair etc. when choosing an activity to do think about how it is going to take place, if on floor can all taking part or can it be moved onto the table. If a child has a visual impairment do they have the appropriate equipment to use? Visual timetables can help children. I use one of these for the child I work with. Having positive attitudes towards all provides an image for all to follow whatever their needs may be. Children like to do things for themselves, but due to their disability they may find it difficult, for example going to the toilet, getting dressed and undressed. Fastening zips. Velcro is good and gives them confidence to do things for themselves. Some children don’t know how to express themselves and their feelings in an appropriate way. Again I have had this problem. I have made and used a number of flash cards which have different faces on them which represent an emotion. I get the child to show me the card if they need to. They do contain a word explanation. If a child has a physical impairment provide activities that allow them to be at the same level. Have room for them to move without injuring themselves safely around the classroom. For those with sensory impairments try not to change the layout without telling them and showing them (work through it with them). If possible try and keep the floor space clear of obstacles and always supervise the child through any activity. Providing activities that are too easy is the same as giving them something too hard. Through your assessment and judgment you will know the level/ stage which the child is at and you can plan your activities around this using differentiation. Another example is the tailored literacy programme which I use. Giving the children confidence to achieve even the smallest thing will encourage them to do more. Appendix. References used in this assignment are: Course material for assignment number 1. Own experiences from the school where I work. Website – www.eenet.org.uk 19.10.2014 Books. – Doveston.M. (2006) Primary Special Educational Needs.Exeter. Learning Matters Ltd.

Electric vs. Gasoline Essay

Nowadays, people all over the world do their best to live greener and not contribute to global warming. An invention that is meant to help reduce the amount of toxic waste that is polluting the environment nowadays is that of the electric car. But is electric really so much better than gas? Electric cars are emission free, compact and lightweight, and three times as efficient as gas engines. Compared to gasoline cars, electric car motors are very efficient, converting over 90% of electrical power supplied into motion. Still, there is about a 50% chance in the United States that burning coal, which, in turn, severely harms the environment, generates the electricity that is used to charge the batteries of a plug-in electric vehicle. Another advantage of an electric vehicle, is its durability: except for the fact that it has lower emissions, the electric car is in no need for oil changes or tune-ups, and with regenerative braking, brakes last longer. The gasoline car, on the other hand, has to deal with part failures associated with belts, hoses and cooling systems. The gas-powered car has a fuel tank, which supplies gasoline to the engine. The engine then turns a transmission, which turns the wheels. An electric car functions just a little differently than the gas-powered one: in comparison, it has a set of batteries that provides electricity to an electric motor. The motor then turns a transmission, and the transmission turns the wheels. When it comes to safety, although the weight and the bulk of the batteries make the electric vehicle heavier compared to gasoline vehicles and takes up more interior space, it is proven that the occupants of a heavy vehicle will, on average, suffer fewer and less injuries than the occupants of a lighter vehicle. Yet, although having an electric car has so many advantages, there are, as associated with all things, a few disadvantages that could make the ownership of an electric car somewhat challenging. Electric cars tend to require long recharge times. This means that the car cannot be used while the battery is charging. Also, the electric car has been known to be extremely expensive to purchase – the costs should break down outside the warranty coverage. The battery, too, has to be charged for at least 12 hours (a time which can only be done overnight, if one travels a lot by car), and there are few stations that make it possible to charge, other than your own house. In the end, it is all up to the individual to make the decision: if one is determined to help save and protect the environment, and is willing to take up the costs and time and effort it takes to charge the vehicle . Bibliography: http://truecostblog. com/2009/01/04/electric-vs-gasoline/ http://www. weatherimagery. com/blog/electric-vs-gasoline-vehicle/ http://www. ehow. com/about_5456046_electric-vs-gas-cars. html http://auto. howstuffworks. com/hybrid-car1. htm http://www. articleinspector. com/articles/452/1/Learn-Pros-And-Cons-About-The-All-Electric-Car/Page1. html.

Comment of the way Blake uses imagery in Songs of Innocence andSongs of Experience Essay

Comment of the way Blake uses imagery in Songs of Innocence and Songs of Experience to give different perspectives on the human condition. Blake portrays very different views on the human condition in Songs of Innocence and Songs of Experience by using imagery. He uses different sorts of imagery to build a picture in the readers mind. Blake may intend to use language to associate words to a larger picture, perhaps by using connotations. This method adds a lot of depth and meaning to the poem. An example of this can be found in ‘LONDON’. The use of the word ‘blackning’ may appear simple and straighforward, yet Blake may of intended this word to have several meanings. Black is a sinister colour which may be associated with evil, as well as suggesting Londons filth. This foreboding connotation would complement the poems tone and imply rather pessimistic views on the human condition. Blake often uses bold and striking descriptions, which appeal to the readers imaginations and often helps them relate to the poems setting, characters, or overall meaning on a more personal level. In ‘Nurse’s Song’, Blake builds an idealised setting in the readers mind. This gives a happy and postive view on life, by describing a setting typical of dreams, or fairy stories in which evil is non-existent. This is a huge contrast from the descriptive language used in poems from Songs of Experience. Here, stronger and perhaps more realistic and brutal images are portrayed. For example, in ‘The Tyger’, the first two lines set a very specific scene. ‘Forests of the night’ is a fairly simple yet strikingly threatening line. A dark forest is the place the reader would least like to be, especially accompanied by a tiger. The use of alliteration, ‘burning bright’ emphasises the harsh and strong ‘b’ sound, and helps set the scene. Perhaps this use of the word burning is supposed to put the idea of hell into the readers mind. The physical and mechanical language used later on is extremely vivid, and one cannot help associating this with the industrial revolution, which would of been occuring at the time Blake wrote his poems.