Death Cap mushroom Essay Example for Free

Death Cap mushroom Essay If you took RNA polymerase out of the equation? Human cells use RNA polymerase to make a template of a cell’s DNA. It is one of the first steps in the process of eventual protein production. RNA is the enzyme that makes RNA chains using genes found in DNA as a pattern. These specific genetic codes are  expressed on mRNA. When the toxin blocks the action of RNA  polymerase, it by default, stops the production of mRNA in the transcription phase. mRNA, if available, goes on to the translation phase and is read by tRNA. In the reading of the mRNA pattern, tRNA matches the correct amino acid to that specific pattern. The amino acids are read and placed three at a time to match the mRNA codon. From these codon of amino acids, polypeptides are formed with the help of the cell’s ribosome. In turn, these polypeptides form to make proteins. (Hudon-Miller, 2012) What’s the big deal about protein? Proteins, the performers of the cell, cause action at all levels of cellular functioning. At the cellular level protein is needed to reproduce that cell, for cell structure and functioning. Proteins are also used as enzymes to begin other biochemical functions that affect everything from immunity to electrolyte balance. The liver’s function has decreased because the proteins needed to make it’s cells work have been blocked by alpha-amanitin’s ability to stop protein production simply by blocking the function of RNA polymerase. These proteins are so important that without them you die as they destroy first your body’s filters, the liver and the kidneys. (Hudon-Miller, 2012; Santi, et al., 2012) References Luca Santi, Caterina Maggioli, Marianna Mastroroberto, Manuel Tufoni, Lucia Napoli, and Paolo Caraceni, â€Å"Acute liver failure caused by amanita phalloides poisoning.† International Journal of Hepatology, vol. 2012, Article ID 487480, 6 pages, 2012. doi:10.1155/2012/487480 Hudon-Miller, S. (2012) Death cap mushrooms. Retrieved from http://www.youtube.com/watch? v=vXONgeDC31Afeature=youtu.be

Urban Legend of the Kidney Thieves Essay -- Urban Legends

The Kidney Thieves Urban legends are apocryphal stories involving incidents of the recent past, often including elements of humor and horror that spread quickly and are popularly believed to be true (1). They reflect society's deepest fears and anxieties. One urban legend can be retold with different settings and people, but the central theme or idea remains constant. The appeal of these legends is the possibility they can be true and that they bring out the listeners' deepest fears. The storyteller in the following urban legend is a nineteen-year old man from Annapolis, Maryland. He is currently a freshman at the University, majoring in mechanical engineering. His mother is a nurse and his father, a dentist. One dark Thursday night, he sits me down in his dorm and tells me a chilling story in a hushed tone: A couple years ago a friend of one of my best friends traveled to L.A. on a business trip. One night he went to a bar that reminded him of one back in Annapolis. He went in and played a round of pool and won--the guy he beat offered him a round of drinks and they got to talking. They talked about home and after a few more drinks, Bob lost track of time. The last thing he remembers is deciding to call it a night before everything went black. The next thing he knew he woke up in a strange hotel room with a pain in his lower back. He went to see a doctor who told him that he had had major surgery, and one of his kidneys had been removed cleanly and professionally. HISTORY While seemingly not a tale of the supernatural or of ghosts, this story definitely includes elements of the uncanny. Many versions of this story are circulated, and one potential source for the story dates to 1988. In 1989, ... ...nce to decide exactly who these menacing â€Å"kidney thieves† are. Works Cited (1) Webster's New Millennium Dictionary of English, Preview Edition. Lexico Publishing Group, 2004. http://dictionary.reference.com/search?q=urban%20legend. (2) Mikkelson, Barbara and David P. You’ve Got to be Kidneying. Urban Legends Reference Pages, 2004. http://www.snopes.com/horrors/robbery/kidney.htm. (3) Emery, David. The Kidney Snatchers. About Inc, 2005. http://urbanlegends.about.com/library/weekly/aa062997b.htm. (4) Mikkelson, Barbara and David P. Organ Nicked: Vegetable. Urban Legends Reference Pages, 2004. http://www.snopes.com/horrors/robbery/kidney2.htm. (5) NIH Publication No. 03–4241. Your Kidneys and How They Work. National Kidney and Urologic Diseases Information Clearinghouse, 2003. http://kidney.niddk.nih.gov/kudiseases/pubs/yourkidneys/

An Analysis of the Australian Curriculum

Introduction With the introduction of the Australian National Curriculum into all education systems across the country, many questions and debates have occurred in reference to its effectiveness. From the often perceived conflicting curriculum definitions to the unfortunate failures of past attempts of curriculum implementation, every member of the community has an opinion on this significant shift in the way Australia thinks of its children’s education (Rudd, 2007).The Australian Curriculum however, has attempted to provide answers to these misgivings and societal concern, from an easy to use website interface, transparent developmental process and state/ territory inclusion of common educational individualities. The Australian Curriculums development has been that of promise and hopeful success (Brady & Kennedy, 2010).The Australian Curriculum should make it easier for teachers to incorporate community and student centred learning opportunities within the classroom, whilst a llowing for additional time and streamlining of assessment procedures, due to a short and precise teacher focused curriculum document. Therefore the current Australian Curriculum process is the best opportunity for the development and implementation of a world class curriculum that enables Australia’s future leaders to compete in a globalised world (MCEETYA, 2008; Shelly & Gunther & Gunther, 2012). Definition of curriculumDefinitions of curriculum are numerous and often believed to be conflicting. This can be especially so when delineated by the intended purpose of the curriculum as well as individual bias from specific stakeholders. Wiles (2005) lists varying definitions for four common curriculum purposes; curriculum as a plan, as subject matter, as an experience and as an outcome (appendix 1). Upon analysing these purpose related definitions it could be argued that each different definition ultimately alters the detail of what can be generally deciphered as a common intent , with individual stakeholder inclusions of specific content.Hutchins (as cited in Wiles, 2005) (appendix 1), when defining curriculum as a subject matter explains that curriculum should consist of grammar, logic, mathematics and the greatest books of the western world. In contrast Bestor (as cited in Wiles, 2005) includes the study of grammar, literature and writing, mathematics and the ‘mother tongue’ as the basis for his definition. As a result both academics can be seen to desire the same thing, extensive discipline based study; however have both included individualities perceived important to themselves.In order to define its intent, the Australian Curriculum has attempted to simplify the term curriculum through an explanation of purpose and intent. The Australian Curriculum Assessment and Reporting Authority (ACARA) (2012a) simply define the Australian Curriculum as â€Å"†¦ what all students should learn as they progress through school †¦ † [as a ] â€Å"†¦ foundation for their future learning, growth and active participation in the Australian Community† (para. 2). Through the defining of the curriculums purpose, the Australian Curriculum encompasses such academic inclusions of definition as noted by Wiles (2005) within its structure.As subject matter, the Australian Curriculum has included a discipline-based method of curriculum encompassing twelve learning areas with nationally significant individualities, through the incorporation of ‘Cross Curricular Priorities’. As a plan the Australian Curriculum has included ‘General Capabilities’ that ensure student future success with identified essential skills such as information and computer technology capability, ethics and intercultural understanding; amongst others (ACARA, 2012b) (appendix 2).Thus, the Australian Curriculum has defined itself as an individual curriculum idea through the incorporation of multiple intents within its structur e. Development of the Australian Curriculum and curriculum models related to this development Since as early as 1980, numerous attempts at the development of a National Curriculum with varying levels of support and enacted implementation have been made (Brady & Kennedy, 2010).The Australian political structure and the level of authority the federal government has over state/territory and independent organisations over educational policy, may have been a contributing factor for this lack of committed development and intended eventual nationwide implementation (Marsh, 2010). Learning from previous governments’ attempts implementing a national curriculum, the federal government from 2009, enacted a series of shaping reforms, with the aim of successfully gaining support and legal authority over the implementation of a national curriculum (Marsh, 2010).The request for state/territory appointed representatives, statements of open consultation in development, through to what Brady a nd Kennedy (2010) refer to as ‘hard policy’, including the establishment of ACARA as a statutory body over all manner of educational policy and the linking of funding repercussions to the implementation of the Australian Curriculum (Schools Assistance Bill, National Education Agreement) has led to all educational organisations agreeing to the use of the impending curriculum documents.Brady and Kennedy (2010) state that no single form of curriculum model is commonly used by developers, therefore using specific components of different models and designing a process that works for the organisation or individuals intent. As such the Australian Curriculum developers have appeared to take such an approach. With the foundation of a Naturalistic model of development, including the use of discussion, interaction and negotiation of developers and stakeholders, the Australian Curriculum developers have additionally used a fundamental aspect of an Objectives model of development (B rady & Kennedy, 2010).The use of defined standards or content descriptions (Objectives model) as depicted by the national curriculum has been incorporated both after initial targeted discussion between stakeholders and before final consultation prior to publication (ACARA, 2008). As a consequence the important developmental principles of curriculum development as described by Marsh (2010) that all decision making in the development of an Australian Curriculum is transparent whilst alleviating societies concern over a discipline-based curriculum was met by the initial and ongoing consultation being undertaken.Structure of the Australian Curriculum The Australian Curriculum has been published on the Internet in order to allow maximum flexibility in viewing and the organisation of content. As such the interface is user friendly and easy to understand. The Australian Curriculum is currently broken down to cover four subject areas with an additional eight areas to follow from 2013 (ACARA , 2012a; MCEETYA, 2008). Each subject area is broken down into year levels encompassing Foundation to year ten (with eventual inclusion of years eleven and twelve).In order to differentiate different subject sub topics; strands and sub strands have been developed to allow focus of content descriptions (statements of required student learning). English for example covers three interrelated strands; language, literacy and literature, with content descriptions grouped into sub strands, which enable the visual identification of development of knowledge, understanding and skills (ACARA, 2012f). Content descriptions are then listed, which describe the required learning that students must be exposed to within each subject, strand and sub strand.The content descriptions provide detailed information of learning opportunities, cross curriculum opportunities and a glossary of terms. Additionally digital resource information is also available that relates to each relevant content description. A wealth of information for educators, parents and the general community is available on the internet for the Australian Curriculum, including student work samples of content description attainment, which may negate any uncertainty surrounding student expected learning and eventual assessment practices the curriculum requires.Complimenting the subject areas and included content descriptions are cross curriculum priorities. ACARA (2012e) states that these priorities of, Aboriginal and Torres Strait Islander history and culture, Asia and Australia’s engagement with Asia and sustainability, will enable student relevance and address the issues that the students will face throughout their lives. The opportunities for inclusion of cross curricular priorities are embedded within the subjects curriculum documents where appropriate, however with differing levels of relevance for individual subjects (ACARA, 2012e).The Melbourne Declaration (MCEETYA, 2008), incorporated a set of seven ge neral capabilities that were deemed important for student future success by acting as a foundation for current and future learning. Student capabilities include literacy, numeracy, information and communication technology competence, critical and creative thinking, ethical behaviour, personal and social competence and intercultural understanding (ACARA, 2012b).Again it is seen that these basic capabilities will enable student success in a globalised workforce by enabling competiveness through the inclusion of 21st century needs of today’s students. Australian Curriculum in relation to the needs of 21st Century learners In the Federal governments’ educational reform document, The Melbourne Declaration (MCEETYA, 2008), the diverse needs of 21st Century students were acknowledged and a series of objectives established. The world is becoming ever more globalised with international mobility and competitiveness at the forefront (MCEETYA, 2008; Shelly et al, 2012).Therefore t he Australian Curriculum set to include a series of â€Å"general capabilities† (ACARA, 2012b) that would enable student future success by acting as a foundation of current and future learning. In addition, the inclusion of Information and computer technology (ICT) as a cross-subject enhancement tool, in order to address the needs of students of a digital age has also been included. The Melbourne Declaration (MCEETYA, 2008) defines ICT as â€Å"essential in all 21st Century occupations† (p. 5).Within the realm of ICT as a learning tool, educators are able to create authentic and meaningful learning opportunities across all subjects, as well as allowing the successful inclusion of differing learning styles of students through the use of digital resources such as podcasts, speech to text applications and web resources, amongst many others (Shelly et al, 2012). The Australian Curriculum provides these opportunities throughout and are indicated were appropriate throughout the content descriptions.The Australian Curriculum has set to include all students regardless of gender, race, socio-economic status and language ability the opportunity to succeed with the Australian Curriculum and provide them the best chance to be successful contributors to society (ACARA, 2012d). Teachers are able to make professional judgements on how to teach and assess the knowledge required to be learnt (ACARA, 2012d). Teachers are provided the flexibility to adjust the delivery of content to the needs of individual students to allow for maximum learning successes.Comparison of Australian Curriculum to local (state) and international models Prior to the publication of the Australian Curriculum in English, Mathematics, history and science, the Northern Territory was using a curriculum document titled Northern Territory Curriculum Framework (NTCF). The NTCF is vastly different in design to that produced by ACARA due to the NTCF being an outcome based curriculum model compared to the Australian Curriculums assessment of student achievement against explicit learning area achievement standards (NTCF, 2012).Similarities do exist between both the NTCF and Australian Curriculum incorporating a set of desired student personal attributes called EsseNTial Learnings in the NTCF document and General Capabilities within the Australian Curriculum documents. Both the NTCF and Australian Curriculums goals in the development of these personal development outcomes were to prepare students to be valuable members of the community and successfully contribute in a competitive globalised world (ACARA, 2012b; NTCF, 2012).The similarities in curriculum content continue through to the structure of subject content and related standards and outcomes of achievement. The Australian Curriculum content description for Mathematics – Foundation – Statistics and Probability, states that â€Å"[students] answer yes or no to questions to collect information† (ACARA, 20 12c). In contrast, the NTCF outcome for Mathematics – Chance and Data, Key Growth Point two for foundation, states â€Å"learners use everyday language to state opinions on the possibility of a given event occurring† (NTCF, 2012).Although the similarities in content within both the Australian Curriculum and Northern Territory Curriculum Framework are many, the difference in detail and length of the documents is significant. As noted by Kevin Rudd in the document titled New Directions for our schools (Rudd, 2007), state and territory curriculum organisations tend to develop curriculum documents that are far to detailed than necessary. This is especially evident when comparing the NTCF’s Australian Curriculum document implemented in semester two 2012.A quick glance clearly indicates the substantial difference as the original NTCF mathematics document consists of 130 pages compared to that of the NTCFs Australian Curriculum implemented document totalling six pages for transition to year ten levels (Appendix 3 – further comparison of current NTCF and NTCF Australian Curriculum documents). Thus the simplification of the documents may lead to teacher instructional enhancement and clearer levels of required attainment, enhancing student success working with the curriculum.Conclusion The Australian Curriculum is an extensive yet precise document detailing what is essential for student learning to enable success in the future. The Australian Curriculum has invented itself as a transparent holistic educational document with a clear purpose and intent. Additionally, the Australian Curriculum has learnt from the errors of past attempts at a national curriculum and incorporated soft and hard policy (Brady & Kennedy, 2010) that enforces the use and implementation of the document nationally.By incorporating an online presence with a thoughtful inclusion of student needs for success in the 21st century through the development of cross curricular pr iorities and general capabilities, the Australian Curriculum is enabling student success in a soon to be Asian dominated globalised world (MCEETYA, 2008). The Australian Curriculum has incorporated what is deemed significant throughout Australia’s diverse individual curriculums and indeed created a document that shares a common intent for education specifically with the Northern Territory Curriculum Framework.The Australian Curriculum is at the precipice of complete national implementation. Only time will tell if it is successful in its attempts at creating a world class curriculum for Australia’s leaders of tomorrow (MCEETYA, 2008). References Australian Curriculum and Assessment Reporting Authority (ACARA) (2008, July 17). Professor Barry McGaw AO, welcome address, Queensland Consultation Forum [Streaming video]. Retrieved from http://www. acara. edu. au/news_media/vodcasts . html Australian Curriculum and Assessment Reporting Authority (ACARA) (2012a).Overview. Retr ieved from http://www. australiancurriculum. edu. au/Curriculum/Overview Australian Curriculum and Assessment Reporting Authority (ACARA) (2012b). General capabilities in the Australian Curriculum. Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7- 9fdd00ecac82. Australian Curriculum and Assessment Reporting Authority (ACARA) (2012c). Foundation to Year 10 Curriculum (Mathematics). Retrieved from http://www. australiancurriculum . edu. au/Mathematics/Curriculum/F-10Australian Curriculum and Assessment Reporting Authority (ACARA) (2012d). Diversity of learners. Retrieved from http://www. australiancurriculum. edu. au/Mathematics/ Diversity-of-learners Australian Curriculum and Assessment Reporting Authority (ACARA) (2012e). Cross Curriculum priorities. Retrieved from http://www. australiancurriculum. edu. au/CrossCurriculumPriorities Australian Curriculum and Assessment Reporting Authority (ACARA) (2012f). Content Structure (English). Retrieved fro m http://www. australiancurriculum. edu. au/English/ Content-structure Brady, L. & Kennedy, K. (2010). Curriculum Construction (4th ed). Frenchs Forest, NSW: Pearson. Marsh, C. (2010). Becoming a teacher: Knowledge, Skills and Issues (5th ed). Frenchs Forest, NSW: Pearson. McMillan, J. (2010). Classroom Assessment: Principles and Practise for Effective Standards- Based Instruction. Boston, USA: Pearson Education. Ministerial Council on Education, Employment, Training and Youth Affairs (MCEETYA) (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Australia: MCEETYA. Northern Territory Curriculum Framework (NTCF). 2012). Retrieved from http://www. det. nt. gov. au/teachers-educators/curriculum-ntbos Rudd. , K, & Smith. , S. (2007). New Directions for our schools. Canberra, Australia: Australian Labour Party. Shelly, G. , & Gunther, G. , & Gunther, R. (2012). Teachers discovering computers: Integrating technology in a connected world (7th ed). Boston, U SA: Cengage. Wiles, J. (2005). Curriculum essentials: a resource for educators (2nd ed). Boston, USA: Pearson. Appendix 1 Wiles (2005) definitions of curriculum: Curriculum as Subject MatterThe Curriculum should consist of permanent studies-the rules of grammar, reading, rhetoric and logic, mathematics and, at the secondary level, the greatest books of the western World (Robert Hutchins) The Curriculum must consist essentially of disciplined study in five areas: command of the mother tongue and systematic study of grammar, literature and writing, mathematics, the sciences, history and foreign language. (Arthur Bestor) The Curriculum should consist entirely of knowledge that comes from the disciplines (Philip Phenix) A Curriculum is a written document. George Beauchamp) Curriculum as a Plan The Curriculum is a planned program of learning opportunities to achieve broad educational goals and related objectives. (William Alexander) The Curriculum is all the learning of students that is planned by and directed by the school to attain its educational goals. (Ralph Tyler) The Curriculum is (a set of) planned and guided learning experiences for the learners’ continuous and wilful growth†¦ (Daniel and Laura Tanner) A Curriculum is a plan for learning. (Hilda Taba)Curriculum as an Experience A Curriculum is those experiences set up by the school for the purpose of disciplining students and youth in group ways of thinking and acting. (B. O. Smith, William Stanley, and Harlan Shores) The Curriculum is generally considered to be all the experiences that learners have under the auspices of the school. (Ronald Doll) The Curriculum is that series of things students and youth must do and experience. (Franklin Bobbitt) The Curriculum is the life and program of the school†¦ n enterprise in guided living. (Harold Rugg) Curriculum as an Outcome The Curriculum is a planned learning outcome for which the school is responsible (James Popham and Henry Baker) The Curri culum is a structured set of learning outcomes (objectives) resulting from instruction. (k. Howell, S. Fox, and K. Morehead) Appendix 1 Curriculum is concerned not with what students will do in the learning situation, but with what they will learn as a consequence of what they do. Curriculum is concerned with results. (Maurice Johnson) Appendix 2General Capabilities of the Australian Curriculum (ACARA, 2012b) Retrieved from http://www. australiancurriculum. edu. au/File/85028d2c-d680-402b-84c7-9fdd00ecac82 Appendix 3 Comparison of Northern Territory Curriculum Framework (NTCF) and NTCF Australian Curriculum document. Figure 1: Demonstrates the amount of additional detail the NTCF document includes, in comparison to the NTCFs new Australian Curriculum document implemented in July 2012 (Note: NTCF does not have an independent History Curriculum) (ACARA, 2012; NTCF, 2012)

Psychology My View On Psychology - 1277 Words

PSYCHOLOGY: MY VIEW 3 Psychology is often misconstrued as a form of diagnostic and treatment only for individuals who have mental or emotional problems. However, this is just one form of psychology. The online general psychology course at South University introduces the student to a more accurate notion of psychology. The following essay will provide an overview of the material learned on the first two weeks of the online class. As such, the reader will have a better understanding of psychology; its historical development and impact in modern psychology; and how the scientific research applies in psychology. PSYCHOLOGY AS A SCIENCE In our textbook, psychology is defined as ?the scientific study of thought and behavior? (Feist†¦show more content†¦Therefore, the researchers conducted experiments on Albert to test their assumption consisting on striking the hammer on the steel when they presented an animal or object. Finally, the researchers interpreted Alberts reaction to the animal or objected after being conditioned to associate it with a negative sensation and communicated their prediction was plausible. The fact that the researchers in this case were able to observe, measure and manipulate a reaction on Albert to produce empirical evidence needed to prove or disprove their theory is what makes psychology a science. HISTORY OF PSYCHOLOGY AND ITS IMPACT ON MODERN PSYCHOLOGY In the lecture and textbook, it is mentioned that psychology stems from two unrelated scientific fields which are philosophy and physiology. Philosophy, as it is defined in our lecture, refers to ?the pursuit of knowledge and wisdom? (South University, 2015). Physiology, on the other hand, refers to ?the study of the functions of an organism?(South University, 2015). Although many individuals contributed to the practice and development of psychology, only a handful of these contributors laid the ground work that shaped psychology into a science. For instance, the philosopher John Locke introduced the theory of empiricism. In his theory, Locke contended the mind begins as a?tabula rasa, or blank

The Coolest English Writing Class Ever - 530 Words

English courses are never easy. They are challenging and intimidating. When students think about having to take an English course, they dread it. They think of all the long essays that will come, and the precise grading of grammar and paragraph form. It’s a familiar feeling for all students, yet this class somehow proved me wrong. This class has taught me so much about English and has made me enjoy writing. Who would have thought? In the first module of this course, we learned about the rhetoric choices. It amazed me that although all essays and forms of writing are different, every writer asks themselves these rhetoric questions in preparing for their writing. The rhetoric choices we all must consider when writing are: genre, audience, purpose, media and design, and voice. Rhetoric choices seem so simple, yet there a mist for good writing. Who are we writing to? What point do we want to get across? How do we want to sound to our audience? These choices came in handy when writing our personal narratives. A personal narrative is exactly what it sounds like: a story about a personal experience. Not only did it give me a new perspective, but it gave me a great new way to brainstorm my ideas. The second module got even more interesting. This course took us down the exciting road of expository writing. During our discussions, we got to write our own film reviews. You think it would be easy to critique a film, but it’s not. It takes a lot of thought, because you have to tell theShow MoreRelatedReading And Reading : My Relationship With Literature1058 Words   |  5 Pagesyoung age, so by the time I was in kindergarten I was ahead of a lot of the other kids, reading at almost a second-grade level. Since I was ahead of them, I could go to the chapter books section of our school’s library. This was the area most of my class wished they could go to. 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The Differences in Emotional Expression Between Genders...

Combined research shows men and women vary little in experiencing emotion but contrast greatly in the expression of emotion. Psychologists have studied the reasons behind the differences through the years and there are still many unanswered questions but there are several well-accepted possible causes and combination of causes. Neuro science and the brain makeup is the first area of proven differences. Medical researchers have been aware for a long time that the male and female brain is different in size. In 2001, researchers from Harvard found certain parts of the brain were differently sized in males and females; this may answer some of the questions about the difference in the male and female brain in regards to development and†¦show more content†¦Women use both the left and the right sides of their brains for emotions. This seems to be yet another reason it is much easier for women to express their emotions (princess-ami). Another area of the brain, which is different in men and women, is the Hypothalamus within the brain. The Hypothalamus is separated into two parts. The larger and most distinct portion of the hypothalamus is the preoptic area. This area is directly related to mating and sexual desires. The male preoptic area is 2.2 times larger and has twice as much cell density then females. The difference in the preoptic only becomes apparent after the age of four (Cahill, 2005). Researchers and testing has proven over time, that some cognitive abilities between males and females change throughout infancy and adolescents. Girls generally perform and use their verbal skills much earlier than boys. Women do much better on exams such as SAT’s in the verbal areas where men excel in the mathematical arena. This finding in itself may seem to solidify the fact of biological makeup. 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Easter Rising and Ideal World free essay sample

Later in life his preoccupation shifted and his work dealt with his obsession with immortality and the passing of time, until he eventually came to accept the inevitability of death. This is conveyed through ‘Sailing to Byzantium’. The transitional years 1909-1914 were explored by Yeats in the anthology by ‘Sept 1913’. In this poem Yeats expressed his outrage at the middle class Catholic society, whom he felt were what was wrong with the way of life at the time. In a daring move he decided to deal with a political issue of that time that he felt so strongly about. He chastises the people for ruining the world that the great past heroes had fought so hard for. His sarcastic tone in the opening stanza works well. He portrays his disgust at their actions ‘But fumble in a greasy till and add the half pence to the pence, and prayer to shivering prayer, for men were born to pray and save’. He condemns these people for their actions. Not truly believing in what they do, but praying for the sake of it to save their souls in the next life. I completely agree with this assessment as I feel hypocrisy is the most unflattering of traits. Romantic Ireland’s dead and gone’ is a lament for the patriots of old, who heroically fought for a better life. His anger is palpable at these miserly middle-class catholics who are undoing all of the past work. Yeats wonders now was their struggle meaningless ‘And what God help us could they save? ’ for tis eems to have been futiles. I feel he was right to ‘Let them be’ for if they say today, how the world has turned out, they would realise that their lives ‘they weighed so lightly what they gave’ were wasted on a generation void of any sense of patriotism or nationalism. After that yeats’s poetry became less musical and romantic, and more realistic, the tensions of the real world over-ruling his ideal fantasies. His work became more realistic and blunt, and above all, more in tune with modern reality. The Easter Rising of 1916 marked a change in his work and a change in his own beliefs. The political events of 1916 created turmoil in the poet’s life and ultimately posed acute personal dilemmas for him. On the one hand his patriotism and nationalism surged with pride to see a revival of the old ways he’d thought were long dead. Yet he began to realise that these dreams of this ‘ideal world’ were coming at too great a cost. The opening of ‘E1916’ retains some of the resentment he felt for the people in ‘S1913’. He saw the people as unworthy of his time, nothing more than the butt of his ‘mocking tale or jibe’. They resided where ‘motely was worn’, of no great worth or interest to him. Then there is a stark contrast to the poet and Yeats began to see them in a different light. ‘All changed, changed utterly. A terrible beauty is born’. He comes to realise that the heroes he spoke of in ‘S1913’ are not ‘with O’Leary in the grave’ but alive an active. They ‘resigned their role in the casual comedy’ and took up arms again in the name of patriotism. The ‘every moving stream’ is representative of the modern world, forever changing and moving on. The ‘enchanted stone’ is indicative of these patriots who stand still in this ever changing world of flux. Their ideas remain firmly in the past, yet the world moves on at a great speed. Yeats wonders if the old ideas hav ea place in this new world, reality beginning to set in. He realises that patriotism is not as glorious as he thought, it ‘makes a stone of the heart’ and that perhaps the price you pay is inordinately high. There is too much life lost, always the young and impressionable who suffer. By the end Yeats re-evaluates his faith in patriotism and nationalism, seeing it comes at much too high a cost, the real world over-rules his imaginary, ideal world. The poem ‘Stares nest by my window’ portrays Yeats new found outlook on life, and he recounts his friends who’ve given so much in the name of patriotism. He portrays poignantly how war and patriotism can make men behave in brutal, barbaric ways. No more thought is given for human life ‘as they trundled down the road, the dead young soldier in his blood’. No empathy or thought is spared to the innocent victims of their fight in the name of nationalism. What is it to them ‘ a house burns, a man dead’. It has no real significance in their greater scheme. In this poem Yeats conveyed brilliantly the corrosive effects of fanaticism of the human soul. How it can rid a man of all sense of morality and what’s fair and just. He also shows how his ‘loosening masonry’ holds no protection for his anymore, that all people are susceptible to its effects. It’s clear from this series of poems that there is a real source of tension for Yeats between the real world and his initial ideal world and romanticised view or patriotism. Much later in life, Yeats’s preoccupation with the ageing body came forth, as he desperately sought for ways to immortalise himself and out do the passing of time. He most poignantly portrayed this is ‘Sailing to Byzantium. ’ The title indicates Yeats’s desire – a voyage to perfection. He condemned the modern people who were too self-obsessed in today, without sparing a thought for tomorrow it was all about the here and now, the ‘sensual music’. The natural world was alive and flourishing ‘the salmon falls, the mackerel crowded seas’. Living for the now, reproducing ‘fish, flesh or fowl’ they commended the flesh. No one spared a thought for what was to come after. The sound of the bird is a mocking jibe to the old man whose physically waning body can no longer keep up. Yeats despised his ageing self, his inability to perform as he once did. He desperately seeks to immortalise himself in some form, to out live the body. His reference to the human being as a ‘paltry thing’ becomes more degrading and insulting, to a ‘tattered coat upon a stick’ to finally a ‘dying animal’. He has no longer any time for nature. It’s then that Yeats discovers a way to preserve himself – in the form of art. Its timeless quality greatly appeals to him and he feels ‘there is no singing school to study monuments of its own magnificence’. He feels he has found a way at last to remain, even if his bodily form is gone. He will capture himself in a world of art ‘not out of nature, but such as the Greeks make with godl hammering and enamelling’. The golden bird acts as the antithesis to the ‘dying animal’. This idea really impressed upon me the importance and significance of great works of art. It shows that the body may go on, but the soul resides long after wrapped in this resilient and everlasting masterpiece. Yeats’ detest for the reality of life, the harsh truth of the real world contends ataisnt this new ideal world he creates. I personally know which I prefer. Overall it’s clear to say that Yeats’s poetry is driven by a tension between the real world in which he lives and an ideal world that he imagines. He portrays his thoughts poignantly and evocatively, immensely personal and moving. His thematic focus if very interesting, capturing the readers’ attention and forcing you to consider concepts and ideas you never ordinarily would. His request and desire to remain remembered is one we can all empathise with ‘O let me be Lear, Timon, or that William Blake’. These are men who gained true insight in madness, a prophet who will be remembered for centuries to come for his great mind. He wants his ideas to ‘pierce the clouds’, be forceful and powerful and inspirational. It’s a dream all of us secretly crave and he captured it magically through a tension created by the confines of reality and his own imaginary genius.