Early Childhood Education and Childcare Essay Example for Free

Early Childhood Education and Childcare Essay Summary â€Å"Why Universal Childcare? † is a great title for an article such as this one. The question enters the reader into a vast pool of potential answers to the question. First off, what does universal childcare mean? For me, I believe that universal childcare means all around childcare, not only in a general sense, but all over the map childcare. Most people don’t see a problem with childcare in Canada, but it seems as if there are some issues pertaining to the system of childcare in Canada. â€Å"In a country of close to five million children of 0-12 years of age, Canada now has fewer than 900,000 regulated childcare spaces. The percentage of children for whom a space is available increased only to 17. 5 percent about a 10 percent increase over the past fifteen years†. (Prentice, 2009, p. 1). A frequent problem most organizations/programs run into is often funding the programs. Without funding, the programs usually suffer and do not meet the maximum amount of care and quality that it should be able to meet. Along with this, the childhood educators/childcare providers may be undertrained. â€Å"The quality of the care is frequently troubling: limited public financing forces programs to operate as cheaply as possible, and requirements for programs are low. The early childhood educators who provide the care are underpaid and often undertrained. Overall, Canada’s early childhood education and care situation suffers from chronic neglect. † (Prentice, 2009, p. 1). Another reason why this situation may come across as shocking to most people, is because Canada is an extremely wealthy country, so you could expect Canada to have a very strong childcare programs. Childcare programs are always changing, they have changed drastically in the last few years, most programs are now looking for ways to interpret ways of learning and more social support for children. â€Å"ECEC (Early Childcare Education and Care) is about an integrated and coherent approach to policy. It is about providing care that includes all children and all children regardless of employment or socio-economic status. † (Prentice, 2009, p. 4). Integrating social support and learning into these childcare programs will expand the knowledge and adaptability of children when entering their later childhood educations. The history of childcare helps explain why today childcare programs are poorly put together. â€Å"The origins of childcare were in philanthropy and benevolence. From the mid- nineteenth century to the middle of the twentieth century, most of what we know today as childcare programs were provided by educational, philanthropic, or religious organizations, often led by prominent women. † (Prentice, 2009, p. 71). Women were the ones who normally ran the childcare centers, but as we see today, women are entering the paid workforce. The governments did not play a role back then, hence they did not play a part in the responsibility. Today, we count on the government to help fund and organize these programs, which is still a  developing task. After World War II, the federal government stopped funding childcare. This lead out into outbursts which lead to : The Day of Nurseries Act, which became Canada’s first provincial legislation. This lead to the number of childcare programs expanding. We saw a leading change in childcare happen in 2006, when the Harper Conservatives made childcare one of their five leading promises. â€Å"In the 2006 election the Harper Conservatives made childcare one of their five leading promises†. (Prentice, 2009, p. 84. ). Unfortunately, what was promised to parents never happened. Childcare disappeared in importance. How were parents supposed to trust anyone with their ‘childcare money’? â€Å"Following the cancellation of the national childcare plan, childcare space expansion showed the smallest increase in regulated child care in some years: an increase of only 26,661 spaces since 2006. † (Prentice, 2009, p. 86). The author is trying to show the reader the importance of history, and how the little things contribute to how childcare as a whole has developed over the years. Also, the importance of funding programs for childcare.

How Global Capitalism Creates Economic Zones

How Global Capitalism Creates Economic Zones Requirement question: According to dependence theory, how does the global capitalist system create distinctive economic zones in the world? What is the effect on the states? DEPENDENCE THEORY: HOW GLOBAL CAPITALIST SYSTEM CREATE DISTINCTIVE ECONOMIC ZONES AND. A theory according to the Oxford dictionaries it is defined as a system of ideas intended to explain something supposition. (Oxyford Dictionaries) It is a set of interrelated concepts trying to explain a phenomenon. Dependence theory is a body of knowledge/perception composed of different works from different contributors. They have varying definitions of dependence theory. However, there are three common features to these definitions which most dependency-theorist share. The first character is that they view the world in two sets of states, the dominant verses dependent or center verses periphery or metropolitan verses satellite. The center/metropolitan/dominant are the developed, industrialized nations/states/countries in the (OECD) Organization of Economic Co-operation and Development while the periphery/satellite/dependent are the third world countries with low per capital also refered to as the undeveloped or developing nations/states. (Ferraro, 2008) Second, they portray a view that there are external forces such International commodity markets, foreign assistance, and other means that are utilized by the industrialized countries to represent and push for their economic interest abroad. These are usually unfair to the third world countries in one way or the other. (Ferraro, 2008) Thirdly, these theorists indicate that the relations between the dominant states and the dependent nations not only do they intensify unequal patterns between the states but also they reinforce unequal patterns and these relationships are dynamic. Moreover, dependency is a very deep-seated historical process rooted in the internationalization of capitalism. (Ferraro, 2008) The dependency theorists attempts to explain the state of being undeveloped of the third world countries by examining the patterns of interactions arguing that inequality among the nations comes from within or. (Ferraro, 2008) The theorist to this theory holds that international capitalism is the driving force behind dependency relationships the spread of the contemporary world system. (Robbins, 2010) They explain poverty and slow or no know development among other problems faced by third world countries as having their roots or arising from the global capitalist systems. (Angotti 1981, pp. 124-125; Jackson Soensen 2010, p.207). (Ball, 2012) The dependent/periphery states supply raw materials such as minerals, agricultural commodities and labor at a cheap price to the industrialized countries due to the established relationship. The dependent countries also provide market for the manufactured goods, which are sold at high prices, market for the obsolescent technologies and surplus capital for the developed countries. The economy of the dependent states due to this is oriented towards the outside looking up for goods, services, and money to flow from the developed states to them. Unfortunately, for them the allocation of these resources is determined by the industrialized/dominant states and their economic interest (Ferraro, 2008) The spread of the capitalist world system has been accompanied by the creation of distinctive patterns of social relations, ways of viewing the world, patterns of health and disease, relationships to the environment and so on. (Robbins, 2010) How global capitalist system create distinctive economic zones People from the third world countries/dependent/periphery/satellite states are not responsible for the developmental failures of their societies, a view of the neo-Marxist dependency theory. Andre Gunder Frank one of the leading theorists of dependency theory lack of development in these dependent states is because the Developed nations have deliberately undeveloped them. Some of the ways Western nations under develop the third world countries include: Global capitalism- according to Frank argues there exists a global system of capitalism. In this system the developed nations exploits the dependent nations/the periphery. The dependent states are The periphery is kept in a state of dependency and under development kept in an undeveloped state to continue providing cheap raw materials and labour to the developing countries. Historically this relationship of exploitation and dependency occurred through slave trade and colonization and today though aids given by the developed states to the dependency state, multinational companies practices and through international trading systems which the West dominates (revisionworld) Historical exploitation-slavery and colonialism- Frank points out that the trade in slavery earned big profits to both the slave traders and the plantation owners who utilized this source of cheap labour in the18th century. These countries super accumulated capital from this and the capital was invested in industrial revolution and consequently helped kick-start industrial development. According to Paul Harrison, by use of military technology Europe conquered and colonized many states around the world in the 18th century. The colonies were exploited for law materials for their industries, cheap food and cheap labor. Some of the land used traditionally for growing food was turned to production of cash crops for export while in other places new farms were created. (revisionworld) Contemporary exploitation- this is exploitation through international trade. The way world trade is organized today is a legacy of colonialism. Though most of the countries achieved their political independent their economies still is based on exporting cash crop and raw material to the Developed countries and are over-dependent on either one or two products therefore any over production or fall in Western demand of the products can be detrimental to the country’s economy. The Western nations further limit the export earnings of dependency states by setting the prices for many of their products and setting tariffs and quotas, also through taxation of especially manufactured products which limits products entering the First World (revisionworld) Neo colonialism- new forms of colonization is emerging where at the forefront of this Neo-colonialism are the multinational companies (MNCs). These MNCs exploits the dependency states for cheap raw materials, cheap labour and new markets in search for profits. Official aid- official aids have become another source neo-colonialism. These official aids in form of loans, weapons, medicines and human expertise flows from the developed states to the dependent countries. They create a good pathway of exploitation through imposition of requirements to qualify for the business. Most loans to the Third World involve interest. However, economies grow too slowly and long-term development projects such as irrigation schemes, dams, etc. can be slow to generate the predicted income or may fail. In the meantime, the interest builds up and can eventually outstrip the initial loan. (revisionworld) The effects of global capitalism on the states Global capitalism has created a huge economic zone between the third world countries and the developed countries. Some of the major/common effects of global capitalism on the third world states include. Increase in poverty level, hunger and starvation- capitalism has lead to increase in poverty level in third world countries while the first world countries grow richer and richer. Increased conflicts- capitalism has lead to increase in conflicts between ethnic groups, tribes, countries/states/nations over resources. Deprivation- there is also a lot of deprivation where those in the periphery are deprived essential needs. Social injustice and decline in justice- Robert Reich in his work How Capitalism is Killing Democracy observes that democracy is being snuffed out by the pursuit of profit. (Reich, 2007) Inequality-inequality is increasing almost everywhere in the postindustrial capitalist world due to capitalism. Oppression- the trade tariffs and quotas put in place by the third world countries are oppressive and exploitive to the world in today’s world system driven by capitalism. Exploitation- the third world countries are exploited by the developed countries for cheap labour and resources in return for the obsolete technology of the West. (Economics online) Under-development- capitalism and imperialism are perceived as the major cause of the current underdevelopment in Africa among other third world countries. REFERENCES Ball, J. (2012, 11 12). Dependency and World Systems theories explanation of Chinas rapid economic growth. Just Another Journalism Students blog. Retrieved December 21, 2014, from jessicakball.wordpress.com/2012/11/10/the-correlation-between-dependency-and -underdevelopment-and-dependecy-and world-system-theories-explanation-of-chinas-rapid-economic-growth/ Economics online. (n.d.). Dependecy theory. Retrieved December 22, 2014, from Economics Online: www.economicsonline.co.uk/Global_economics/Dependecy_theory.html Ferraro, V. (2008). Dependency Theory: An Introduction. (G. Secondi, Ed.) The Development Economics Reader, 58-64. Retrieved December 21, 2014, from https://www.mtholyoke.edu/acad/intrel/depend.htm Martin, P. (2014, July 25). Capitalism and Global Poverty. Retrieved December 22, 2014, from Global Poverty: www.globalresearch.ca/capitalism-and-global-poverty-two bilion-poor-one-billion-hungry/5393262 Muller, J. Z. (2013, March/April). Capitalism and Inequality. Retrieved December 22, 2014, from Foreign Affairs: m.foreignaffairs.com/articles/138844/jerry-z-muller/capitalism-and-inequality Oxyford Dictionaries. (n.d.). theory. Retrieved December 21, 2014, from Oxford Dictionaries : www.oxforddictionaries.com/defination/english/theory Reich, R. B. (2007, September 05). Robert Reich: How Capitalism is Killing Democracy. Retrieved December 22, 2014, from Economists View: economistsview.typepad.com/economistsview/2007/09/robert-reich-ho.html revisionworld. (n.d.). Dependecy theory. Retrieved December 22, 2014, from revisionworld: revisionworld.com/a2-level-level-revision/sociology/world sociology/sociological expanation-development-under- developments/dependancy theory Robbins, R. H. (2010). Global Problems and the Culture of capitalism (5th ed.). New York: Allyn Bacon Publishing, inc. Retrieved December 21, 2014, from faculty.plattaburgh.edu/richard.robbins/legacy/book_plan.html The Socialist Party of Great Britain. (n.d.). Africa and the reality of capitalism. Retrieved December 22, 2014, from The Socialist Party of Great Britain: www.worldsocialism.org/spgb/education/depth-article/global-economy/africa-and-reality-capitalism

History Of The Olympics :: essays research papers

History of the Olympics   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  In 776 BC a foot race was run. The winner was the first Olympic hero ever. From that very first race to today, the Olympics have always been a way for nations to come together in friendly competition and international goodwill.   Ã‚  Ã‚  Ã‚  Ã‚  The conditions of the first Olympics were not anything like they are today. The events were held in an open space in which a track had been paced off, areas for the javelin and discus had been laid out, etc. The spectators did not have stands to sit in; instead, they occupied the sloping areas around the track; sitting on blankets and sleeping in tents if they were wealthy enough to have one.   Ã‚  Ã‚  Ã‚  Ã‚  Because the games were held during the hottest time of the year, flies were a terrible problem. The problem was so pervasive that an offering, in the form of a sacrifice, was made to Zeus, asking him to keep the flies away from Olympia.   Ã‚  Ã‚  Ã‚  Ã‚  As time went on different features and structures were added to the site. A hippodrome was built for the chariot races, a gymnasium and bathhouse for the athletes, and even a hotel for the wealthiest of spectators.   Ã‚  Ã‚  Ã‚  Ã‚  Vendors were there, selling wine that the spectators drank along with the cheese, bread and olives they ate. Sanitation was basically nonexistent. Water was always in short supply until Herodes Atticus of Athens built an aqueduct and a water system. This did not occur until the games had been taking place for 900 years.   Ã‚  Ã‚  Ã‚  Ã‚  The contests consisted of foot races, horse and chariot races, boxing, wrestling, discus, javelin, broad jump, and horse races. The horse races were unique in that the prizes were given to the owner of the horse, not the rider. The discus, javelin and broadjump were part of the pentathlon event which also included a 200-meter dash and a wrestling match. The winner had to have taken three of the five events.   Ã‚  Ã‚  Ã‚  Ã‚  On the fifth and final day of the festival, the athletes marched to the temple of Zeus to collect their winnings, the coveted victor’s olive wreath. The winner of an Olympic event won much more than just the olive wreath however. He was often awarded a cash bonus by his townspeople; sometimes a pension for life. Additionally, he was welcomed as a contestant at other festivals where the prizes were often large amounts of cash.   Ã‚  Ã‚  Ã‚  Ã‚  In the beginning the athletes were aristocrats, as they had the free time necessary to train for the games.

Comparison of Odyssey, Divine Comedy, and Paradise Lost Essay examples

A Comparison of Odyssey, Divine Comedy, and Paradise Lost      Ã‚   Epics by definition are long narrative poems, that are grand in both theme and style (Webster 417).   They usually involve actions of great glory and are typically centered around historical or legendary events of universal significance.   Most epics deal with the deeds of a single individual, however, it is not uncommon to have more than one main character.   Epics embody several main features including: supernatural forces, sometimes the deity of the time, that shape the action; battles or other forms of physical combat; and a formal statement of the theme of the epic.   Everyday details of life are commonplace and intricately woven into the background of each story in the same palatial style as the rest of the poem.      Ã‚  Ã‚  Ã‚   Epic poems are not merely entertaining stories of legendary or historical heroes; they summarize and express the nature or ideals of an entire nation at a significant or crucial point in its history.   I have chosen for comparison the Odyssey, The Divine Comedy, and Paradise Lost.      Ã‚  Ã‚  Ã‚  Ã‚   The Odyssey, attributed to Homer is about Odysseus, the king of Ithaca, who sailed with his army to take part in war against Troy.   After ten years of war, victory is declared and the armies of Odysseus have sailed for home.   As the Odyssey begins, an additional 10 years have passed since the fall of Troy and Odysseus still has not returned to his home.   The noblemen have converged on his palace seeking the hand of his lovely wife, Penelope.   However, Penelope refuses their advances choosing to remain faithful to Odysseus.      Ã‚  Ã‚  Ã‚  Ã‚   During the ten years ... ... of people in our history.   These epic works take us on an imaginary voyage; one through the amazing journeys of a single man, one through an imaginary trip through hell in which the political and philosophical thought of the time can be experienced, and one through an account of a religious thought for that day.   All of these epics serve to remind us that no matter how far mankind has come, we still have a long way to go in our journey be it spiritual or earthly.    Works Cited    "Epic."   Webster's Ninth New Collegiate Dictionary.   1983 ed.    Homer.   "The Odyssey."   Norton Anthology of World Masterpieces.   Ed. Maynard Mack.   6th ed. 2 vols. New York:   Norton, 1992.    Milton, John.   "Paradise Lost." Norton Anthology of World Masterpieces.   Ed. Maynard Mack.   6th ed. 2 vols. New York:   Norton, 1992.

The American Airline Industry Essay -- Business Management Studies Air

The American Airline Industry The Airline Industry is a highly competitive industry with companies operating in domestic and/or international markets. Many airlines are stilled owned by their respective countries and have treaties between countries to allow airlines to land there. The industry has been taking a relatively shaky course as costs are rising and profits have been decreasing. This was further intensified with the recent terrorist attacks on US soil, which lead to higher costs as the need for more security arose. Recent financial statements of major airlines showing major losses reflect the problems that the industry is having. Yet amidst the storm, some regional airlines such as Jet Blue Airlines have managed to focus on specific markets and maintained or increased their profits. It is no doubt that Porter’s 5 forces of competition are at play in this industry. These forces are the Threat of Substitutes, Threat of New Entrants, Competitive Rivalry, Bargaining Power of Buyers and Bargaining Power of Suppliers. Threat of Substitutes The airline industry has been plagued by rising costs resulting in poor profits. The recession adversely affected the industry during the first half of 2001. This was intensified by the September 11th attacks, when two airlines were crashed into the Twin Towers in New York City by terrorists killing everyone on board and demolishing the buildings. This lead to an immediate reduction in air travel as customers did not feel safe about flying and an increase in the use of other forms of transportation. Amtrak, a railway company, reported an increase in passenger volume in the days following the attacks. Though this has leveled off as things returned to normal, rail travel is a substitute for air travel that will be utilized by customers if they are looking for cheaper travel and if they are looking for a leisure trip that would not be too time consuming. Automobiles are also a form of travel that is a substitute for air travel. This is especially the case when a family is traveling as the costs are minimized and schedules coordinated on the travelers’ timetable. Threat of New Entrants Historically, entry into the market has been relatively easy for airline companies. When the economy was booming, people traveled more for leisure and companies used this opportunity to enter th... ...aken from Hoovers Online) Revenues (in Millions) Sept 2002 Sept 2001 US Airways 1903.0 2493.0 American 4494.0 4816.0 Southwest 1391.2 1335.1 Net Income (in Millions) Sept 2002 Sept 2001 US Airways (248.0) (24.0) American (924.0) (414.0) Southwest 74.9 151.0 Total Assets (in Millions) Sept 2002 Sept 2001 US Airways 7705.0 9564.0 American 31502.0 31840.0 Southwest 8954.3 7994.9 Total Debt (in Millions) Sept 2002 Sept 2001 US Airways 10808.0 10106.0 American 28991.0 25609.0 Southwest 4631.6 4045.3 EPS (in dollars) Sept 2002 Sept 2001 US Airways (3.64) (.36) American (5.93) (2.68) Southwest .09 .19 Revenue Passenger Miles Oct 2002 Oct 2001 US Airways 2,965,753 2,802,967 American 3,048,000 2,851,000 Southwest 3,258,017 2,590,610 Load Factor (%) Oct 2002 Oct 2001 US Airways 66.9 61.7 American 63.2 57.8 Southwest 56.8 53.4

International English Language Testing System

Candidate Number Candidate Name ______________________________________________ International English Language Testing System Listening Practice test 40 minutes Time 40 minutes Instructions to candidates Do not open this question paper until you are told to do so. Write your name and candidate number in the spaces at the top of this page. Listen to the instructions for each part of the paper carefully. Answer all the questions. While you are listening, write your answers on the question paper. You will have 10 minutes at the end of the test to copy your answers onto the separate answer sheet. Use a pencil.At the end of the test, hand in this question paper. Information for candidates There are four parts to the test. You will hear each part once only. There are 40 questions. Each question carries one mark. For each part of the test, there will be time for you to look through the questions and time for you to check your answers. Section 1 Questions 1–10 Questions 1–5 Comp lete the notes below. Write no more than two words and/or a number for each answer. Transport from Bayswater Example Answer Destination Harbour City †¢ †¢Ã¢â‚¬ ¢ †¢ Express train leaves at 1 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Nearest station is 2 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ Number 706 bus goes to 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¢ †¢Ã¢â‚¬ ¢ †¢ Number 4 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. bus goes to station †¢ †¢Ã¢â‚¬ ¢ †¢ Earlier bus leaves at 5 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Questions 6–10 Complete the table below. Write no more than one word and/or a number for each answer. Transport Cash fare Card fare Bus 6 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ $1. 50 Train (peak) $10 $10 Train (off-peak) – before 5pm or after 7 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ pm) $10 9 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ferry $4. 50 $3. 55 Tourist ferry (10 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦) $35 – Tourist ferry (whole day) $65 – 8 $ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 2 Questions 11–20 Questions 11–14 Which counsellor should you see? Write the correct letter, A, B or C, next to questions 11–14. A Louise Bagshaw B Tony Denby C Naomi Flynn 1 if it is your first time seeing a counsellor 12 if you are unable to see a counsellor during normal office hours 13 if you do not have an appointment 14 if your concerns are related to anxiety Questions 15–20 Complete the table below. Write no more than two words for each answer. Workshop Content Target group Adjusting what you need to succeed academically 15 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students Getting Organised use time effectively, find 16 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ between study and leisure Communicating talki ng with staff, communicating across cultures Anxiety 18 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦, breathing techniques, meditation, etc. all students all students, especially 17 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ tudents about to sit exams 19 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ staying on track for long periods 20 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ students only Section 3 Questions 21–30 Questions 21–30 Complete the notes below. Write no more than three words for each answer. Novel: 21 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Protagonists: Mary Lennox; Colin Craven Time period: Early in 22 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Plot: Mary > UK – meets Colin who thinks he’ll never be able to 23 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ . They become friends. Point of view: â€Å"Omniscient† – narrator knows all about characters’ feelings, opinions and 24 à ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Audience: Good for children – story simple to follow Symbols (physical items that represent 25 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦): †¢ the robin redbreast 26 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¢ the portrait of Mistress Craven Motifs (patterns in the story): †¢ the Garden of Eden †¢ secrecy – metaphorical and literal transition from 27 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Themes: Connections between †¢ 28 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and outlook †¢ 29 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ and well-being †¢ individuals and the need for 30 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4 Questions 31–40 Questions 31–35 Complete the table below. Write one word only for each answer. Time Zone Outlook Time Perspectives Features & Consequences Past Positive Remember good times, e. g. birthday s. 31 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Keep family records, photo albums, etc. Focus on disappointments, failures, bad decisions.Present Hedonistic Live for 32 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. ; seek sensation; avoid pain. Fatalistic Life is governed by 33 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. , religious beliefs, social conditions. Life’s path can’t be changed. Future 34 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Prefer work to play. Don’t give in to temptation. Fatalistic Have a strong belief in life after death and importance of 35 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. in life. Questions 36–40 Choose the correct letter, A, B or C. 36 We are all present hedonists A at school B at birth C while eating and drinking 37 American boys drop out of school at a higher rate than girls because A they need to be in control of the way they learnB they play video games instead of doing school work C they are not as intelligent as girls 38 Present-orientated chi ldren A do not realise present actions can have negative future effects B are unable to learn lessons from past mistakes C know what could happen if they do something bad, but do it anyway 39 If Americans had an extra day per week, they would spend it A working harder B building relationships C sharing family meals 40 Understanding how people think about time can help us A become more virtuous B work together better C identify careless or ambitious people TranscriptNarrator: Test 1 You will hear a number of different recordings and you will have to answer questions on what you hear. There will be time for you to read the instructions and questions and you will have a chance to check your work. All the recordings will be played once only. The test is in 4 sections. At the end of the test you will be given 10 minutes to transfer your answers to an answer sheet. Now turn to section 1. Section 1 You will hear a conversation between a clerk at the enquiries desk of a transport company an d a man who is asking for travel information. First you have some time to look at questions 1 to 5. 20 seconds] You will see that there is an example that has been done for you. On this occasion only the conversation relating to this will be played first. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and I’d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Narrator: The man wants to go to Harbour City, so Harbour City has been written in the space.Now we shall begin. You should answer the questions as you listen because you will not hear the recording a second time. Listen carefully and answer questions 1 to 5. Woman: Good morning, Travel Link. How can I help you? Man: Good morning. I live in Bayswater and Ià ¢â‚¬â„¢d like to get to Harbour City tomorrow before 11am. Woman: Well, to get to Bayswater †¦ Man: No, no. I live in Bayswater – my destination is Harbour City. Woman: Sorry. Right; so that’s Bayswater to Harbour City. Are you planning to travel by bus or train? Man: I don’t mind really, whichever option is faster, I suppose.Woman: Well, if you catch a railway express, that’ll get you there in under an hour †¦ Let’s see – yes, if you can make the 9. 30am express, I’d recommend you do that. Man: Great. Which station does that leave from? Woman: Helendale is the nearest train station to you. Man: Did you say Helensvale? woman: No, Helendale – that’s H-E-L-E-N-D-A-L-E Man: What’s the best way to get to the Helendale station then? Woman: Well, hang on a minute while I look into that †¦ Now, it seems to me that you have two options. Option one would be to take the 706 bus from the Bayswater Shopping Cen tre to Central Street.When you get there, you transfer to another bus which will take you to the station. Or, the second option, if you don’t mind walking a couple of kilometres, is to go directly to Central Street and get straight on the bus going to the train station. Man: Okay. Which bus is that? Woman: The 792 will take you to the station. Man: I guess the walk will be good for me so that might be the better option. What time do I catch the 792? Woman: There are two buses that should get you to the station on time: one just before nine o’clock and one just after.But look, at that time of the morning it might be better to take the earlier one just in case there’s a traffic jam or something. The 8. 55 is probably safer than the 9. 05. Man: Yeah, I don’t want to the miss the train, so I’ll be sure to get on the five- to-nine bus. Narrator: Before you hear the rest of the conversation, you have some time to look at questions 6 to 10. [20 seconds] N ow listen and answer questions 6 to 10. Man: By the way, how much will I have to pay in fares? Woman: Well, you can get a ticket on the bus for $1. 80 cash and you’ll need $10 each way for the train.Wait, do you have a Travel Link Card? Man: No, but I can get one before tomorrow. Woman: Okay, well that’ll make it considerably cheaper then. The bus will cost $1. 50 each way, and the train will be – the train to Harbour City will †¦ still cost $10. 00 because you’ll be travelling during peak hours in the morning, so no savings there, I’m afraid. However, if you could come back at an off-peak time †¦ Man: What does that mean? Woman: Well, if you could start your return journey before 5pm or later than half past 7 in the evening †¦ Man: Actually, I wasn’t planning on coming back till at least 8 o’clock anyway.Woman: In that case, you can make quite a saving if you use your Travel Link Card. You did say you were planning to purchase one, didn’t you? Man: Yes, I’ll pick one up later today. Woman: Good – that would mean that your return train journey would only cost you $7. 15 with your card. Man: Thank you. Woman: Is there anything else I can help you with? Man: Actually, there is. Do you know if I can use the Travel Link Card on ferries? Woman: If you’re thinking of the Harbour City ferries that go back and forth between the north and south bank, those are the commuter ferries, then yes.A one-way trip costs $4. 50 but with your card you’d make a 20% saving and only pay $3. 55. Man: So, $3. 55 for the commuter ferry †¦What about the tour boats? Woman: You mean the tourist ferries that go upriver on sightseeing tours? No – they only take cash or credit card. They’re not part of the Travel Link Company. Man: Oh, I see. I don’t suppose you know the cost of a tour? Woman: In actual fact, I do, because I took a friend on the trip upriver just last week. We decided on the afternoon tour and that was $35 each but I understand that you can do the whole day for $65.Man: Thank you. You’ve been a great help. Woman: My pleasure. Enjoy your day out. Narrator: That is the end of section 1. You now have half a minute to check your answers. [30 seconds] Now turn to section 2. Narrator: Section 2 You will hear a guidance counsellor talking to a group of students. First you have some time to look at questions 11 to 14. [20 seconds] Listen carefully and answer questions 11 to 14. Speaker: Hello everyone. I’m the counselling administrator here at St. Ive’s College and I’ve been asked to come and talk to you about our counselling team and the services that we offer.We have three professional counsellors here at St. Ives: Louise Bagshaw, Tony Denby and Naomi Flynn. They each hold daily one-on-one sessions with students, but which counsellor you see will depend on a number of factors. If you’ve never used a c ounsellor before, then you should make an appointment with Naomi Flynn. Naomi specialises in seeing new students and offers a preliminary session where she will talk to you about what you can expect from counselling, followed by some simple questions about what you would like to discuss. This can be really helpful for students who are feeling a bit worried about the counselling process.Naomi is also the best option for students who can only see a counsellor outside office hours. She is not in on Mondays, but starts early on Wednesday mornings and works late on Thursday evenings, so you can see her before your first class or after your last class on those days. Louise staffs our drop-in centre throughout the day. If you need to see someone without a prior appointment then she is the one to visit. Please note that if you use this service then Louise will either see you herself, or place you with the next available counsellor.If you want to be sure to see the same counsellor on each vi sit, then we strongly recommend you make an appointment ahead of time. You can do this at reception during office hours or by using our online booking form. Tony is our newest addition to the counselling team. He is our only male counsellor and he has an extensive background in stress management and relaxation techniques. We encourage anyone who is trying to deal with anxiety to see him. Tony will introduce you to a full range of techniques to help you cope with this problem such as body awareness, time management and positive reinforcement. Narrator:Before you hear the rest of the talk, you have some time to look at questions 15 to 20. [20 seconds] Now listen and answer questions 15 to 20. Speaker: Each semester the counselling team runs a number of small group workshops. These last for two hours and are free to all enrolled students. Our first workshop is called Adjusting. We’ve found that tertiary education can come as a big shock for some people. After the structured lear ning environment of school, it is easy to feel lost. In this workshop, we will introduce you to what is necessary for academic success. As you might expect, we’re targeting first-year students with this offering.Getting organised follows on from the first workshop. Here, we’re going to help you break the habit of putting things off, get the most out of your time and discover the right balance between academic and recreational activities. With Getting organised, we’re catering to a broader crowd, which includes all undergraduates and postgraduates. Next up is a workshop called Communicating. The way people interact here may be quite different to what you’re used to, especially if you’ve come from abroad. We’ll cover an area that many foreign students struggle with – how to talk with teachers and other staff.We’ll cover all aspects of multicultural communication. International students tend to get a lot out of this class, so we p articularly encourage you to come along, but I must say that sometimes students from a local background find it helpful too. So, everyone is welcome! The Anxiety workshop is held later on in the year and deals with something you will all be familiar with – the nerves and anxiety that come when exams are approaching. Many students go through their entire academic careers suffering like this, but you don’t have to. Come to this workshop and we’ll teach you all about relaxation and how to reathe properly, as well as meditation and other strategies to remain calm. We’ve tailored this workshop to anyone who is going to sit exams. Finally, we have the Motivation workshop. The big topic here is how to stay on target and motivated during long-term research projects. This workshop is strictly for research students, as less-advanced students already have several workshops catering to their needs. Well, that’s it, thanks for your time. If you have any questio ns or want more information about our services, do come and see us at the Counselling Service. Narrator:That is the end of section 2. You now have half a minute to check your answers. [30 seconds] Now turn to section 3. Narrator: Section 3 You will hear a conversation between a tutor and two students who are preparing for an English literature test. First you have some time to look at questions 21 to 24. [20 seconds] Listen carefully and answer questions 21 to 24 Tutor: Hello Lorna, Ian. Glad you could make it. You’re the only two who put your names down for this literature tutorial so let’s get started, shall we? I want to run over some aspects of the novel, The Secret Garden, with ou before the test next week. Be sure to take some notes and ask questions if you need to. Ian: Hey Lorna, have you got a spare pen? Lorna: Sure, here you are. Tutor: Okay, so, the story follows two key characters – you should refer to them as protagonists – who go by the name s of Mary Lennox and Colin Craven. The story is set shortly after the turn of the twentieth century, and the narrative tracks the development of the protagonists as they learn to overcome their own personal troubles together. Lorna: That’s quite a common storyline, isn’t it? Tutor: Yes, you’re right, Lorna.So, what can you tell me about the character of Mary? Lorna: Well, in the beginning she is an angry, rude child who is orphaned after a cholera outbreak and forced to leave India and move to the United Kingdom to her uncle’s house in Yorkshire. Tutor: That’s right – and there she meets Colin who spends his days in an isolated room, believing himself to be permanently crippled with no hope of ever gaining the ability to walk. The two strike up a friendship and gradually learn – by encouraging each other – that they can both become healthy, happy and fulfilled in life.Ian: Will we need to remember a lot of these details for the exam? Tutor: Just the basic outline. Examiners don’t want to read a plot summary – they know what the book is about. Focus on narrative techniques instead, such as point of view. Lorna: What’s that mean? Tutor: It’s all about how we see the story. This story, for example, is written from the perspective of what is called an â€Å"omniscient narrator†. Omniscient means all-knowing. So, as readers we get to see how all the characters feel about things, what they like and don’t like, and what their motivations are in the story. Narrator:Before you hear the rest of the conversation, you have some time to look at questions 25 to 30. [20 seconds] Now listen and answer questions 25 to 30. Ian: Won’t it be hard to write a technical analysis? After all, it’s a kids’ book. Tutor: Well, it was initially pitched at adults you know, but over the years it has become seen as a more youth-orientated work. And you’re right in a s ense – the simple vocabulary and absence of foreshadowing make the story very easy to follow and ideally suited for children. But that doesn’t mean there isn’t much to analyse. Look at the symbolism, for instance.Lorna: Symbols are things, right? Material things – like objects – that stand for abstract ideas. Tutor: Absolutely, yes. And the author uses many of them. There’s the robin redbreast, for example, which symbolises the wise and gentle nature that Mary will soon adopt – note that the robin is described as â€Å"not at all like the birds in India†. Roses are used as well – as a personal symbol for Mistress Craven – you’ll see they’re always mentioned alongside her name. And Mistress Craven’s portrait can also be interpreted as a symbol of her spirit. Ian: Are symbols just another name for motifs?Tutor: No, motifs are a bit different. They don’t have as direct a connection with so mething the way that a symbol does. Motifs are simply recurring elements of the story that support the mood. Lorna: Are there any in this novel? Tutor: Yes, two very important ones. The Garden of Eden is a motif. It comes up a few times in connection with the garden of the story. And then you’ve got the role that secrets play in the story. In the beginning, everything is steeped in secrecy, and slowly the characters share their secrets and in the process move from darkness to lightness, metaphorically, but also in the ase of Colin, quite literally. His room in the beginning has the curtains drawn, and he appears at the end in the brightness of the garden. Ian: Anything else we need to know about? Tutor: Yes. Nearly all novels explore universal concepts that everyone has experienced – things like love, family, loneliness, friendship. These are called themes. The Secret Garden has a few themes that all centre on the idea of connections. The novel explores, for example, t he way that health can determine and be determined by our outlook on life. As Colin’s health improves, so too do his perceptions of his strength and possibility.The author also examines the link between our environment and our physical and emotional prosperity. The dark, cramped rooms of the manor house stifle the development of our protagonists; the garden and natural environments allow them to blossom, just as the flowers do. Finally, this book looks at connections between individuals, namely Mary and Colin. This necessity of human companionship is the novel’s most significant theme – because none of their development as individuals would have occurred without their knowing each other. Well, that about sums it up, I think. Lorna: That’s a great help, thanks.Ian: Yes, thanks very much. Narrator: That is the end of section 3. You now have half a minute to check your answers. [30 seconds] Now turn to section 4. Narrator: Section 4 You will hear a talk on t he topic of time perspectives. First you have some time to look at questions 31 to 40. [20 seconds] Listen carefully and answer questions 31 to 40. Speaker: Today, I’m going to be talking about time. Specifically I’ll be looking at how people think about time, and how these time perspectives structure our lives. According to social psychologists, there are six ways of thinking about time, which are called personal time zones.The first two are based in the past. Past positive thinkers spend most of their time in a state of nostalgia, fondly remembering moments such as birthdays, marriages and important achievements in their life. These are the kinds of people who keep family records, books and photo albums. People living in the past negative time zone are also absorbed by earlier times, but they focus on all the bad things – regrets, failures, poor decisions. They spend a lot of time thinking about how life could have been. Then, we have people who live in the pr esent.Present hedonists are driven by pleasure and immediate sensation. Their life motto is to have a good time and avoid pain. Present fatalists live in the moment too, but they believe this moment is the product of circumstances entirely beyond their control; it’s their fate. Whether it’s poverty, religion or society itself, something stops these people from believing they can play a role in changing their outcomes in life. Life simply â€Å"is† and that’s that. Looking at the future time zone, we can see that people classified as future active are the planners and go-getters.They work rather than play and resist temptation. Decisions are made based on potential consequences, not on the experience itself. A second future-orientated perspective, future fatalistic, is driven by the certainty of life after death and some kind of a judgement day when they will be assessed on how virtuously they have lived and what success they have had in their lives. Okay, let’s move on. You might ask â€Å"how do these time zones affect our lives? † Well, let’s start at the beginning. Everyone is brought into this world as a present hedonist. No exceptions.Our initial needs and demands – to be warm, secure, fed and watered – all stem from the present moment. But things change when we enter formal education – we’re taught to stop existing in the moment and to begin thinking about future outcomes. But, did you know that every nine seconds a child in the USA drops out of school? For boys, the rate is much higher than for girls. We could easily say â€Å"Ah, well, boys just aren’t as bright as girls† but the evidence doesn’t support this. A recent study states that boys in America, by the age of twenty one, have spent 10,000 hours playing video games.The research suggests that they’ll never fit in the traditional classroom because these boys require a situation where they have the ability to manage their own learning environment. Now, let’s look at the way we do prevention education. All prevention education is aimed at a future time zone. We say â€Å"don’t smoke or you’ll get cancer†, â€Å"get good grades or you won’t get a good job†. But with present-orientated kids that just doesn’t work. Although they understand the potentially negative consequences of their actions, they persist with the behaviour because they’re not living for the future; they’re in the moment right now.We can’t use logic and it’s no use reminding them of potential fall-out from their decisions or previous errors of judgment – we’ve got to get in their minds just as they’re about to make a choice. Time perspectives make a big difference in how we value and use our time. When Americans are asked how busy they are, the vast majority report being busier than ever before. They admit to sa crificing their relationships, personal time and a good night’s sleep for their success. Twenty years ago, 60% of Americans had sit-down dinners with their families, and now only 20% do.But when they’re asked what they would do with an eight-day week, they say â€Å"Oh that’d be great†. They would spend that time labouring away to achieve more. They’re constantly trying to get ahead, to get toward a future point of happiness. So, it’s really important to be aware of how other people think about time. We tend to think: â€Å"Oh, that person’s really irresponsible† or â€Å"That guy’s power hungry† but often what we’re looking at is not fundamental differences of personality, but really just different ways of thinking about time.Seeing these conflicts as differences in time perspective, rather than distinctions of character, can facilitate more effective cooperation between people and get the most out of each person’s individual strengths. Narrator: That is the end of section 4. You now have half a minute to check your answers. [30 seconds] That is the end of the listening test. You now have 10 minutes to transfer your answers to the listening answer sheet.

A Moments Indulgence by Rabindranath Tagore Essay

A Moments Indulgence by Rabindranath Tagore was written in 1910 as part of the Gitanjali collection, 157 poems in the original language of Bengali, and 103 in English translated by Tagore himself. Contents [hide] 1 A Moments Indulgence 1.1 About the Author 1.2 Gitanjali 1.3 The Poem 1.3.1 Synopsis 1.3.2 See Also 2 References About the Author[edit] Rabindranath Tagore was born on 7th May 1861 in a wealthy family in Calcutta. He was the youngest of the thirteen children born to Debendranath Tagore and Sarada Devi. His father was a great Hindu philosopher and one of the founders of the religious movement, Brahmo Samaj.His grandfather Dwarakanath Tagore was a rich landlord and social reformer. In 1886, he moved to Brighton, East Sussex, England, to read law. During his stay in England, he attended University College London for some time, following which he started to independent study the works of Shakespeare. He returned to Bengal in 1880 without a degree, but with the aspiration of fusing elements of European traditions in his literary works.[1] Tagore is the most eminent Bengali renaissance poet, philosopher, essayist, critic, composer and educator, who dreamt of a harmony of universal humanity among the people of different origin through freedom of mind and spiritual sovereignty. Tagore started writing poetry when he was a child, and in the course of his life was often hailed as the Shakespeare of the East due to generating thoughts on: society, religion, aesthetics, education, rural welfare, nationalism and internationalism in his literary works, essays and poetry. [2] One of his most well-known and famous collections of poetry is Gitanjali [Song Offering] which generates thoughts on religion. Tagore died on 7th August 1941 in Jorasanko, the mansion he was raised in. The years before his death were riddled with periods of illness and pain, which eventually rendered him in a comatose state. Gitanjali[edit] Gitanjali (Bengali: à ¦â€"à §â‚¬Ã  ¦ ¤Ã  ¦ ¾Ã  ¦Å¾Ã  § Ã  ¦Å"à ¦ ²Ã  ¦ ¿) is a collection of poems by the Bengali poet Rabindranath Tagore. First published in 1910, Tagore’s collection containing mystical and devotional song poems, was translated to English by Tagore in 1912 before he embarked on a visit to England. The poems were extremely well received, and would be the first of many volumes that earned him much acclaim in the East and West.[3] The English Gitanjali, or Song Offerings, is a collection of 103 English poems of Tagore’s own translations from his Bengali poems. This was first published in November 1912 by the India Society of London.[4] At the time of publication, the collection was profoundly praised by the best of Tagore’s literary contemporaries in England; including W. B. Yeats and A. C. Bradley.[5] With the enthusiastic assistance from major western poets such as Yeats and Ezra Pound, the volume made an appearance in England.[6] The collection was tremendous success and caused a literary sensation, its impact was so great that in the following year, 1913, Tagore became the first Asian poet to be awarded the Nobel Prize for Literature for his translated version of his cycle of song-poems, Gitanjali.[7]. The translations of Tagore’s work were once a craze, but as Sisirkumar Ghose discusses, Tagore in translation is riddled with problems. His own translations†¦ (have) been criticised and have been faulted.[8] Robert Frost stated that poetry is that which survives translation. When looking at Tagore’s poetry, it is questionable how much of his original work survives throughout the process of translation. It is evident that the nuances of rhythm, imagery, verse form, and most importantly language, are inevitably lost. The main criticisms of the Gitanjali’s translations were for: often not translating the original poem in full, leaving chunks out, and in one instance fusing two separate poems. The Poem[edit] A Moments Indulgence I ask for a moment’s indulgence to sit by thy side. The works that I have in hand I will finish afterwards. Away from the sight of thy face my heart knows no rest nor respite, and my work becomes an endless toil in a shoreless sea of toil. Today the summer has come at my window with its sighs and murmurs; and the bees are plying their minstrelsy at the court of the flowering grove. Now it is time to sit quite, face to face with thee, and to sing dedication of life in this silent and overflowing leisure. File:To upload.jpg Gitanjali 71. An example of poem 71 from Gitanjali written in Bengali, its original language, with the translation of English beside it. Synopsis[edit] The central focus of A Moments Indulgence is about dedicating ones time to God, which clearly brings the devotee joy. The speaker is aware that his soul has been engrossed in worldliness, thus putting aside worldly pleasures that man is often disillusioned by, the speaker begins devoting his time to God. The poem begins with the speaker seeking a moment’s indulgence from his creator. This is evident as he says, he ‘will finish afterwards’ he task he was doing, in order to connect with his creator. Analogy is used in both verse one and verse two, when he suggests that having to give up your work is a small price to pay to reach the almighty. The second stanza shows the extent of the speaker’s devotion to his creator. This can be seen through the way he says that when he is away from God, mentally or physically, his heart remains restless, and the tasks at hand seem like they will never end. The metaphor of the shoreless sea reinforces that when away from God, one cannot be content. It portrays a clear distinction between the pleasure one receives from worldliness, and the true spiritual joy one gains from devoting time to God. In the third stanza the speaker is talking about the present day, and describes the beauty of the world which is a gift from God. He uses nature imagery to describe the beauty of the day which is being enjoyed by both animals, the ‘bees’, plants, and ‘the flowering grove’. The speaker also uses sound descriptions of: ‘sighs and murmurs’ to describe the present day, this has connotations of peace and being at peace in the environment one is in, adding to the spiritual vibe of the poem. This implies that nature is close to God as it is content, reinforcing the second stanza’s idea that when away from God a person can not be content. The fourth stanza shows that the speaker believes that the present time is the best time to dedicate himself to God; he does this by singing to God and  sitting quietly. Surrounding himself with nature, and the speaker believes the silence and free time is the perfect time to devote time to his creator because he is not distracted by worldly tasks and is surrounded by a gift, the beauty of nature, which is from God.