Responses to Poems :: War Poems Poetry Literature Essays

Responses to Poems Poetry is known to stimulate powerful responses in readers. Examine your reactions to these poems. How do they make you feel and why? Analyse the link between the various techniques used by the poets and your personal response. Use detailed references to the poems to support your comments. Reactions: #1 Reader feels disturbed; unsettled, because (No more Hiroshimas) d and u poet speaks about relics of the attack that remind us people were the victims of these attacks, not just buildings or far-off governments or high-flown principles (The Day After) d and u reader does not know who is right and who is wrong-what should the Americans have done rather than cause so much suffering? Was there another way to end the war? Could the countries have worked something out? (Monuments of Hiroshima) u only was a 'wooden box' too much to ask for? We should give the victims of the attacks some more substantial monuments, something that respects their courage or at least their individuality-makes reader think (Ghosts, Fire, Water) d and u the reader almost feels scared, frightened of the ghosts, who are reaching out their hands and blaming us, and he/she wants to run away, or find some excuse for the bombings, but cannot reader also wants to deny that he/she ever stopped "loving others", but cannot These poems make the reader feel unsettled. In "No More Hiroshimas", the poet describes Hiroshima as "a town like any other//Ramshackle, muddy, noisy". This makes the reader feel bad, and wonder why, if Hiroshima was so ordinary, it had to be destroyed. It makes the reader question how random the attacks that day were, and how much was planned. The poet also speaks of relics of the attack with great vividness and descriptive language: "The bits of burnt clothing,//The stopped watches, the torn shirts.//The twisted buttons". These relics are all to do with people; i.e., they are clothes or shoes or jewellery. The poet uses this vibrant imagery to remind us people were the victims of these attacks, not just buildings or far-off governments or high-flown principles. The reader realizes how inhumane the attack on Hiroshimawas. In "The Day After", the reader feels uncertain because the poet has left him/her 'sitting on the fence', unsure of whom is right or wrong. Edward Lowbury describes Hiroshima's pain with such intensity one cannot help but feel for the people-yet he also tells the reader "every scar of it's their fault". #2 Reader feels sad, because (No more Hiroshimas) The bomb left an ordinary, run-of-the-mill town in pieces; killed its people, destroyed its beautiful landmarks, and above all, saw that Hiroshima would, in a Responses to Poems :: War Poems Poetry Literature Essays Responses to Poems Poetry is known to stimulate powerful responses in readers. Examine your reactions to these poems. How do they make you feel and why? Analyse the link between the various techniques used by the poets and your personal response. Use detailed references to the poems to support your comments. Reactions: #1 Reader feels disturbed; unsettled, because (No more Hiroshimas) d and u poet speaks about relics of the attack that remind us people were the victims of these attacks, not just buildings or far-off governments or high-flown principles (The Day After) d and u reader does not know who is right and who is wrong-what should the Americans have done rather than cause so much suffering? Was there another way to end the war? Could the countries have worked something out? (Monuments of Hiroshima) u only was a 'wooden box' too much to ask for? We should give the victims of the attacks some more substantial monuments, something that respects their courage or at least their individuality-makes reader think (Ghosts, Fire, Water) d and u the reader almost feels scared, frightened of the ghosts, who are reaching out their hands and blaming us, and he/she wants to run away, or find some excuse for the bombings, but cannot reader also wants to deny that he/she ever stopped "loving others", but cannot These poems make the reader feel unsettled. In "No More Hiroshimas", the poet describes Hiroshima as "a town like any other//Ramshackle, muddy, noisy". This makes the reader feel bad, and wonder why, if Hiroshima was so ordinary, it had to be destroyed. It makes the reader question how random the attacks that day were, and how much was planned. The poet also speaks of relics of the attack with great vividness and descriptive language: "The bits of burnt clothing,//The stopped watches, the torn shirts.//The twisted buttons". These relics are all to do with people; i.e., they are clothes or shoes or jewellery. The poet uses this vibrant imagery to remind us people were the victims of these attacks, not just buildings or far-off governments or high-flown principles. The reader realizes how inhumane the attack on Hiroshimawas. In "The Day After", the reader feels uncertain because the poet has left him/her 'sitting on the fence', unsure of whom is right or wrong. Edward Lowbury describes Hiroshima's pain with such intensity one cannot help but feel for the people-yet he also tells the reader "every scar of it's their fault". #2 Reader feels sad, because (No more Hiroshimas) The bomb left an ordinary, run-of-the-mill town in pieces; killed its people, destroyed its beautiful landmarks, and above all, saw that Hiroshima would, in a

Presentation software Essay

Save a copy of this document, either onto your computer or a disk Work through your Assessment, remembering to save your work regularly When you’ve finished, print out a copy to keep for reference Then, go to www.vision2learn.com and send your completed Assessment to your tutor via your My Study area – make sure it is clearly marked with your name, the course title and the Unit and Assessment number. Please note that this Assessment document has 8 pages and is made up of 3 Parts. Learning outcomes Throughout this Assessment, you will meet a number of different learning outcomes and assessment criteria. Take a look at the information below to see which criteria you will meet in which Parts of the Assessment. Learning outcomes & Assessment criteria met Part 1: 1.1 Identify what types of information are required for the presentation 1.2 Enter text and other information using layouts appropriate to type of information 1.3 Insert charts and tables into presentation slides 1.4 Insert images, video or sound to enhance the presentation 1.6 Organise and combine information of different forms or from different sources for presentations 1.7 Store and retrieve presentation files effectively, in line with local guidelines and conventions where available 2.1 Identify what slide structure and themes to use 2.2 Select, change and use appropriate templates for slides 2.4 Select and use appropriate techniques to format slides and presentations 2.5 Identify what presentation effects to use to enhance the presentation 2.6 Select and use animation and transition effects appropriately to enhance slide sequences 3.2 Prepare slideshow for presentation Part 2: 1.7 Store and retrieve presentation files effectively, in line with local guidelines and conventions where available 2.2 Select, change and use appropriate templates for slides 2.3 Select and use appropriate techniques to edit slides and presentations to meet needs 2.4 Select and use appropriate techniques to format slides and presentations 3.2 Prepare slideshow for presentation Part 3: 1.5 Identify any constraints which may affect the presentation 3.1 Describe how to present slides to meet needs and communicate effectively 3.2 Prepare slideshow for presentation 3.3 Check presentation meets needs, using IT tools and making corrections as necessary 3.4 Identify and respond to any problems with presentations to ensure that presentations meet needs Assessment Scenario You work for the Sales department of The Fruit and Veggie People Ltd, a company that sells organic, ethically sourced fruit and vegetable boxes. You are responsible for putting together a presentation that advertises their key products. You have been given an initial draft of the presentation content to edit and prepare before it is used in sales meetings to show clients the different products that are available. You have been asked to edit and prepare the presentation, taking it from 1st draft to final draft ready for use in sales meetings. Part 1: Creating your presentation (1.1, 1.2, 1.3, 1.4, 1.6, 1.7, 2.1, 2.2, 2.4, 2.5, 2.6, 3.2) In this Part of the Assessment, you will need to apply the knowledge you have acquired in Session 1 – 5 of your PS2 Unit. Please note: You will have downloaded the resource files presentation_content, fruit_image and veg_image from the Unit Assessment Page to complete this part of the Assessment. 1. Begin by saving this assessment document as PS2 Assessment in an appropriate location. Take a screenprint of the file saved in this location and paste it in the space below: 2. In this Part of the Assessment, you need to produce a slide show presentation for The Fruit and Veggie People’s sales team so that they can show off the organisation’s best products to potential customers. Use the box below to identify the different types of information you could be required to include in your presentation. To make the presentation look professional and attractive, I would be using as many different types of information as possible, such as pictures, charts, sound, videos, tables and of course text and numbers. 3. Now create your presentation using a suitable template in PowerPoint. The presentation must be structured appropriately and must contain: At least 6 slides A theme At least 4 examples of inserting objects (this must include the two image files fruit_image and veg_image, a chart, a table and a Clip Art sound clip.) A slide containing references for the image files you have used At least 1 animation effect At least 1 slide transition At least 3 different kinds of text formatting (e.g. using bold, italics, colour, alignment or underlining) Content for the presentation can be found in the presentation_content resource file. Please note that in the presentation_content file, the person who has drafted the presentation has left you some instructions in red. When you are happy with your work, save your work as PS2_presentation. Remember to also save any work you’ve done on this PS2 Assessment. Part 2: Making changes to your presentation (1.7, 2.2, 2.3, 2.4, 3.2) In this Part of the Assessment, you will need to apply the knowledge you have acquired in Session 1 – 6 of your PS2 Unit. 1. Re-open the presentation PS2_presentation that you saved in Part 1 of this Assessment. 2. Use the Slide Master view in PowerPoint to change the master styles on Slide 1 of your presentation template. Use the box below to describe the changes you have made. On my first slide, I’ve used obviously the Title Slide layout. I have made the following modifications to it: – Changed the background gradient mode and its colours – Changed the position of the slide number which is part of the header 3. Change the order of slides in your presentation by switching Slide 3 and Slide 4 around. 4. In Part 1, you added a series of objects to your presentation (such as tables, charts, images etc.) Edit your presentation by changing the size and position of one of these objects. Use the box below to give details of the changes you have made: There is a green box picture (the one with the recycling sign on it) on my fifth slide, which I’ve made a bit smaller at this point and also repositioned it from the upright region to the right bottom one. 5. Finally, add a simple shape, such as an arrow or a star, to an appropriate point in your presentation. Use the box below to give details of the shape you have added and where it can be found in your presentation. I’ve placed a few arrows to my sixth slider on the top of the line graph to make even more obvious, that the business is doing better every year. I’ve changed the colour and size of all the arrows and finally added them to the same animation that has been used on the line graph itself. When you are happy with your work, save your amended presentation as PS2_presentation_edited. Remember to also save the work you’ve done on this PS2 Assessment document. Part 3: Finalising your presentation (1.5, 3.1, 3.2, 3.3, 3.4) In this Part of the Assessment, you will need to apply knowledge you have acquired in Session 6 of your PS2 Unit. 1. List at least two constraints that may affect your presentation. This should include one legal constraint, and one constraint provided by your organisation (or one that you are familiar with.) By creating a presentation, there’s a number of constraints has to be considered either by law (equal opportunities, acknowledging sources) or in order to maintain the consistency within the company or organisation (house style, time, local guidelines), that will be using it. 2. Explain how your presentation meets the needs of the sales team at The Fruit and Veggie People Headquarters. My presentation takes less than 2 minutes to show and doesn’t require mouse click to move on except for at the final references slide. This presentation will be published on business meetings, so every second counts. It has a small file size, therefore it is easily downloadable, can be forwarded via email or streamed online without even downloading it in the future. It is short enough to keep the attention awaken, colourful, contains sound effect, animations and transitions, therefore it encourages people watching it carefully, which is the company’s goal. 3. List at least five things you should check in your presentation to ensure that it is suitable for viewing. Before publishing any presentation I need to check its quality, design, content and the constraints, that needs to be taken into account. First I should do a spell check, and an overall content check (accuracy and clarity) to make sure it contains all the information in the right order it has to, therefore it is easily understandable for the viewers). Second I need to check the design has been used including the text formatting, the position and size of the pictures and other contents, as well as the timing, animations and transitions. Finally needs to be checked, that the presentation follows the local guidelines of the company, contains the list of sources and references. 4. Now use your list from question 3 above to check your presentation. Make changes as necessary in response to any problems you identify in your presentation. Use the box below to list any problems you have identified and the changes you have made to ensure your presentation meets requirements. I’ve added the word â€Å"Romanesco† to the spellcheck dictionary, so in the future it will not be marked as a spelling error. I’ve changed the colour and the gradient of the main title on the first slide, so it better matches the colours of the modified master slide. Save your finished presentation as PS2_presentation_complete. Remember to also save the work you’ve done on your PS2 Assessment. Sending work Once you have completed all parts of this Assessment, you will need to send your work to your tutor so that they can see the progress you have made. Please make sure you send all of the following files: 1. This document, your PS2 Assessment 2. The presentation that you created at the end of Part 1 saved as PS2_presentation 3. The presentation that you created at the end of Part 2 saved as PS2_presentation_edited 4. The final version of the presentation that you created at the end of Part 3 saved as PS2_presentation_complete. Once you have checked to make sure you have these four files, go to www.vision2learn.com and send your files to your tutor via your My Study area.

The Charmer By Budge Wilson - 858 Words

Argument Paragraph - The Charmer Thesis: In the short stories The Charmer, Love Must Not Be Forgotten, and The Address, one’s past experiences have a profound effect on their development as an individual. In the short story The Charmer by Budge Wilson, Zachary’s past experiences have a profound effect on their development as an individual. As a child, Zach was never punished for his bad behaviour and because of this, he is unable to maintain a relationship with his family. This story is narrated by Winnifred, one of four children in her family. Zachary, her brother, is the eldest sibling, the only son. As he grows up, Zachary begins to cause trouble, You wouldn’t think a fourteen- or sixteen-year-old boy could hoodwink a father, but he could, he could. Zach lied over trifles, and periodically stole money out of wallets that were left lying around. He started smoking at thirteen, and was into the liquor cabinet by fourteen. At sixteen, he smashed up our car one night after a poker party. Once he dumped Dad’s red tool box, tools and all, in the river, during one of his rages. The tool box seemed to bother Dad more than the car. But afterwards, Zach delivered apologies that would have brought tears to a preacher’s eyes†¦ Zack’d been in Sunday school himself long enough to be able to quote from the parable of the prodigal son on appropriate occasions, and the first twenty-two or so times he did it, he really convinced us when he said he was, ‘no longer worthy to be called thyShow MoreRelatedThe Charmer by Budge Wilson1555 Words   |  7 PagesThe Charmer by Budge Wilson is a short story about a Canadian family that finds misfortune and conflict within their lives. Conflict being the predominant theme which directly affects all the participants in the family. The story is written in third person and narrated from the young girl Winifreds point of view. Budge Wilson uses Zacks smothered childhood, charming personality and irresponsible behaviour to create emotional conflict between members of the family. Growing up as a happy andRead MoreCompare/Contrast Essay: Brother Dear and The Charmer1996 Words   |  8 PagesCompare/Contrast Essay The Canadian short stories â€Å"Brother Dear† by Bernice Friesen and â€Å"The Charmer† written by Budge Wilson focus on the struggles and common conflicts between parents and their children during adolescence. Both stories are told in the younger sister’s point of view and show how everyone matures and gains independence throughout and at the end of the story. Friesen and Wilson’s short stories over all focus mainly on the theme of dysfunctional families; which can be representedRead MoreComparison Essay975 Words   |  4 Pagestell her father. When all of a sudden her brother comes home for a visit and tells her father that he is dropping out of school. The second short story â€Å"The Charmer† written by Budge Wilson is about a charming young boy who can charm his way through, Winnifred, his little sister claims he is â€Å"Enchanted†. He has grown up to be the same old charmer with expectations from his family and most certainly his fa ther. Parental expectations always follow the eldest sibling; it’s the person who chooses whetherRead MoreWhat Is The Charmer Short Story802 Words   |  4 Pagesâ€Å"The right thing to do and the hard thing to do are usually the same.† This is very much the case in Budge Wilsons short story, â€Å"The Charmer†, in which a whole family is not doing the right thing by not telling their oldest child, Zachary that he is doing wrong.The whole family is charmed by Zachary which makes it hard for them to confront him about his actions.Through â€Å"The Charmer,† Budge Wilson develops, the idea that individuals can neglect their responsibilities by ignoring wrongdoings displayed