A Long Walk to Free

A Long Walk to Freedom Essay †¢This extract is an autobiography by Nelson Mandela talking about the transition from a small undemanding child to a contributing factor in society. The writer engages our sympathy by effective use of vocabulary, various linguistic techniques and through his nostalgic tone. In the title, ‘Long Walk to Freedom,’ the long, drawn out vowels like ‘ee’ and ‘o’ reflects the struggles and difficulties in this exhausting walk. Even the word ‘walk’ co notates to the, strive for the attainment of freedom and rights of all individuals. There is a gradual flow of ideas in this extract which has a great impact as it bringing out the growth and understanding through the passage of time. In the beginning, a somber serious mood is created as they farewell their ‘last links to childhood’ and step into a wider mature world of adulthood. The ‘speeches, songs and gift-giving’ portray the African culture; the ‘sons of Xhosa’ have just been ‘circumcised’ again reflecting African customs. Due to this, the writer gains a ‘heady feeling’ of confidence and his body gestures – ‘straighter, taller, firmer’ effectively illustrate his inner feeling of pride and satisfaction. Suddenly the ‘gaily colored dreams’ darken, as the young adults now have to face the harsh reality. There is a sense of clouding of the future as the Chief would give a speech, ‘continuing a tradition. ’ The words act like a source of inspiration and encouragement, enlightening the youngsters to the disgruntled society. It is in their hands that the future lye’s, and imperative that they are exposed to the reality around them. Calling their ‘sons’ ‘young healthy and handsome,’ Meligqili begins his speech in an assertive tone. In addition to this, he also calls them ‘flower of the Xhosa’ sketching a metaphorical image of budding life and the true potential and ‘pride of [the] nation. ’ He shakens the juvenile adults with harsh words naming the ritual an ‘empty, illusory promise. ’ There is a dejected, deep sense of negation as they have ‘no strength, no power, no control’ over their ‘own destiny. ’ Furthermore, their bleak future is ragged off their rightful position as they are nothing more than ‘slaves in [their] own country,’ and ‘tenants in [their] own soil. The bitter irony behind these juxtaposed words hits us hard, as they are left with no value or significance in the very own homeland – their possession which has been snatched away from them by the whites. The pungent issue of racism is raised as ‘all South Africans, are a conquered people. ’ Moreover, in the land of their ‘birth,’ they suffer the discomfort of ‘shacks’ and ‘cheap alcohol’ since they are deprived of their own land to ‘prosper and multiply. ’ These lines repeatedly highlight the struggles, injustice and discrimination the unfortunate people endure everyday in their native soil, but yet not theirs. In addition to this, it is them who ‘cough their lungs out deep in the bowels of the white man’s mines. ’ This is the most impactful metaphor and alliteration as it allows us to visualize the inhuman, merciless conditions the people are made to work in, detrimental to their health and all for the robbed treasures of the whites. They have lost every bit of authority or belongingness of their own possessions and rather their energy, labor and efforts are wasted in filling the greed of the white men. †¢Piling up such dreadful, pathetic images, our sympathy and compassion is drawn.  We can understand the brutalizing agony internally and externally torturing these innocent people regularly due to ‘unequalled prosperity. ’ Their ‘abilities, intelligence,’ are all ‘squandered. ’ The writer uses superlatives like ‘simplest, mindless chores,’ which show their powerless nature and ‘attempt to eke out a living’ for the white men. Furthermore, the words of the chief are at the peak of disappointment where he wants a chance to ‘shake [Qamata] awake’ and tell him that ‘the flower of Xhosa nation are dying. Their state is so helpless that is seems even their God is ‘dozing’ and he repeats the ‘flower of Xhosa,’ to underline the youth – the future, beauty, innocence and strength of their fading nation. †¢All these horrific visions illustrated and the bitter, harsh words of truth leave an undying, unbelievable and undeniable impact on the reader. The words pierce through our ears, almost allowing us to feel the pain. It arouses a number of questions in our minds especially due to the irony, and great sympathy for the Africans. Yet, the young adults are only ‘more and more quiet’ and ‘more and more angry. By these repeated comparatives, the writer contrasts their present feeling of resentment to their mood of celebration earlier. All the words are slowly seeping in but it only made them rather ‘cross’ as they thought the chief was being selfish and ‘ignorant,’ in his ‘abusive comments,’ since he was not noticing the positive side – the whites brought them ‘value of the education’ and the moral cultures and etiquettes taught by them. Their tender age has almost blinded them to the ‘oppressorâ€⠄¢ behind what they think is the ‘benefactor. In all, the only thing the chief ended up doing was ‘spoiling the proud feelings with wrong headed remarks,’ for the teenagers. †¢Gradually, the pace slows and there is growth of mental maturity and realization as the true meaning of the chief’s words began to seep in Mandela’s mind. The real essence of the words had ‘sown a seed’ to the development of a potential future, although it had been ‘dormant for a long season. ’ Now, the tables turn as Mandela realizes it’s him who was the actual ‘ignorant man,’ not the chief. Adding on to the different metaphorical images; is when Mandela watches ‘the river’ ‘meander on its way. These phrases reflect back to the title and theme of a ‘long walk’ which is a route with its curves and junctions. Finally, the river ‘[empties] into the Indian Ocean,’ symbolizing his outpour of emotional success as after ‘many miles distant,’ he sees a vision of success – liberty and happiness. Although, this young adult had not yet ‘crossed that riverâ⠂¬â„¢ and his future seems very bleak, but he is now ready to face the challenges of life and combat the rocks that hinder his route, with a lot of power, struggle and hard work. His foresight is still limited as he knows ‘little or nothing of the world beyond,’ that ‘beckoned’ him. Under these words, the writer expresses how none of them had yet tasted the ‘gift’ of freedom and independence but right now, for all he knew, darkness was descending – it was ‘sunset’ already and time for him to prepare. Furthermore, we get a little more idea of the African tradition as ‘it was forbidden to look back while the lodges were burning,’ probably because we can never go back to the past and remembering it will only sadden us more and build hesitance to step into a new world. This feeling is even understood as Mandela is unable to ‘resist’ and looks back at ‘two pyramids of ashes by a large mimosa tree. ’ These ashes metaphorically symbolize the loss and fading away of a ‘delightful world’ of childhood and the ‘sweet’ ‘irresponsible days. ’ There is complete dilemma as, when he looks back, there are only faded ashes and ahead; darkness enveloping him. Also the ‘mimosa tree’ in a way symbolizes the survival of the fittest, as it is a sturdy, giant tree that continuously bears the pain of memories burning by it. †¢After a pause, there is a new picture illustrated – ‘now [he] was a man. There is a deep sense of negation and remorse as ‘never again’ would he get back those youthful, playful, mischievous days. After ‘many years’ he has finally become a man but now it’s like a re-birth to attain independence. †¢All in all, the extract ‘country childhood’ brings out the first steps of Mandela through inspirational words and encouragement; to the celebrated statesman he is now. He is a potent symbol of resistance striving out his life to attain his goal of victorious freedom and in this autobiography, he embodies the spirit of dignity and triumph of hope over despair and hatred.

Individual Types of Learning Behavior Essay -- Biology, Herman Brain D

Herman Brain Dominance (HBD): Ned Hermann improved his model of Brain Dominance in 1979. His Whole Brain Model (Herman, 1995) combines Roger Sperry's left/right brain theory and Paul MacLean's triune model (primitive, intermediate and rational brain) to produce a quadrant model based on the task- specific performance of the physical brain. Each quadrant is described to have an ideal style of learning and preferences for individual types of learning behavior. Quadrant A is logical-analytical, Quadrant B is sequential-organized, and Quadrant C is emotional and interpersonal, while Quadrant D is visual, holistic and innovative. Depending on the relative functioning of these quadrants, he classifies individuals as humanists, theorists, organizers and innovators. In this context, it has been found that individuals with ADHD are right-brain dominant in their information processing and learning styles, resulting in being more creative than those with left-brain dominant styles (Jensen , 1998). These two models focus on characterizing learners. There has been much further work in characterizing the Cognitive Styles of different learners, such as the work of Furnham (1995) and Ramsden (1992) on Whole/Analytic organization and processing of information, and Verbal/Imagery representation of information. However, there is some debate about whether Cognitive Style should be considered part of Learning Style: â€Å"LS are more in terms of processes than outcomes† (Duff, 2003, pp.5). Sadler-Smith (2001) also brings out in their discussion that Cognitive Style and LS are independent. Dunn and Dunn: Dunn, Dunn and Price (1979) identified the factors that influence learners in terms of five types of stimuli: Environmental, Emotional, Soc... ...n. Students who are kinesthetic learners may exhibit the same symptoms that are commonly known as red-flags for attention deficit hyperactivity disorder when they are not allowed to move about in a classroom. To relieve the stress of not being able to move, they seek to break out of these constraints through uncontrollable activities. Many teachers may consider these misbehaviors to be symptoms or signs of attention deficit hyperactivity disorder. These two seemingly separate topics overlap in many instances. A better understanding of the correlation between ADHD and kinesthetic or tactile learners will help teachers, parents and practitioners gain a better understanding of the disease. A better appreciation of the disease and varied learning styles may indeed bridge this gap of understanding for this commonly diagnosed, yet controversial childhood disease.

How Communication With Children And Young Essay

Children at different ages require different levels of attention, younger children will need more support which would mean more physical support, as children get older they need help with explaining and discussing their thoughts and issues they may have. When talking to different ages of children your vocabulary will need to change as younger children wont understand you if you were to use big words, so small and simple words would need to be used, as children get older turning into young people your vocabulary would develop more. Children and young people who may have communicational difficulties would need a whole different approach in the way you talk to them and the way they may communicate back. Some children and young people may be shy and quiet which would effect the way you would communicate with them, you need to adapt and respect how different children and young people are and their own individual needs. Some children and young people have a stammer or another type of speech disorder, when the child or young person are talking to you, you need to give them time to talk, never butt in to try and complete what they are saying you have to be patient and understand their speech disorder, if you try and rush them it will only make things worse as the child or young person will feel anxious and may find it harder to communicate with you. Working with children or young people who have special educational needs, you may need additional training such as sign language or makaton to help with communication. â€Å" Myself and the other staff use makaton in school, which is a big part of communication towards the pupils â€Å" The reason why makaton is used within the environment of special needs is that it is made up of simple words and signs, makaton is used for all ages who have learning difficulties, sign language is used for the deaf and it has its own vocabulary which is why it wouldn’t be appropriate for the different age ranges who have learning difficulties it would be to hard to  grasp. In my school the pupils use pecs book which are made up of pictures that they can relate to. The pecs books are all pictures and a â€Å" i want â€Å" picture so when they request something at snack some children will point to â€Å" i want â€Å" and then to what they have chosen to have for snack, but some children will only pick out what picture they want like â€Å" a apple† and they will put it into my hand, i will then respond by saying the â€Å"child’s name wants apple good talking† followed by giving the child a piece of apple. Some children use these pecs books at home to help with communication. Picture symbols are shown and given to the pupils on every transition, if for instance we were going to PE there would be two picture symbols on a schedule they would be a picture of a classroom and of PE, this shows them that after PE it is back to the classroom. This is such a great way of communication.

Alcohol Essay - 1160 Words

Student Name: Student Number: Lecturer’s Name: Unit Code: Unit Name: Assessment Title: Due Date: Date of Submission: Date Stamp Received: Extension Details (if applicable): Word Length (excluding list of references): INTELLECTUAL PROPERTY STATEMENT I certify that this assignment is my own work and is free from plagiarism. I understand that the assignment may be checked for plagiarism by electronic or other means and may be transferred and stored in a database for the purposes of data-matching to help detect plagiarism. The assignment has not previously been submitted for assessment in any other unit or to any other institution. I have read and understood Avondale’s Academic Integrity Policy.†¦show more content†¦Because teenagers have not built up much physical tolerance, they are more vulnerable to the effects of alcohol. As people grow, different parts of the brain develop at different rates, depending on whether they are male or female. The pre-frontal cortex houses the part of the brain that controls rational thinking. This does not mature until the age of 19 and will fully mature around the age of 21 in women and 28 in men. Damage to this part of the brain during the time it is being developed causes long t erm effects including memory, personality and behaviour (Young People and Alcohol, 2007-2011). The short term effects of alcohol include poor concentration, slow reflexes, slow reaction time, reduced co-ordination, slower brain activity and perceptions and sensations become less clear (Administrative Office of the Courts, 2014). These effects are dangerous for any teen, because while being intoxicated, they are more likely in to indulge in risky behaviours such as swimming, driving, unsafe or unwanted sex and verbal or physical abuse (Drughouse Clearinghouse 2002). Alcohol harms your co-ordination, reflexes and your judgment, it is linked with an estimated 5,000 deaths in people under the age of 21 each year; more than all illegal drugs combined (The Cool Spot, 2014). According to the NIAAA Motor vehicle crashes are the leading cause of death for people between the ages of 15-20. Fatal crashes involving alcohol are twice as common in youngShow MoreRelated Alcohol Abuse Essay1036 Wor ds   |  5 PagesAlcohol is the most commonly used drug in the United States. Although the consumption of alcohol by itself is not a social problem, the continuous and excessive use of alcohol can become problematic. 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