Monday, January 27, 2020

Context Based Approaches in Teaching of Primary Science

Context Based Approaches in Teaching of Primary Science This chapter provides a theoretical rationale for creating technology-rich, constructivist learning environments that use context-based teaching strategies in classrooms and engage students in student-centered, personally meaningful, authentic, and collaborative learning. It also provides examples of schools that have experimented context-based teaching in science in classrooms, and a curricular example that teachers can modify to increase student understanding of any curricular area. Finally, it provides online resources and a podcast that provide teachers with additional ideas for making their lessons more interesting and engaging, empowering, and enlightening classrooms. There have been many studies that indicate context-based approach is essential in order for student learning to take place. Research reveals that teaching Strategies are necessary in schools for teachers to effectively increase student achievement. The focus of this research study is to examine effects of context-based approaches in teaching science in Classroom. The review of literature will look at several factors related to teaching strategies. Those factors include the Traditional view of teaching science, problematic questions that arise in this research, importance of context-based teaching, in classroom. The review of literature will also include a discussion about how teachers can encourage character and social development of students, and the current brain-based research, which suggests and encourages context-based teaching, which promotes success of students, teachers, and improves communication standard among them. Context-based approaches to teaching science in primary school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. One of the most distinct trends of the last two decades in science curriculum development across a number of countries has been to use contexts and applications of science as a means of developing scientific understanding. Teaching in this way is often described as adopting a context-based approach. The trend toward the use of context-based approaches is apparent across the whole age spectrum from primary through to university level, but is most noticeable in materials developed for use in the secondary age range. Traditional Teaching Style of Science Over the last two decades reports have traced students increasingly negative attitudes to Science in Australia over the primary years of schooling, and the associated decrease in student participation in post-compulsory science (Goodrum, Hackling, Rennie, 2001; Tytler, 2007). This decline in interest in Science in the early years of primary education is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering Rennie, 1996). A number of studies have explicitly linked this decline in student interest with the nature of the traditional science curriculum and its inability to make science meaningful and interesting to students (Fensham, 2004; Lyons, 2006). By making Science more relevant to a broader audience we can prepare prospective science degree students and professionals, as well as contribute to improved scientific literacy for all students. Context-Based Approach Context-based approaches are approaches adopted in science teaching where contexts and applications of science are used as the starting point for the development of scientific ideas. This contrasts with more traditional approaches that cover scientific ideas first, before looking at applications. But literature has a different meaning for context-based teaching. Whitelegg and Perry (1999) say that context-based learning can have several meanings, at its broadest, it means the social and cultural environment in which the student, teacher and institution are situatedà ¢Ã¢â€š ¬Ã‚ ¦a narrow view of context might focus on an application of a physics theory for the purposes of illumination and reinforcement. (p. 68) In the classroom, the use of context-based approaches might mean, for example, that students study medical diagnostic techniques in order to develop their understanding of electromagnetic radiation and atomic structure, or look at a range of different fabrics and their uses to introduce ideas about materials and their properties. A further feature of context-based approach is that, due to the nature of the material being studied, they tend to employ wider range of teaching strategies (e.g. small-group discussions, role-play, student presentations) than is normally associated with conventional science courses. How do you and your friend get to school this morning? You probably used various forms of transport between you Speed is the rate of change of distance moved with time. (Judith Bennett, 2003) These two pieces came from the opening lines of chapters on forces and motion in two different books of secondary level course, one written in 1970s and the other in 1990s. They provide good enough example to illustrate a major turn over in approaches to teaching science in that period. This turn over sheds light on the use of context-based teaching and applications as the beginning for developing scientific knowledge, understanding and comprehending it. The question arises that where this concept of context-based writing does came into being? The term context-based appeared to have been applied to some of the scientific activities in classroom for around fifteen years ago when such activities were described as an attempt to make science relevant and understandable to the young ones. They were used for young students to links between science and their daily life. So this is how context-based approaches in teaching science were originated, to make students understand, create relevance with their everyday life, and comprehend the meaning more easily. So the origin of context-based approaches was desired by teachers to make the lessons they were teaching interesting and easily understood by their students. But the research reveals that the strongest factor was the active engagement they desired from their children. Context-based approaches have also emerged in response to the concern of many countries over the teaching of physical scien ce subject. One of the characteristics of curriculum development in recent years has been an increased emphasis on using contexts and applications as a means of developing scientific understanding. Nationally and internationally, context-based programs have been implemented in an attempt to engage students in science through connecting the canonical science with the real world. The study found that by providing students with the opportunity to write, fluid transitions between concepts and context were an outcome of context-based learning. Many schools using context-based approach report positive effect on students. The context-based approach in teaching science is gaining popularity day by day. Holman and Pilling concludes that such a method seems to be successful in enhancing students interest in science, and understanding of science though they expressed some doubts over how successful it is in developing students abilities in problem-solving (Holman and Pilling, 2004). Examples of Context-Based Teaching New approaches to the teaching of Science have been tried in the last ten years and research has been undertaken to look at ways of improving the way in which we teach school Science (Millar, Leach, Osborne, 2000; Roth, 1995; Tobin McRobbie, 1995). Examples of Context-based teaching can be found everywhere now. In particular, chemistry teaching is one area that has undergone significant reform in an attempt to make Science more relevant for all students (Barber, 2000; Beasley Butler, 2002; De Vos, Bulte Pilot, 2002; Gabel Bunce, 1994; Gutwill-Wise, 2001; Ramsden, 1992, 1997; Tobin McRobbie, 1995). Context-based Science has been implemented in international Science programmes (e.g. Chemistry in Context in the USA, Salters in the UK, Industrial Science in Israel, Chemie im Kontext in Germany and Chemistry in Practice in The Netherlands) throughout the last decade and has been trialed more recently in Victorian and Queensland classrooms in Australia. This new context-based approac h to teaching science was designed to address issues such as students lack of engagement in science and decreasing participation rates. In Queensland, the new Chemistry syllabus using the context-based approach has been on trial in schools since 2002, and the trial-pilot syllabuses in chemistry and physics were published in September 2004 by the Queensland Board of Senior primary School Studies. Despite recent changes, with the current syllabus mandating the inclusion of only one context (or one Extended Experimental Investigation (EEI)) in the Queensland chemistry syllabus, teachers may choose to continue to teach all science units in context. Context-based approaches represent a significant change in the teaching of chemistry. Problem Questions Many people involved in curriculum development and teaching believe that there are considerable benefits associated with context-based approaches. However, it raises a number of interesting questions: Does teaching science through the use of everyday contexts help school students understand science any better? Does teaching science in context improve school students attitudes to science? Are there differences in the effects on girls and boys, or on students of different ability? This chapter examines in detail the research evidence on the effects of context-based approaches to the teaching of science. In particular, it looks at the effects on students understanding of science and on their attitudes to science. Positive and Negative Effects of Context-Based Teaching Primary Science teaching around the world has been undergoing radical changes over the past decade. As most states move towards a context-based secondary syllabus, there is a danger that tertiary science teaching will be left behind. Although there are drawbacks to contextual teaching in the tertiary environment (such as lack of preparation time, the breadth of physics concepts covered, and stretching the boundaries of ones own understanding as a teacher), the benefits for students interest and motivation, as well as their learning outcomes are significant. Over the last decade, the syllabi for primary school science around Australia have been evolving from an approach based around set conceptual content to one in which the concepts are taught using a contextual approach. The advantages of contextual teaching are that students can link science to their lives in the real world, and are usually more motivated. In the US, school students taking a context-based course outperformed those students studying more traditional courses. This success was attributed, at least in part, to higher levels of interest and motivation amongst the students, together with their perception of the relevance of the topics (Sutman and Bruce, 1992; Gutwill-Wise, 2001). However, there can be an apparent mismatch between the teaching styles that school students experience (and their prior knowledge) with expectations of tutors in universities, and this has been identified as a possible cause of students difficulties in understanding thermodynamics (Carson and Watso n, 1999). Whitelegg and Parry (1999) discuss the advantages of teaching physics in context, both by applying previous knowledge to real life situations, and by initially learning physics through analyzing these situations. Although the latter option has obvious advantages for student perceptions of the relevance of a course, it is pointed out that there is an inherent danger that students will be unable to generalize their knowledge outside the context in which it was initially learned. Conclusion Teachers can create technology-rich, constructivist learning environments that engage students in student-centered, personally meaningful, authentic, and collaborative learning that is inquiry-based, requires informed decision-making, views mistakes as opportunities for growth, and values information exchange among all learners. One plausible way to achieve this goal is to use context-based teaching in classrooms. This article provided a theoretical rationale for such an approach. It also provided specific examples of context-based approaches being used in different schools these days, specific steps a teacher should take to create similar curricular lessons, as well as examples a student could use in understanding of any curricular area. Finally, it provided numerous positive and negative effects it has on pupils and teachers as well and online resources that provide teachers with additional ideas for making context-based teaching studies usable in their engaging, empowering and enl ightening classrooms. It is also claimed that the approach can enhance or, at least, not adversely affect students understanding of science ideas. Work Cited Abell, S. K., Bryan, L. A. (1999). Development of professional knowledge in learning to teach elementary science. Journal of Research in Science Teaching, 36(2), 121- 139 Angus, M., Olney, H. Ainley, J. (2007). In the balance: The future of Australias primary schools. Canberra: Australian Primary Principals Association. Biggs, J. (1999) What the student does: teaching for enhanced learning. Higher Education Research and Development 18(1), 57-75. Carson Watson, (1999). Chemical education: Towards Research-Based Practice. Accessed: April 16, 2010. From: http://books.google.com.pk/books?id=- 23VbCeM17QCpg=PA350lpg=PA350dq=Carson+and+Watson,+1999source=bl ots=Bd051tQtOrsig=JWZeYuupeInjdaIze5aUysoHRYIhl=enei=2o_IS92lMpWjO LjI7LgNsa=Xoi=book_resultct=resultresnum=10ved=0CCQQ6AEwCQ#v=one pageq=Carson%20and%20Watson%2C%201999f=false Fensham, 2004; Lyons, (2006). Context-based chemistry: creating opportunities for fluid transitions between concepts and context. Accessed: April 16, 2010.From: http://findarticles.com/p/articles/mi_6957/is_4_55/ai_n45557673/ Gutwill-Wise J.P., (2001), The impact of active and context-based learning in introductory chemistry courses: an early evaluation of the modular approach, Journal of Chemical Education, 78, 684- 690 Goodrum, D Rennie, L 2007, Australian School Science Education: National Action Plan 2008-2012, Volume 1, The National Action Plan, Department of Education, Training and Youth Affairs, Canberra. Goodrum, D, Hackling, M Rennie, L 2001, The status and quality of teaching and learning of science in Australian schools: A research report, Department of Education, Training and Youth Affairs, Canberra. Accessed: April 15, 2010. From: http://cmslive.curriculum.edu.au/leader/default.asp?id=25011issueID=11579 Holman J. and Pilling G., (2004), Thermodynamics in context: a case study of contextualised teaching for undergraduates, J. Chem. Educ., 81, 373-375. Hackling, M. W. (2006a). Research Report 1: Case study teachers experience of Primary Connections. Canberra: Australian Academy of Science. Judith Bennett. Teaching and Learning Science. Context-based Approaches to the Teaching of Science. Accessed: April 17, 2010. From: http://books.google.com.pk/books?id=CiaFobS- Cn0Cpg=PA99lpg=PA99dq=context- based+approaches+in+teaching+primary+sciencesource=blots=eZSJG0iC7csig=z3 Ml8P_Hdvo4_fg4s1KdotSE518hl=enei=aqnIS- 75HoevOKqWgNcMsa=Xoi=book_resultct=resultresnum=4ved=0CBoQ6AEw Aw#v=onepageq=context- based%20approaches%20in%20teaching%20primary%20sciencef=false Lubben F, Campbell B, Dlamini B (1997) Achievement of Swazi students learning science through everyday technology. Journal of the Southern African Association for Research in Mathematics and Science Education 1: 26-40. Ramsden JM (1997) How does a contextbased approach influence understanding of key chemical ideas at 16+? International Journal of Science Education 19: 697-710. Speering Rennie, (1996). Deakin Research Online. Primary students perceptions of mathematics and science. Charles University Education Faculty. Prague, Czech Republic. Accessed: April 15, 2010. From: http://www.deakin.edu.au/dro/view/DU:30008215 Whitelegg, E., and Parry, M. (1999) Real-life contexts for learning physics: meanings, issues and practice. Physics Education 34(2), 68-72.

Saturday, January 18, 2020

Air Traffic Controller

Air Traffic Controller Essay Air Traffic Controller is an occupation were you work with pilots and guide them safely from the time they push back to when they park at the gate. Being an Air Traffic Controller is a difficult job, they have a big responsibility which is to keep everyone safe in the skies. They are responsible for the safety, separation and sequencing of aircraft. I was told that in the tower that this is a job where you have to be alert to all of the surroundings, weather and pilots doing what they are supposed to be doing. This job is not like some people say it is.It’s not easy; this job takes a lot of training and a lot of patience with the pilots. In ATC you have three positions: the first is â€Å"Clearance Delivery† is when the pilot calls the tower to request his clearance to their destination. The pilot calls clearance and he’d say the type of aircraft they are flying, were his parked at and their destination. For example: â€Å"Vieques 89 2 requesting clearance to Boriquen† then the controller tells the pilot: â€Å"Vieques 892 you are cleared to Boriquen via the assigned route and gives them an assigned transponder code. The Boriquen airport is the name for Aguadilla airport or in the aviation language BQN is the three letter identifier. In Luis Munoz Marin international airport the larger companies like Delta, JetBlue, United and others have a service they pay for. It’s a third party company that gives them the clearance information in a short computer message that is sent to the aircraft when the pilot requests a clearance without ever having to talk to the clearance controller. After this happens the pilots contact ground control. Ground control is one of the most difficult positions in this type of work.Ground control is the controller the pilot calls to ask for their clearance for pushback and taxi. The pilot does this â€Å"Delta 422 requesting clearance to pushback and the gate number they are parked at†, and then the controller tells the pilot â€Å"Delta 422 cleared to push (the direction he is going) and to call when ready to taxi†. Once they are call that they are ready the ground controller will issue instructions on how to get to the runway. Ex â€Å"Taxi to runway 10 via Hotel 6 right turn on Hotel and hold short of runway 10†.Also the controller has the responsibility of sequencing aircraft correctly and all other movements in the FAA controlled areas. Also the controller is responsible for issuing taxi instructions to arriving aircraft as well. For example the pilot calls ground and says: â€Å"Delta 597on H9 Requesting taxi to the gate†, The Ground Controller responds â€Å"Delta 597 take N3 and right on to N to the assigned gate†. Ground control is not an easy job and is not an easy position to train on, this position when you train on it could get a little difficult and busy.But is a process that every controller has to go thr ough because an Air Traffic Controller has to work any of the assigned positions when they receive their certificate, and the next position is Local Tower. Local Tower is when and a pilot calls and request clearance for landing or for takeoff. When they are going to takeoff they call the tower and say: â€Å"Delta 422 holding short of runway 10 ready for takeoff† and then the controller working the tower position will tell the pilot if he is cleared to takeoff â€Å"Delta 422 you are cleared for takeoff† or the controller might say â€Å"Delta 422 line up and wait†.Then when the airplane is out and climbing the tower calls the aircraft and says: â€Å"Delta 422 contact departure†. Tower has the responsibility of every airplane coming in and going out of the airport. Tower has the responsibility of all of the airplanes in their airspace and it’s their responsibility of any aircraft flying around or inside the controlled airspace. This line of work i s not for everybody and the people that currently work them are sometimes stressed and tired.I like this profession because I enjoy working with pilots and the aviation community as a whole. My favorite position is Tower, because I can work with airplanes. I like this position because at times it can get a busy and you have to be on top of everything that is going on. In conclusion all of the positions are good as long as you can do something you love and truly have passion for. The only thing I have to say is I can’t wait to work in ATC.

Friday, January 10, 2020

Coming to America My Personal Story

â€Å"History is something we make together†, Orhan Pamuk once said. It is also something we enjoy together, I would add, because it is often a play of coincidences. Bulgaria is a beautiful country in Europe. The geographical location of Bulgaria is in the South East of Europe on the Balkan Peninsula. It has an interesting geography. It has mountains on the south and the middle and valleys in between. The entire border on the East is constituted by the coastline of the Black Sea. Romania is the border on the North separated by the Danube River.To the West is Serbia and Macedonia, while Greece and Turkey are on the South. After an aborted uprising in 1923, the Bulgarian Communist Party had gone underground and its leaders fled to the Soviet Union. The Bulgarian party was marked by inner turmoil. The German invasion of the Soviet Union in 1941 brought unity among Communists worldwide. In April 1944 the Communist party proclaimed itself the First Bulgarian Partisan Brigade and st arted communicating with the command center in Sofia.The Chavdar brigade became the main arm of the party leaders in Sofia for sabotage, raids, and intimidation around the capital. During the night of September 8, 1944 the current situation led the partisans in capturing without bloodshed, the Ministry of War, arresting the ministers and seizing the communication system. As the partisans became the new militia, its political chief of staff directed the round-up and execution of thousands of enemies of Communism in Bulgaria.According to the official figures, 12,000 of the population were delivered to the people's tribunals, while untold numbers disappeared without a trial. I was born in 1947, the youngest in the family, in the town of Shumen by the seaside on the cost of the Black sea. We had a two story house on the hills. In the winter season the streets were covered with four feet of deep snow. In spring, Lipton trees bloomed with flowers, lining on both sides of the streets. The smell of its fragrance still remains in my memory.In the summer after school, we were vacationing for three months in the beach house by the Black Sea. My father stayed behind to provide for us. Because of his love, goodness and kindness of his heart to our family, he struggled a lot to make up with the new government changes and restrictions. My father studied in France to be a dentist and had a clinic in our town and my mother was a house wife. Dad had a great influence on us as a pro-westerner because of his study abroad, living experience and knowledge of the life outside Bulgarian borders.He told us amazing stories about the free world like Paris, Rome and the life of the Western world of prosperity and freedom. I grew in communist Bulgaria, but we were Armenian by nationality, because our grandparents came from Turkey as refugees in 1914, when Turks occupied Armenian land. They started their new life in Bulgaria. Communist Bulgaria and Soviet Union became very close. The emerg ence of Nikita Khrushchev as the leader of the Soviet Union replaced Joseph Stalin. After those changes life in Bulgaria became worse, bad economy, no food, no housing, and corruption followed.Only the members of the communist party were privileged! Everyone lost their businesses and personal property because the Government took over. Our house was also nationalized. I graduated high school in December 1965, I could not further my education because my father applied for a refugee visa so that we can leave the country and move away from this difficult and corrupted life. The Government refused to give us a visa for the next five years! Instead they ask me to go to serve in the military for the next two years.I was in the army during the conflict with neighboring Hungary and there were few major crises during my stay in the army. I completed my military service in the Bulgarian army and started going to college for my higher education. I also wanted to be a dentist and a dental techni cian like my father. At the same time our family was hoping that sooner or later the Bulgarian communist party will permit us to leave the country. During his lengthy reign, the President Zhivkov's main policy was to follow the Soviet model. He often stated that loyalty to the Soviet Union was a test of Bulgarian patriotism.He pursued increasing integration with the Soviet economy and resisted the economic experimentation of neighboring Hungary. In cultural affairs he bought off the creative intelligentsia to head off dissent. There were few major crises during his time in power except for one military plot, several instances of terrorism, and occasional outbursts of dissent. Bulgaria's economic advancement during the era came to an end in the 1980s, and the collapse of the Communist system in Eastern Europe marked a turning point for the country's development.In 1990 elections, the Communist Party renamed the Bulgarian Socialist Party and remained in power. A series of crises in th e 1990s left much of Bulgaria's industry and agriculture in shambles. I personally followed politics, economy and finance. Bulgaria joined NATO (North Atlantic Treaty Organization) in 2004 and the European Union in 2007. We had no hope until the ANCA (The Armenian National Committee of America), the largest and most influential Armenian American grassroots organization helped the Armenian community.ANCA was working in coordination with a network of offices, chapters and supporters throughout the United States and affiliated organizations around the world, such as The United Nation, to help Armenian families leave all communist countries around the world to get freedom, destining America. In 1948, the United Nations adopted the Universal Declaration of Human Rights, Article 14, which declares, â€Å"Everyone has the right to seek and to enjoy in other countries asylum from persecution. † I was sad that I was leaving the place where I was born, but inside in my heart I was feel ing happy for the new life that I will face soon.Finally we received our visas to leave the country. In order to reach our destination which was the United States, we had to stop in the city of Beirut, Lebanon as a refugee in 1968 and then we flew to our final destination which was New York in December, 1969. New York is an amazing city, no wonder everyone talks about New York. It is one of the most agglomerations in the world at the center of the Metropolitan Area. New Yorker’s called us rubber necks looking always up at the tall skyscrapers.We stayed for some time in New York, but we had to move to Los Angeles where our friends from back home started their life from zero. Our family had to do the same. Life for us was very difficult at the beginning especially for my parents starting at sixty; they had to start all over, building a new life. We lost everything, we had to learn English, find work, go to school at night, and find new friends and neighbors. Refugees or familie s like us really struggled a lot in the beginning. It took us many years to forget the difficulties, the hard work, pain and suffering.Unfortunately, I lost my parents in the first three years of my stay in the United States; they could not take the pressures of the new life. Even though it was difficult for them, they were happy they came, so that we could build our life in this free democratic capitalism. This country is a political, economic, and social system and ideology based on a tripartite arrangement of a market-based, economy based predominantly on a democratic policy, economic incentives through free markets, fiscal responsibility and a liberal moral-cultural system which encourages pluralism.This economic system supports a capitalist free market economy subject to control by a democratic political system that is supported by the majority. I am happy today with my lovely family, my wife and two boys. My older son is following the dental profession, and my younger son grad uated medicine becoming a surgeon. I am still following politics, economy and finance. In 2000 I became a Financial Advisor for WFG. And in 2004 I became a real estate agent and a Broker. Today I am back to school taking classes at an online university for pre-law and I completed my LAVC (Los Angeles Valley College) for Paralegal degree.

Thursday, January 2, 2020

The Lamb And The Tyger Essay - 1931 Words

Derrick Warren English 102 Professor. Scott McWaters Research paper (Title later) 11/19/15 (Rough Draft) Research Paper (The Lamb and The Tyger; Creativity) When reading the poem, The Lamb and The Tyger written by William Blake, it was extremely confusing as the reader has no idea what Blake is talking about without doing further research. As the reader begins to research more about the author and the poem itself, the reader will come to find out that the poem was a part of one of William Blake’s larger works entitled Songs of Innocence. It will begin to become clear to the reader very soon after reading the poem, why a poem like the Lamb would be in such a work. The poem the Lamb is all about God. It poses the difficult yet simple†¦show more content†¦When something, anything is created nobody knows what it will become. On January 20th, 1892 in Springfield, Massachusetts the game of basketball was born. Dr. James Naismith would be credited for creating the game of basketball during the winter months at a local YMCA. The game consisted of thirteen rules, nine of which are still in existence today. The final score of the first game was 1-0 with William Chase being credited with the first ever basket. There is no way anybody could tell that when Dr. Naismith created the game of basketball he thought it would turn into the game it is today. The game of basketball is pure representation of the lamb as the game was created from one man to give another man or woman something to do in his or her free time. The game was not created out of greed or jealousy it was purely for fun and something to do. The game of basketball is also the definition of creativity as the game continues to get more creative each and every day with players now going from just passing the ball to dribbling, shooting three point shots, and even dunks. When the game of basketball was in its earliest stages, there wasn’t even a such thing as a basketball. It doesn’t get much more creative than that. The first ever basketball was a soccer ball because Dr. Naismith did not even have enough money to create a new ball. It wouldn’t be until two whole years later that the basketball was created. In the first ever basketball game eighteen playersShow MoreRelatedThe Lamb and the Tyger Essay1437 Words   |  6 PagesThe Tyger and The Lamb by William Blake, written in 1794 included both of these poems in his collection Songs of Innocence and Song of Experience, takes readers on a journey of faith. Through a cycle of unanswered questions, William Blake motivates the readers to question God. These two poems are meant to be interpreted in a comparison and contrast. They share two different perspectives, those being innocence and experience. To Blake, innocence is not better than experience. Both states haveRead MoreThe Lamb and The Tyger Essay955 Words   |  4 PagesThe Lamb and The Tyger In the poems The Lamb and The Tyger, William Blake uses symbolism, tone, and rhyme to advance the theme that God can create good and bad creatures. The poem The Lamb was in Blakes Songs of Innocence, which was published in 1789. The Tyger, in his Songs of Experience, was published in 1794. In these contrasting poems he shows symbols of what he calls the two contrary states of the human soul (Shilstone 1). In The Lamb, Blake uses the symbol of theRead More Comparing The Lamb and The Tyger by William Blake Essay1458 Words   |  6 PagesComparing The Lamb and The Tyger by William Blake This essay will focus on the enchanting poem, The Lamb which is taken from the Songs of Innocence which will be compared and contrasted with the mysterious poem, The Tyger, which is taken from the Songs of Experience. 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His next poem The Chimney Sweeper has many hidden meaning within his poem about his views on society. Then he goes on in his poem titled Infant Sorrow to reveal his thoughts on non-conformists. William Blake makes a different criticism of society in his four poems The Lamb, The Tyger, The Chimney Sweeper and Infant Sorrow. Read MoreEssay about Analysis of â€Å"the Tyger† and â€Å"the Lamb†1290 Words   |  6 PagesIn â€Å"The Tyger,† William Blake explains that there is more that meets the eye when one examines the Creator and his creation, the tiger. The character is never defined. All throughout the poem the character questions the Creator of the tiger to determine if the Creator is demonic or godlike. The poem reflects mainly the character’s reaction to the tiger, rather than the tiger ‘s reaction to the world. The character is inquiring about the location of the Creator of the tiger when he says, â€Å" In whatRead More Comparison of the Poems The Tyger and The Lamb Essay1217 Words   |  5 PagesComparison of the Poems The Tyger and The Lamb In William Blake’s Songs of Innocence and Experience we are confronted with a powerful juxtaposition of nature. The innocuous ‘lamb’ and the ferocious ‘Tyger’ are designed to be interpreted in comparison with each other. Both creatures innovatively define childhood, they provide a contrast between youthful innocence and the experience of age contaminating it. ‘The Lamb’ is simplistic in vocabulary and style, Blake uses childish repetitionsRead MoreThe Lamb and The Tyger by William Blake Essay1758 Words   |  8 Pagesreligion, Blake seems to contradict himself in his own writing and, therefore, sparks questions in the readers’ minds on specific subjects. Two of his poems in particular have been widely critiqued and viewed in various lights. â€Å"The Tyger,† written in 1774, and â€Å"The Lamb,† written five years later in 1789, are considered companion poems due to their similar humanistic topic and stark differences of each other. Through the use of specific titillation and use of rhetorical questioning, Blake sets upRead MoreEssay Comparing the Lamb and the Tyger in In Songs of Innocence592 Words   |  3 PagesComparing the Lamb and the Tyger in In Songs of Innocence Children embody the very essence of innocence. They see the world through virgin eyes, hear life with fresh ears and create the world with a simple mind and pure heart. It is about the only time in a persons life when the weight of sin, corruption, egotism, and hatred are not blurring their vision and thoughts. It is the only time a person is completely free. But this state of innocence becomes separated and exiled once experience