Women’s History an Example of the Topic History Essays by

Women’s History Women faced two national crises the Great depression and the World War Two. In the world War Two over seventy million people were killed this included civilians. Both men and women were impacted by these two crises. This discussion will compare and contrast the impact of the two crises on women. Consider gains or losses encountered by women and the extent to which each crisis challenged or reinforced traditional gender ideology. Need essay sample on "Womens History" topic? We will write a custom essay sample specifically for you Proceed The Great Depression saw many women adjust to face the economic crisis that was facing the country. The married women gave birth to fewer children. Some postponed having babies or marriage. Eleanor Roosevelt 1933 Its up to the women summarizes the great role the American women had in helping manage life through the current economic crisis. They looked for employment when some of their husbands lost their jobs or had pay cuts to keep their jobs (McGeehan, Gall, & Streitwieser, 2008). Men who had been socialized as the providers for the families were depressed when they lost their job. They felt like failures who could not provide for their families. On the contrary women took this chance to help their families by juggling home chores and employment. Through the gender roles set by traditions women were supposed to be provided for by males, yet this was not always the reality on the ground. We had households headed by women who had been divorced, windowed or deserted by their husbands. They had to fend for their families yet it was difficult. Women who went for relief or sought employment were scorned for trying to take jobs from men who deserved them more. The number of women working rose and few suggested that they should be fired to create opportunities for men. They had to contend with discrimination in work places according to gender (McGeehan et al, 2008). Women struggled for equality in federal programs. The National Recovery Administration had different minimal wages for similar jobs fro men and women. Some agencies for example Civilian Conservation Corps only offered employment to men. Social Security structured around a model of male providers thus failed to recognize women workers. Women elected to leadership positions sought to challenge these arrangement and Eleanor Roosevelt help a lot in her position as the first lady. The traditional gender ideologies were reinforced during this time. The World War Two impacted the women in a number of ways. There was a crisis for employment in the war time. More women were encouraged to join the work force unlike in the depression. For instance in 1941 classes were offered for women to train in chemical laboratory in the University of Alabama. They were encouraged to take these opportunities to replace men who were joining the combat work. This enabled the women financially and they also had a chance to serve the nation. There was discrimination in wages for men and women during this time. Even where the army offered high pay for jobs considered risky they still paid women less for the same jobs. Just like in the Great depression few urged the women to maintain their role by taking up jobs that were considered womanly like sewing. Some companies opposed hiring more female employees. They claimed they diluted the quality of work as the qualified ones had been employed initially. In both crises men and women were paid different wages for the same jobs. However, the labor board came up with a policy of uniform pay for similar jobs. This encouraged more women to venture in fields formerly dominated by women. More black women were hired while initially they could only be hired after the white women were exhausted (McGeehan et al, 2008). The contrast between the motive behind women looking for employment in the World War Two and the Great Depression is that in the later they did so purely to improve their financial status whereas in the former they had a desire to be part of the people who fought for the nation. There were gains encountered in both crises. Women were able to work and help support themselves and their families. They also got a chance to render their services to the nation. Through these crises women got an opportunity to fight for equality and remove shame of women seeking paid employment. The two crises helped to reinforce traditional gender roles by drawing a distinction between work for men and women. Women were expected to stick to roles associated with women while the men could handle the roles considered masculine. Though both men and women were working women were still expected to take care of their homes, their children and their husbands. This often led to absenteeism hence lower inputs and trouble at work places (McGeehan et al, 2008). The hardest hit fields were the manufacturing and the heavy industries dominated by men. Fields dominated by women like sales were less affected and women had an upper hand here. Unfortunately this helped to reinforce the traditional stereotypes of womens work. The number of women working for pay increased to 25.4% in 1940 from 24.3% in 1930 (McGeehan et al, 2008). The crises also challenged the gender ideology that men were the sole breadwinners. This was seen when women were forced by circumstances to look for work and substitute the family income. Those without the male care had to support their families. The contribution of men and women in running families and the country at large is very important. They should be given equal opportunities in the work place. Bibliography McGeehan, J. Gall, M. s Educational Series

The Four Cerebral Cortex Lobes of the Brain

The Four Cerebral Cortex Lobes of the Brain The cerebral cortex is the layer of the brain often referred to as gray matter. The cortex (thin layer of tissue) is gray because nerves in this area lack the insulation that makes most other parts of the brain appear to be white. The cortex covers the outer portion (1.5mm to 5mm) of the cerebrum and cerebellum. The cerebral cortex is divided into four lobes. Each of these lobes is found in both the right and left hemispheres of the brain. The cortex encompasses about two-thirds of the brain mass and lies over and around most of the structures of the brain. It is the most highly developed part of the human brain and is responsible for thinking, perceiving, producing and understanding language. The cerebral cortex is also the most recent structure in the history of brain evolution. Cerebral Cortex Lobes Function Most of the actual information processing in the brain takes place in the cerebral cortex. The cerebral cortex is located in the division of the brain known as the forebrain. It is divided into four lobes that each have a specific function. For example, there are specific areas involved in movement and sensory processes (vision, hearing,  somatosensory perception (touch), and olfaction). Other areas are critical for thinking and reasoning. Although many functions, such as touch perception, are found in both the right and left cerebral hemispheres, some functions are found in only one cerebral hemisphere. For example, in most people, language processing abilities are found in the left hemisphere. Four Cerebral Cortex Lobes Parietal Lobes: These lobes are positioned posteriorly to the frontal lobes and above the occipital lobes. They are involved in receiving and processing of sensory information. The somatosensory cortex is found within the parietal lobes and is essential for processing touch sensations.Frontal Lobes: These lobes are positioned at the front-most region of the cerebral cortex. They are involved with movement, decision-making, problem-solving, and planning. The right frontal lobe controls activity on the left side of the body and the left frontal lobe controls activity on the right side.Occipital Lobes: Located just below the parietal lobes, the occipital lobes are the main center for visual processing. The visual information is sent to the parietal lobes and temporal lobes for further processing.Temporal Lobes: These lobes are located directly below the frontal and parietal lobes. They are involved with memory, emotion, hearing, and language. Structures of the limbic system, including t he olfactory cortex, amygdala, and the hippocampus are located within the temporal lobes. In summary, the cerebral cortex is divided into four lobes that are responsible for processing and interpreting input from various sources and maintaining cognitive function. Sensory functions interpreted by the cerebral cortex include hearing, touch, and vision. Cognitive functions include thinking, perceiving, and understanding language. Divisions of the Brain Forebrain - encompasses the cerebral cortex and brain lobes.Midbrain - connects the forebrain to the hindbrain.Hindbrain - regulates autonomic functions and coordinates movement.

Definition and Examples of Denominal Nouns

Definition and Examples of Denominal Nouns A denominal  noun  is a noun that is formed from another noun, usually by adding a suffixsuch as villager (from village), New Yorker (from New York), booklet (from book), limeade (from lime), lectureship (from lecture), and librarian (from library). Many denominal nouns are context sensitive (see Contextual Constructions, below). Examples and Observations Nouns like Nixonite, bicycler, and saxophonist are formed from concrete nouns like Nixon, bicycle, and saxophone by derivation. There is a plethora of idiomatic cases of this sort in English, but what innovative examples mean can vary enormously from one occasion to the next, depending on certain cooperative measures between the speaker and addressees. Each has an unlimited number of possible meanings, or so it appears. Denominal nouns, then, although they have stricter requirements than, say, possessives or compound nouns, are also contextual expressions. (Herbert H. Clark, Arenas of Language Use. Univ. of Chicago Press, 1992)The fact that a denominal noun is not the result of a direct derivation from the action itself may explain the difficulties in interpreting denominal formations. The meaning of denominal nouns may not be directly related to the action performed by the referent... (Alexander Haselow, Typological Changes in the Lexicon: Analytic Tendencies in English Noun Formati on. Walter de Gruyter, 2011) Contextual Constructions Contextual constructions arent merely ambiguous, having a small fixed set of conventional meanings. They have in principle an infinity of potential non-conventional interpretations, each built around a conventional meaning of the word or words it is derived from...  Contextual constructions rely on an appeal to contextto the participants common ground. They always require non-conventional coordination for their interpretation. (Herbert H. Clark, Using Language. Cambridge University Press, 1996) Deverbals and Denominals: Nouns Formed With the Suffix -ant Let us turn to the deverbal person noun forming affix -ant (defendant), which denotes a personal or material agent. . . . [P]ossible verbal bases involve those ending in -ify, -ize, -ate, and -en. A look at Lehnert (1971) and the OED shows that, almost without exception . . ., these verbs are subject to the domain of agentive noun forming -er/or. The rival suffix -ant has a somewhat peculiar distribution, since its attachment is partly lexically governed (i.e. unproductive) and partly rule-governed and productive. In the semantically distinguishable domains of medical/pharmaceutical/chemo-technical and legal/corporate jargon, -ant can be used productively to form words denoting substances and persons, respectively, as evidenced by the following examples disinfectant, repellant, consultant, accountant, defendant, to mention only a few. (Ingo Plag, Morphological Productivity: Structural Constraints in English Derivation. Mouton de Gruyter, 1999) Related Reading AffixAffixationAnthimeriaContextConversion Denominal Adjective  and  Denominal Verb DerivationNeologismNominalizationVerbingWord Formation

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis Research Paper

Mary Shellys Frankenstein Nature Vs. Nurture Theme Analysis - Research Paper Example The discussion centers on the themes of nature versus nurture, of whether or not goodness or evil is created through the innate nature of an individual, or if it is developed through the treatment that individual receives. The creature made by Frankenstein states at one point that â€Å"Adam’s situation was far different from mine in every other respect. His God had made him happy and prosperous. His Creator guarded him and cared for him, He was allowed to talk with - and learn from - superior beings. But I was wretched, helpless, alone.† (Shelley, 2008, p. 121). The creature saw himself as abandoned and not allowed to learn at the feet of his creator. This mirrored the relationship that Shelley had with her father as when he had remarried when she was eight she had felt he had left her, only to be more formally abandoned when she married Percy Shelley though her father disapproved (Mellor, 2007, p. 51). In many ways, the discourse of the novel is a conversation with her father, telling him all the ways in which he had disappointed her and how this had made her feel. Shelley expresses her aggression towards her father, naming the first victim of the creature’s rage after him, but combining this visage with the strikingly similar features of the five year old child with those of her own child. In this she explores the dynamic of murder within the family, her aggression towards her father and the horrifying concept of being able to kill her own child. Her child was named for his grandfather, her father, both bearing the name William as does the child of Frankenstein, thus completing the dynamic in which relationships between parents and children are horrifically discussed (Mellor, 2007, p. 52). Mellor (2007), states that Shelley believed that nurture was crucial in the development of the nature of a child, that the way in which a child was embraced or denied by a parent and taught about the

Cracking the Code of Change Essay Example | Topics and Well Written Essays - 1500 words

Cracking the Code of Change - Essay Example In most of the cases we see that change management is considered necessary and good (Ogbonna, and Wilkinson, 2003, p. 1151). The contemporary ideas for change reflect that the managers must be capable enough to plan out organizational changes and also be responsive enough to the changing environment. Organizational changes require large efforts and time of the managers as well as other employees. According to a British Survey, about 94 percent of the organizations experienced planned change in 1997 (Study, and Grey, 2003, p. 2). This study aims at discussing the change management theories and every other dimensions of change in the organizations. It would begin with a basic overview on change and the traditional approaches on change management in organization. Then the essay would lead the readers to the different theories presented by different authors on change and its strategic impact on the organization. The essay would also include the impact of change on the competitive advanta ge of the company by citing examples from the article â€Å"Cracking the Code of Change". ... Other authors have different perspectives. They believe that organizational change includes behavioral patterns of blocking higher performances of the organization and analyzing the consequences to understand the underlying values and assumptions. The secondary reason could be the culture, which should also be considered. There are numerous approaches to change or change management and many ways to categorize them. The two major ones are the Planned and Emergent approach. Since 1950s to 1980, the theories of organizational change were dominated by the planned approach. This was developed by Kurt Lewin and further revised by the Organization Development movement (Simms, 2005, p. 121). The planned approach focused on improving the effectiveness and the operation of the human resource of the organization. This could be done with the help of team based programmes for change management (Collins, 1998, p. 60-62). However, in 1980s the world received the oil shocks and this led to the sever e economic downturn in the western countries. In this scenario, it was absolutely clear that organization had to transform them to face the situations. In this situation the Planned changed started receiving criticism and questions were raised with regards to its effectiveness and efficacy. Against the backdrop of the economic downturns in the west, the Emergent approach began taking the position of the traditional change approach. This approach was based on the new economic situation of the market and organization found the touch of reality in this approach. The emergent approach viewed change as a process where individuals are the parts of the organization who deal separately with individual goals, one at

The digital stop clock Essay Example for Free

The digital stop clock Essay It is accurate because, it measures to 100ml 1. Pipette -To make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. 1. gas syringe -To measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. Throughout this reaction the carbon dioxide is colourless so without it I would have problems measuring and observing the reaction, so if a substance is added to give the carbon dioxide a colour, my final results might not be reliable. I have researched that using a gas syringe is a lot more efficient than using a measuring cylinder as problems occur with the air bubbles.. 1. The electronic balance We used to measure the amount of calcium carbonate we would need for each experiment. The balance is measured in grams (g) We used also used this equipment to ensure the experiment is precise because the electronic balance is measured to 3 decimal places which are helpful as I am using a mass of 0. 5grams. 1. The digital stop clock. -We used the stop clock to time how long the experiment would last for and to make sure that we didn’t go over the amount of time set to do each repeat. There is a start and reset button to start the timer and a stop button to stop the timer this makes it more easy to use. The digital stop watch is also precise because it measures to hundredth seconds which helped us accurately record the volumes of gas at our set intervals and making the experiment a fair test as every measurement was taken at certain time. 1. Stand clamp: The reason why we used this is because the stand clamp for safety reasons as we must ensure that ga syringe and the flask with the acid that are connected to each other are stable so they do not tip over, this is because it may affect the results, and if the acid spills it could be expensive to replace a new one. Same goes with the gas syringe. The reason we used a stand clamp is because the equipment were held steadily to increase the gas flow through the tubing. This will help the gas access the syringe to read the results more accurately. 1. Spatula: We used the spatula to take out the calcium carbonate from the jar because it was the only equipment small enough to fit through the jar. Using another piece of equipment, for example a spoon, would be too large to fit through. 1. Weighing Boat: We placed the calcium carbonate in the weighing boat after we measured it. The weighing boat is light, so it will not affect how we measure the calcium carbonate. 1. Goggles: We wore goggles as part of our health and safety rules that we had to follow to stop any injuries from happening. An example for when we need goggles is when we need to prevent acid from getting into your eyes as it may damage your eyes for the long term. 1. Conical flask with bung: We used this piece of equipment because we needed to put in the reactants (calcium carbonate and hydrochloric acid) that we used when measuring the amount of gas being produced. It attached onto the gas syringe so the gas that was produced in the reaction could pass through the tube to be measured. The bung is there to make sure that the gas being produced, does not escape from the conical flask. The method consists of several steps: 1. Put on your lab coat and goggles. 2. Gather all the equipment that you need e. g. gas cylinder with chronicle flask, two clamp stands, measuring boat, measuring cylinder, and stop watch. 3. Set your equipment up e. g. clamp the gas cylinder into one clamp stand, and clamp the chronicle flask into the other clamp stand, making sure they are at the same height 4. Measure the hydrochloric acid with a measuring cylinder. 5. Pour the acid into the chronicle flask 6. Weigh out the calcium carbonate with the electronic balance. 7. Pour the calcium carbonate into the chronicle flask 8. Place the bung on straight away, and start the digital stop watch 9. Take readings from the gas cylinder every 10 seconds. Main experiment – changing the surface area. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places and we also used the stop clock as it is precise because it measured to hundredth seconds. This helped us accurately record the volumes of gas at our set intervals. In the surface area we made sure that we kept the 2M of the hydrochloric acid for each experiment of the surface area. We also used a mercury thermometer as it gives us a better precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference to the results. The method of the experiment of surface area was on the first experiment we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml, by using a measuring cylinder which allowed us to measure the volume accurately. The second experiment we used medium calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used large calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 2M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For every experiment for the surface area we poured the hydrochloric acid into the conical flask, and then added the calcium chips as fast as possible to ensure the gas does not escape into the air, and not in the gas cylinder. As soon as we placed the bung inside the conical flask, we immediately started the stop watch and timed it up to 120 seconds. For every 10 seconds the person in role of the stop watch would shout at every 10 seconds, and the other person reading the gas cylinder will shout how fast the rubber, tubing is moving out of the gas cylinder. Then we would record the results in the table and repeat the same experiment 5 times to make the results precise and reliable. Results for surface area. We first started off with calcium carbonate powder (1. 5g)with hydrochloric acid (30ml) but the reaction took place within 5 seconds and immediately reacted. Therefore it was very fast and it was impossible for us to take any readings. Because of this we decided to use calcium carbonate chips so it is easier to take the reading. Table 4. Results for small chips of calcium carbonate Calcium Small Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat5 (ml) Averages Evaluating the results for small chips of calcium carbonate Table 4 shows the surface area of small calcium chips. We did this by using 1. 5g of small calcium chips and 30ml of volume of 2M hydrochloric acid. There does not seem to be any outliers; a good start for the first results. As you can see we repeated the experiment 5 times to result precision. From the Table 4, we can see that the volume of gas produced increased fast towards the average of 110. From this we were keen to find out if the medium calcium chips made a more noticeable difference. Table 5. Evaluating results for medium chips of calcium carbonate Calcium Medium Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat1 (ml) Repeat 2 (ml) Repeat 3 (ml) Repeat 4 (ml) Repeat 5(ml) Averages   Outliers Evaluating results for medium chips of calcium carbonate. In Table 5, we show the surface area of medium calcium chips. We did this by using 1. 5g of medium calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure result precision. From Table 5 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that medium chips are the best results so far. To make sure we have concluded the right decision we wanted to check if large calcium chips would make a stronger difference. Table 6. Evaluating results for large chips Calcium Large Chips 1. 5g Hydrochloric Acid 2M 30ml Volume Of Gas Produced (ml) Time Repeat 1 (ml) Repeat 2 (ml) Repeat 3(ml) Repeat 4 (ml) Repeat 5 (ml) Averages Outliers Evaluating results for large chips of calcium carbonate. In Table 6 we show the surface area of large calcium chips. We did this by using 1. 5g of large calcium chips and 30ml of volume of 2M hydrochloric acid. In this graph there seems to be an outliner which is highlighted in blue. In the outlier the temperature on the hydrochloric acid was 23EC, which is an inconvenience and the rest of the results that don’t have an outlier have all got 24EC. This tells us the that the change in temperature may be a reason why there may be an outlier. For the averages we did not include the outlier to give us a more reliable and precise average. As you can see we repeated the experiment 5 times to assure precision in results. From the Table 6 we can see that the volume of gas produced has gradually increased towards the time of 120 seconds. This shows that large chips results are also reliable. Graphs for surface area. In the graph I can see that small chips used in the reaction releases more volume of gas in (ml) is better as it increases the amount of carbon dioxide produced till 100 seconds so the amount of carbon dioxide produced from 100 – 120 seconds becomes constant. The medium chips starts releasing gas at 10 seconds at a volume of 9ml. The volume of gas then increases up to 120 at a volume of 83ml. The large chips starts releasing gas at 10 seconds at a volume of 9ml and the volume of gas then increases up to 120 seconds at a volume of 85ml. Because we did not carry on timing the experiment we do not know if the rate of reaction decreases at 120 seconds and more because both large and medium chips seem to be increasing the volume of gas. As you can see from these results in the graph.large and medium chips release almost the same amount of carbon dioxide. This means that both the differences between large and medium are insignificant. as the range bars overlap. Conclusion for surface area In the surface area there was more area available for collisions to take place. If the reactant is a solid it is necessary to break it into smaller pieces to increase surface area. In the surface area results, we found out that as the mass of the calcium chips are larger; it increases the speed of the particles. The faster the particles move, the greater the number of collisions, and therefore the rate of the reaction increases. Chemical reactions take place by chance. Particles need to collide with enough velocity so that they react. As surface area is increased the particles move faster since they have more energy. This means that they are colliding more often and most of the collisions have enough velocity to cause a reaction. Since there are more collisions the chemical reaction takes place faster. Main experiment – changing concentration. The equipment we used was pipette. We used this to make sure the volume of acid used was as accurate as possible. The way we measured the acid was at eye level from the bottom of the meniscus. We used the gas syringe to measure the volume of carbon dioxide gas produced. The syringe was precise because it measured volume in 1ml divisions. We used the electronic balance to ensure the experiment is precise because the electronic balance is measured to 2 decimal places. Qe also used the stop clock as it is precise because it measured to hundredth seconds which helped us accurately record the volumes of gas at our set intervals. In the concentration we made sure that we kept the calcium carbonate small chips of 1. 5g and the hydrochloric acid 30ml but just changed the M to 0. 5M, 1M, 1. 5M, 2M for each experiment for the concentration. We also used a mercury thermometer as it gives us a more precise reading and allows us to see whether the temperature of the hydrochloric acid makes a difference in the results. The method of the experiment for the concentration was on the first experiment as we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 0.5M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. In the second experiment we used small calcium chips with the mass of 1. 5. We measured this by using an electronic balance and we used 1M of hydrochloric acid of a volume of 30ml by using a measuring cylinder which allowed us to measure the volume accurately. For the third experiment we used small calcium chips with the mass of 1. 5g. We measured this by using an electronic balance and we used 1. 5.

Fear in Wordsworths My heart leaps up when I behold, We Are Seven, Tin

Fear in Wordsworth's My heart leaps up when I behold, We Are Seven, Tintern Abbey, and Resolution and Independence Fear in Wordsworth's "My heart leaps up when I behold", "We Are Seven", "Tintern Abbey", and "Resolution and Independence" Romantic poetry conjures in the mind of many people images of sweet, pastoral landscapes populated by picturesque citizens who live in quaint houses in rustic villages, with sheep grazing on green-swathed hills, while a young swain plights his troth to his fair young maiden, who reclines demurely amidst the clover and smiles sunnily. William Wordsworth is perhaps the archetypal Romantic poet; his most famous poem, "I wandered lonely as a cloud", would seem on first reading to support the traditional, one could say stereotypical, image of a Romantic poet. Even his name, Words-worth, reinforces that image. And yet, upon looking more closely and carefully at his works, it becomes clear that the emotions which motivate his creativity are not solely a love of nature and pastorality. Let us consider Wordsworth's "My heart leaps up when I behold". The poem can be interpreted on a very simple level as a typical Romantic poem: there is the glorying in and of nature that most people immediately think of when Romantic poetry is mentioned. The speaker is thrilled when he sees a rainbow, he was thrilled in his youth when he saw a rainbow, and when he is old he will continue to be thrilled by seeing a rainbow; if he cannot be thrilled, he would rather be dead. The speaker's life has a kind of continuity, of stability, through the process of memory. The reader can wipe away a tear and mumble "Isn't that nice?", and switch on Three's Company; this interpretation affirms our sense of what poets should fee... ...rom finding "In that decrepit Man so firm a mind" (line 145), finding, however temporarily, a source of courage against his fears (lines 146-147): 'God,' said I, 'be my help and stay secure; I'll think of the Leech-gatherer on the lonely moor.' Works Cited All quotations are taken from the following book, references given parenthetically within the text: Stephen Gill, editor. The Oxford Authors: William Wordsworth. Oxford: Oxford University Press, 1986. o "The Idiot Boy", pp. 67-80 o "Michael", pp. 224-236 o "My heart leaps up when I behold", pp. 246-247 o "Resolution and Independence", pp. 260-264 o "Tintern Abbey", pp. 131-135 o "We Are Seven", p. 84 except, where indicated by "Coleridge", from: Donald A. Stauffer, editor. Selected Poetry and Prose of Coleridge. Random House: New York, 1951. o "Dejection: An Ode", pp. 78-82