Biochemistry

The first semester of the two part series covers the topics chemistry, histology, genetics and inheritance, and the integument, skeletal, muscular, digestive, and reproductive systems. General objectives: 1. To discuss a basic understanding and working knowledge of the human body. 2. To outline the concepts of homeostasis and interdependence of all body systems. 3. To provide an Introduction to the disruption of homeostasis (pathology) as contrasted with normal processes, particularly as they apply to the allied health occupations.Course learning outcomes: As part of the requirements of accreditation Course Learning Outcomes (COOL) have been developed that represent examples of capstone outcomes that each course of Anatomy and Physiology 101 needs to become skilled at and evaluated in a standardized format. The three CLOSE for this class are listed below. You will have a test on these as either a quiz during the semester or as part of the comprehensive examination. SKIN, MUSCLES, DIG ESTION 1 . Describe the typical anatomy and physiology of the Integument (skin) Including epidermal derivative, sensory receptors, and appropriate glands. . Describe the anatomy and physiology muscle contraction including the events in the excitation and contraction coupling of skeletal muscle. 3. Outline the events of the digestion of a cheeseburger including the mechanical and chemical modes of digestion and the various means of absorption within the gut for the various nutrients Included. Master (102) Recommended preparation: High school or college biology and/or chemistry are strongly recommended. Format: Classes meet two days per week. One and one half hours of theory (lecture) followed by three hours of laboratory.A. Be prepared for a short quiz every Monday that will typically cover the previous weeks' lecture material. These will start at the beginning or end of class so it will be important to be in class on time and remain for the entire period. B. During the semester ther e will be at least four midterm examinations. C. A comprehensive final examination will be given n the last day of class and is a requirement to receive a passing grade. D. Please read over the textbook and lab assignments BEFORE coming to class.Several laboratory sessions will involve the study and use of cadavers and preserved specimens. Students not wishing to work with these specimens for ethical or health concerns should contact the instructor so an alternative assignment can be determined. Attendance: If you cannot make it to class, it is your responsibility to check which assignments are due when returning back to class. Exchange telephone numbers and use the buddy system. Please do not call or e-mail for an excused absence. All absences hurt your chances of being successful in this fast paced class and the quizzes cannot be made up.If you need to contact me because of extended absence please e-mail me in this regard. Drop Policy: It is the instructor's responsibility to drop students that are a â€Å"no show'. This is accomplished prior to the census date. A â€Å"no show' is someone who never attended a single class session. In addition you will be dropped for excessive absences. Excessive absences are typically more than four class sessions in a row. Exceptions may be made depending on circumstances and the student's chances of being successful.Makeup's and late work: Quizzes cannot be made up. Labs and Tests can be made up at the discretion of the instructor in extenuating circumstances with official documentation (medical note, police report, etc. ) No tests can be made up after two weeks of the initial test date and no make-ups are given during the last two weeks of class. Extra credit: Extra credit may be given at the instructor's discretion Laboratory credit: Lab credit is based solely on the practical exam. There will be 4 racial exams and each exam is worth 10% of your grade.Blackboard material: During the semester there may be extra materia l on blackboard. Be sure to check it regularly. Grading policy: 5 Written Exams (including final) worth 10% each = 50% 10 Quizzes worth 1% each = 10% 4 Lab Practical Exams Worth 10% each = 40% The point percentage for a particular grade is as follows: â€Å"D† Grade—- â€Å"F† Grade———-less than 60% â€Å"C† Grade———– 70-79% The grade of â€Å"F† is given to a student who obtains less than 60% of the points possible in class and/or is found cheating in class.See Policy) The grade of â€Å"D† is given to those students who satisfactorily obtained at least 60% of all the points possible in class. The grade of â€Å"C† is given to the student who can assimilate the lecture and lab material and is able to obtain 70% of all the points possible in class. The grade of â€Å"B† is given to the student, who in addition to fulfilling 80% of the previous objectives, is also able to display that he or she can satisfactorily answer questions beyond those discussed in lecture material. Other sources of information include the textbook and blackboard reading recommendations.The grade of â€Å"A† is given to the student who fulfills the previous objectives and is also able to integrate information to solve novel situations thereby clearly demonstrating the concept of critical thinking. Cheating policy: Cheating is any activity that gives an unfair advantage to a particular student. These activities include but are not limited to: using notes or books on examinations of any kind, looking at or copying someone else's paper, changing graded papers for credit, not putting â€Å"late† on papers requiring that designation, or falsifying documents.If someone is caught cheating, he r she will receive an automatic zero for whatever work was being completed. A report called the â€Å"Violation: Student Code of Conduct† will be generated within 5 days of the inci dent . If a student is caught cheating a second time the student will receive an â€Å"F† in the class. This report is electronically submitted to Dean Patrick Springer. He will contact you and explain the actions decided at that point in time. I suggest you check the college catalog for the current policy regarding due process and student discipline.Cheating in a flagrant manner may also be exposed to student disciplinary action as warranted. During the test you must not have a cell phone or other electronic device. A device that is within reach and turned on during the test constitutes cheating and you will receive a zero on the test at hand and the appropriate notifications submitted. If you are assigned to a group you may not change your group designation without permission. Non-participation in a group is cheating. It is the responsibility of the group to enforce this and act as professionals. A nonparticipating needs to be informed early on and given an opportunity to c hange.As a last resort it is up to the group to inform me as early as possible where corrective action will take place. Americans with Disabilities Act: Mat. San Action College abides by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973 that prohibits federal and state agencies or programs from discriminating against qualified individuals with disabilities. If you have a documented disability that limits a major life activity which may have some impact on your work in this class and for which you may require accommodations, please see me or Disabled Students Programs and Services.If there is any accommodation that you require prior to being in the program please let me know and I will do my best to accommodate your needs. Safety: Safety is the most important issue in the laboratory. Always work in a safe manner. Many labs deal with sharp objects, flammable material, and toxic or infectious substances. If you are ever in doubt about a procedure, as k, never assume. Note the proper disposal of wastes and the location or the floor. All food items must be in a backpack or on top of or in the refrigerator. Kibbutz's Hot Buttons: 1 . Eating or drinking in class.Please keep your food stored in your backpack or the refrigerator in the classroom. Every day the refrigerator is cleaned out so that other course sections may have room for their food. You will lose safety percentage points if you have food or food containers on the floor or under the cabinet. 2. Not putting the microscopes away clean and with the arm facing outwards. 3. Cell phones and pagers that go off during lecture times. Testing during lecture is rude and will not be allowed. 4. Students who ask me if it is okay to leave early. If you want to leave class early you do not need my permission.This is a fundamental difference between high school and college. Also do not ask if you will miss anything. Use the buddy system. 5. Smoking on campus especially near doorways, hal lways, and near the A&P building. If you must destroy your lungs then please walk the short distance to the street sidewalk and please pick up your butts. Privacy: Students have a right to privacy. Anyone not wanting their papers to be returned in the out box can get their papers returned to them in person during the office hours directly following the class. Final comment: I wish all of you the best of earning.To learn how your own body works can be very interesting. It is unfortunate that all of these rules must be spelled out. It is a sign of the times but is still not representative of how the class functions. In large part students accommodate to the rules and procedures and the class in general runs smoothly without incidents. For those of you that have taken the time to read this syllabus you will be rewarded. The first quiz will contain questions regarding its content. In general any material that is handed out should be read and considered â€Å"testable material†.

Unit 3 Quiz

1. Which of the following is not a cost classification? (Points : 2) Mixed Multiple Variable Fixed 2. Which of the following is not a fixed cost? (Points : 2) Direct materials Depreciation Lease charge Property taxes 3. At the break-even point of 2,500 units, variable costs are $55,000, and fixed costs are $32,000. How much is the selling price per unit? (Points : 2) $34. 80 $9. 20 $12. 80 $22. 00 4. The relevant range of activity refers to the (Points : 2) geographical areas where the company plans to operate. activity level where all costs are curvilinear. levels of activity over which the company expects to operate. evel of activity where all costs are constant. 5. A CVP graph does not include a (Points : 2) variable cost line. fixed cost line. sales line. total cost line. 6. Which one of the following is not an assumption of CVP analysis? (Points : 2) All units produced are sold. All costs are variable costs. Sales mix remains constant. The behavior of costs and revenues are line ar within the relevant range. 7. Variable costs for Foley, Inc. are 25% of sales. Its selling price is $80 per unit. If Foley sells one unit more than break-even units, how much will profit increase? (Points : 2) $60. 00 $20. 00 $26. 66 $320. 00 8.Tiny Tots Toys has actual sales of $400,000 and a break-even point of $260,000. How much is its margin of safety ratio? (Points : 2) 35% 65% 154% 53. 8% 9. The following monthly data are available for Wackadoos, Inc. which produces only one product: Selling price per unit, $42; Unit variable expenses, $14; Total fixed expenses, $42,000; Actual sales for the month of June, 4,000 units. How much is the margin of safety for the company for June? (Points : 2) $70,000 $105,000 $63,000 $2,500 10. Hess, Inc. sells a product with a contribution margin of $12 per unit, fixed costs of $74,400, and sales for the current year of $100,000.How much is Hess's break-even point? (Points : 2) 4,600 units $25,600 6,200 units 2,133 units Time Remaining: 43. H ess, Inc. sells a product with a contribution margin of $12 per unit, fixed costs of $74,400, and sales for the current year of $100,000. How much is Hess's break-even point? (Points: 4) 4,600 units $25,600 6,200 units 2,133 units BEP = $74,400/$12 = 6,200 units 46. The following monthly data are available for Wackadoos, Inc. which produces only one product: Selling price per unit, $42; Unit variable expenses, $14; Total fixed expenses, $42,000; Actual sales for the month of June, 4,000 units.How much is the margin of safety for the company for June? (Points: 4) $70,000 $105,000 $63,000 $2,500 UCM = $42 – $14 = $28 BEP = $42,000 / $28 = 1,500 units BEP $ = 1,500 ? $42 = $63,000 Expected Sales $ = $42 ? 4,000 = $168,000 MOS = $105,000 41. Tiny Tots Toys has actual sales of $400,000 and a break-even point of $260,000. How much is its margin of safety ratio? (Points: 4) 35% 65% 154% 53. 8% Margin of Safety = $400,000 – $260,000 = $140,000 Margin of Safety Ratio = $140,000 /$400,000 = 35%

Analysis Of The Book Leave None From The Rwanda Genocide...

After the World War II, the international community vowed ‘never again’ but that promise was never kept. The world experienced a number of conflicts that in total claimed more lives and violated more human rights than the World Wars. The Rwanda genocide was one of the worst of these conflicts that alone claimed the lives of half a million people, displaced many vulnerable families, created an increased number of refugees, and indirectly contributed to two successive multistate wars in the Republic of Congo. ‘Leave none to tell the story: Genocide in Rwanda’ is a book written by Allison Liebhafsky Desforges, a human rights activist, historian and also the author of the book; Defeat is the only bad news: Rwanda under Musinga, 1896–1931. Allison served as the Senior Advisor for the African continent at Human Rights Watch organisation. With the help of a team of researchers, she put together this very detailed and informative account of the genocide in Rwanda. The book ‘Leave none to tell the story: Genocide in Rwanda’ was published by the Human Rights Watch in June, 1999. It gives a detailed account of how events unfolded; arguing that the genocide did not just happen by accident; that it was a very carefully planned operation, throwing light on the failure of the international community to act quickly to stop the gross human rights violations and crimes against humanity; Allison recounted the many opportunities that could have been exploited to prevent or stop the massacre and

Racial And Ethnic Stereotypes That Feed Discrimination

In America’s society, there are millions of immigrants who make up roughly 15 percent of the population. An immigrant is any individual who comes to live in foreign country permanently where they are not originally born. Even though there are such high population rates for legal immigrants, there is still immigrant bashing that occurs. Which consists of immigrants being constantly tormented and belittled because of their ethical background. Alberto G. Mata and Catalina Herrerias describe immigrant bashing and politicians stereotyping within their story. For instance, the authors explain in depth how politicians â€Å"use racial and ethnic groups to win electoral races, and promote racial and ethnic stereotypes that feed discrimination. (Coramae†¦show more content†¦(Coramae R. Mann, 2006)† The members were also concerned about keeping America the way in which they believe it should stay. Nonetheless the fact that America was home to numerous languages before t he Europeans settlers arrived. Which is why I can’t help but to think, about how the English Only Movement must have been filled with members who couldn’t accept change and refused to compromise. Individuals who were egotistical and self-centered, who would not accept America today, since we have more than one primary language. For instance, when you are using a debit card machine it will prompt you to choose English or Spanish, back in the times of the English Only Movement that would not have been an option. I’m personally glad this is an option now because it is needed to help cater to both the English-speaking Americans and the Spanish speaking Americans. Shortly after the U.S English Only Movement, the Proposition 187 Fiscal Crisis, Illegal Aliens and Public Service was created. Which required â€Å"schools, health centers, and social service agencies to report suspected illegal immigrants and their children to state and federal authorities. (Coramae R. Ma nn, 2006)† These methods were designed to keep illegal immigrants from migrating over the boards, and politicians use it for their in advantage. In the year 1994 GovernorShow MoreRelatedStereotypes Against Asian-Americans1464 Words   |  6 PagesStereotypes Against Asian-Americans The concept of stereotype is defined as â€Å"a belief that associates a group of people with certain traits† (Kassin, Fein, Markus et al., 2008, p. 133), which can influence a person’s thinking process and perception of others as well as the world. Stereotypes are related to other concepts, such as prejudice and discrimination, which strengthen the distortion of people’s reality. 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Jean Joseph Paul Yves Roch Gilbert Motier - 882 Words

Marquis de Lafayette At age nineteen, Marie Joseph Paul Yves Roch Gilbert Motier, commonly known as Marquis de Lafayette, abandoned his high social class in France and became a major General in the United States continental army. Lafayette had developed a strong relationship with George Washington, creating a friendship that would last a lifetime. He undeniably was a key component in securing the victory of the American Revolution. Marquis de Lafayette was one of the most successful leaders during the American Revolutionary War. Not long after coming to America, Lafayette was commissioned a Major General in the Continental Army and began a close relationship with George Washington. His loyalty to Washington was a factor that helped†¦show more content†¦His parents died at a young age, therefore he was forced to take care of himself. He was born into a family of military lineage, so at age 14 he joined the royal army, gaining not only military experience but also recognition. He married into a wealthy family in 1773, marrying Marie Adrienne Francoise de Noailles (Biography.com â€Å"Marquis de Lafayette†). This also helped him climb the social class ladder and become highly enough recognized to later convince the French government to send military aid to the United States. Lafayette had done an extraordinary job at persuading the French government to send aid to the United States continental army. â€Å"By 1777 they had negotiated approximately $2 million (about $35 million in 2013 dollars) in loans from France. As early as 1775 the French government began shipping arms and money to colonial rebels through dummy corporations created to hide the source of the gifts from the British.† (European Loans during the American Revolution†). This aid was vital to winning the revolution, Lafayette taking credit for being responsible for the aid makes him an even more successful leader. Lafayette’s first battle in the American Revolution was the Battle of Brandywine in September of 1777 (Biography.com â€Å"Marquis de Lafayette†). This battle highlighted his leadership skills greatly and proved he put his men above himself. Lafayette was

Security of ENISA Threat Landscape 2014

Question: Discuss about the Security of ENISA Threat Landscape 2014. Answer: Introduction ENISA (European Union Agency for Network and Information Security) is the leading center that provides recommendations as well as suggests effective practices with the help of expertise advises for reducing the impact of information security threats. This report is encompassing various strategies for combining threats and social hacking measures that are harmful for information system. This guidance provided in this report elaborates strategies that are helping in improving ETL process within organizations. This case study considers the most effective challenges for ENISA. Description of the Case Study According to the ENISA threat landscape report, it is nothing but the research outcomes of 12 months study about the threat landscape within the center (ENISA Threat Landscape 2014 ENISA, 2017). This case study is main encompassing the information about the information security threats and other important aspects going on within the organization. In addition to this, the description about the ETL 2014, include several kinds of cyber threats that involves various security threat properties within this discussion. The ETL 2014 is helpful in identifying the knowledge transfers and findings about these information security threats found during the research. Identification of Strategy for Insider Threats Periodic risk assessment: Risk assessment is important in order to be aware of the threats and information security threats involved within the information system. This process of risks assessment helps the organizations and other users in identifying the flaws of the system. Training awareness to employees: Training awareness program involves providences of guideline to the employees in order to manage the information system in an effective way (Amin et al., 2013). Separation of duties and least privilege: Information system heads are always responsible for managing the information within the organization (Cavelty, 2014). Therefore, their responsibilities should be maintained with respect to infrastructure. Strict passwords and account management policies: Strict passwords and setting involves high quality infrastructure that offers the user secured set up for managing information system architecture. Online checks against employee activities: Monitoring online actions are helpful in operating malicious threats that are implemented by the employees within the information system of the organization (Dunn Cavelty, 2013). Significant Threats and their Causes In the contemporary times, the threats of the information system are increasing day by day. These threats are randomly increasing as the information leakages involved in organizational information system are increasing due to various reasons (Fischer et al., 2014). There are various segments that incorporate information threats within the system architecture. These are mobile computing, virtualization of network, cyber operations etc. According to the surveys done on the information security threats, 2012 is found to be the most impactful year related to the cyber and information security threats (Holm et al., 2013). Information leakage is being considered as the most effective cause behind the information security threats. Discussion on Key Threat agents There are various kinds of threats agents available in the information systems. According to the ENISA threat landscape, some of the important Key Threat agents are being elaborated in this part of the report: Cybercriminals: Cybercriminal are categorized as the generalization of all the hackers and other people those are involved in violating information security. Online Social Hackers: Online social hackers are responsible for making activities viral. These kinds of people introduce various threats and hacking activities (ENISA Threat Landscape 2014 ENISA, 2017). Hacktivists: Hacktivist are that people those are responsible for managing all kinds of hacking activities within any server or information system. Script Kiddies: This target group is consisting of the young individuals those are thrilled about the achievements (ENISA Threat Landscape 2014 ENISA, 2017). These people are always present on every individual system architecture of the information system. Cyber terrorists: Cyber terrorists are those people who are responsible for making cyber attacks viral and effective to the society. Impact minimizing process of threats Monitoring plan: Monitoring plan helps the cyber security officers to check the impact of security threats within organization. Controlling plans: Controlling plan of security threats and information security challenges helps the information security officers in identifying the issues (JooBeom et al., 2014). Review collections: Review collection helps the CIOs to identify the impact and crucial effects of information security threats. Summary on Social Hacking Issues Social hacking issues are nothing but the attempt of manipulating the social behaviors with the help of orchestrated actions. The main issues associated with the social hacking concerns about the violation of permission within any personal information (Luiijf et al., 2013). Social hacking attacks are introduced by impersonating with individual groups of people. These people are indirectly or directly involved with the hackers. This is mainly done in order to make plan about confidence of victims. Social hacker presents position of the authority within the domain of hacking (Mansfield et al., 2013). Social engineers are mainly responsible for introducing social hacking activities within information systems. Social media is completely affected by this activity. Explanation of threat probabilities In accordance with the ENISA threat probability analysis, it is found that there are changes identified in the year of 2014 in comparison with the year 2013. According to the threat probability analysis within these two years, the top threat in the year of 2013 Drive by Downloads is not the top threat in the year of 2014 (ENISA Threat Landscape 2014 ENISA, 2017). This threat has diminished value in the next year. The figure bellow is showing the reduced and increased probability of some considered threats involved in ENISA. Improvisation methods for ETL process The ETL process can be improved with the help of utilizing the following process. These are described as follows: Appropriate Analysis: Collection of information must use the appropriate analysis methods for reducing the chances of information threats (Robinson et al., 2013). This helps the information officer in identifying threats and issues involved in ETL process. Identification of issues in terms reduces the threats. Identification of methods for resolving threats: Identification of proper methods for choosing methods of resolving threats are important in order to reduce the impact of these threats. Utilization of effective methods: Effective utilization of identified methods for resolving threats and information security issues introduces effective threat agents (Von Solms Van Niekerk, 2013). Perfect strategies are able to minimize the threats. Discussion on threats that challenges the security system of ENISA According to the case study of ENISA, this is found that Phishing can be identified as the most effective and harmful attacks that is continuously affecting the information system from 2013 to 2014 (ENISA Threat Landscape 2014 ENISA, 2017). This attack has maintained its position list of impactful attacks. Phishing is nothing but such kind of attack that affects user data. This attack reveals personal and company information from users. This threat has ranked in the top ten threats in the list of threats in the year of 2014. Justification of satisfaction of ENISA for their present state in security system There are various reasons behind the satisfaction of ENISA in solving their issues associated with the information security or information system. These are explained in this part: National security formation of ENISA: National security should have to be managed by threat resolving techniques. Sharing practices of information in ENISA: ENISA is satisfied with their strategies as these would not involve security issues within their infrastructure (Wang Lu, 2013). Partnership among public and private departments of ENISA: Information security involves good public and private departments within the system architecture of the center. Conclusion This can be concluded that the threat landscape of ENISA 2014 is including important developments within their infrastructure that encompasses information about various threats. In addition to this, there are several changes that are incorporated within the threat landscape. In addition to this, this report is explaining the various information security threats and their resolution processes. Twelve reports are analyzed before preparing the ENISA Threat Landscape. All of this information is related to cyber security threats and mal-practices. In spite of this, there are various important threats that are impacting on the ENISA. These threats are elaborated in this report. References Amin, S., Litrico, X., Sastry, S., Bayen, A. M. (2013). Cyber security of water SCADA systemspart I: analysis and experimentation of stealthy deception attacks.IEEE Transactions on Control Systems Technology,21(5), 1963-1970. Cavelty, M. D. (2014). Breaking the cyber-security dilemma: Aligning security needs and removing vulnerabilities.Science and engineering ethics,20(3), 701-715. Dunn Cavelty, M. (2013). From Cyber?Bombs to Political Fallout: Threat Representations with an Impact in the Cyber?Security Discourse.International Studies Review,15(1), 105-122. ENISA Threat Landscape 2014 ENISA. (2017).Enisa.europa.eu. Retrieved 6 January 2017, from https://www.enisa.europa.eu/publications/enisa-threat-landscape-2014 Fischer, F., Davey, J., Fuchs, J., Thonnard, O., Kohlhammer, J., Keim, D. A. (2014). A visual analytics field experiment to evaluate alternative visualizations for cyber security applications. InProc. of the EuroVA International Workshop on Visual Analytics. Holm, H., Flores, W. R., Ericsson, G. (2013, October). Cyber security for a Smart Grid-What about phishing?. InIEEE PES ISGT Europe 2013(pp. 1-5). IEEE. JooBeom, Y. U. N., Seung-Hyun, P. A. E. K., Park, I., Lee, E. Y., Sohn, K. W. (2014).U.S. Patent No. 8,839,440. Washington, DC: U.S. Patent and Trademark Office. Luiijf, E., Besseling, K., De Graaf, P. (2013). Nineteen national cyber security strategies.International Journal of Critical Infrastructures 6,9(1-2), 3-31. Mansfield, K., Eveleigh, T., Holzer, T. H., Sarkani, S. (2013, November). Unmanned aerial vehicle smart device ground control station cyber security threat model. InTechnologies for Homeland Security (HST), 2013 IEEE International Conference on(pp. 722-728). IEEE. Robinson, N., Gribbon, L., Horvath, V., Robertson, K. (2013). Cyber-security threat characterisation. Von Solms, R., Van Niekerk, J. (2013). From information security to cyber security.computers security,38, 97-102. Wang, W., Lu, Z. (2013). Cyber security in the Smart Grid: Survey and challenges.Computer Networks,57(5), 1344-1371.

Mid term break by Seamus Heaney and The identification by Roger McGough Essay Example

Mid term break by Seamus Heaney and The identification by Roger McGough Paper In this assignment I will be comparing and contrasting two poems, mid term break by Seamus Heaney and the identification by Roger McGough. Seamus Heaneys poem is auto-biographical and he writes about himself experiencing the reality of death via his younger brother. He describes desctrbes his family suffering from greif and struggling to accept the truth. In the identification Roger to describe what seems to be a single Father identifying the body of a boy believed to be his son, Stephan who has been tragically killed by what is described as an explosion. I will be comparing the similarities and differences of these two gloomy poems by using three topics to organize the comparing. The topics are Subject matter, use of language and poetic technique. Firstly I will be comparing the similarities within both poems. The subject matter between both poems are that they portray family grief for example in mid-term break Seamus describes almost all his family members and neighbors showing signs of grief. His father is described a quite a tough man as it portrays him as always taking funerals in his stride. At this point Seamus is unaware of why he has been pulled out of school but we can gather from the previous quote that he has added all the facts together to realize he has come home for a funeral. His mother is also caught grieving when he describes her holding his hand whilst coughing out angry tearless sighs. This quote suggests two things, firstly it uses the adjective angry which suggests that the Mother may be blaming herself for the loss of her son but the reason for this we are not aware of. We will write a custom essay sample on Mid term break by Seamus Heaney and The identification by Roger McGough specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mid term break by Seamus Heaney and The identification by Roger McGough specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mid term break by Seamus Heaney and The identification by Roger McGough specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Secondly it suggests that in her emotional state she has drained herself emotionally and physically of tears to cry. The family grief in the identification is only portrayed by the father as he is the only person we hear of as it is written in first person, however we are aware his talking to whom is believed to be a pathologist because he asks a series of questions which appear to be answered. I believe that his type of grief is the worst as he has no one to grieve with and is suffering quietly and alone which I believe that in time will take could possibly lead to a decline in the mans health. During the poem the father shows a type of grief through his disbelief that the boy is his son. This is shown by all the questions he asks and which he describes and removing all trace of doubt. In both poems struggling to accept the truth is a big factor as both Seamus (mid-term break) and Stephens Father (the identification) both portray struggling to accept the truth over the death of their loved one. Seamus shows this when he enters his brothers room for the first time after arriving home. The scene is described almost heavenly with snowdrops and candles soothing his brothers bedside. A snow drop is a type of flower which blooms in spring and represents the passing of sorrow which explains why this specific flower is used on this occasion. Seamus describes his brother as almost asleep or ill as his face has become paler and this shows us that Seamus wants to believe that his brother is only asleep and will awake at any moment however this is not going to happen. This is him struggling to accept the truth. He also cannot accept the fact that his brother will never live to celebrate another birthday when he write the very last line A four foot box, a foot for every year. This is a very dramatic as he bluntly buts the facts together it also shows us a twist of fate that the box being the same length as the brothers age. In the identification Stephens father is struggling to accept the truth and this is shown when he asks so many questions and by doing this he is hoping to achieve pulling out every splinter of hope. This shows him hoping to find some evidence that this body is not his son and not wanting to believe the facts he has already been portrayed. The last of the similarities in subject matter is confusion. Seamus portrays confusion when he is brought home from school by his neighbors at an unusual time in the school term, he also not aware of the reason why he has been brought home until the last two stanzas of the poem. He also suffers from confusion when he over hears big Jim Evans saying it was a hard blow Im not certain but I am presuming a lot of questions flooded into his head when he over hears this for example What was a hard blow? In the identification Stephens father gets confused in the first stanza about the color of the boys hair which is black but his sons, Stephens, was fair. It becomes apparent after the father queries this fact it becomes apparent that the explosion that killed the boy would of synched the boys hair and caused it to turn black. He also becomes confused when cigarettes are put before him which were found within this boys pockets. This turns the fathers opinion against this boy being Stephen as he believes that he son would never disobey him. But however he continues to examine the exhibits which force him to believe that this body was the body of his son. The use of language between the two poems are also similar as the both have a non-rhyming structure and would both appeal to the same target audience which in this case would be ranging from mid-teens to adults and they would be able to cope with the high number of grief portrayed in these poems. Children under the age of 12-13 would not have the correct maturity level to read a poem like these and may become upset or overly concerned about the people within the poems. There are no similarities in the poetic techniques used in both poems. The poems also differ in the three topics, subject matter, use of language and poetic technique. In mid-term break Seamus Heaneys little brother we believe was killed in a Road Traffic Accident. We believe this because of what Big Jim Evans says in the second stanza it was a hard blow and the bumper knocked him clear. We know that Seamuss brother must have been killed by a motor vehicle as it suggests in the previous quote the bumper knocked him clear as a bumper is a legal necessity to any car, bus and taxi. In the identification we are led to believe that Stephen was killed in some type of explosion as we find out in the first stanza when he is asking the pathologist about the colour of the boys who is lying before him, hair colour as it does not match to his own sons but he is corrected as the explosion wouldve singed his hair black, the explosion. The way the mourners suffer in both poems also differs in both poems. In mid term break Seamus Heaney suffers alongside his family and neighbors until the last stanza when he finally discovers why he has returned home. This scene is dramatic as it is emotional upsetting as is described well so that the reader can picture themselves in his situation. In the identification Roger describes the father suffering alone as he has no other family member to consolidate with or mourn with. He his not completely on his own though as he has the pathologist with him but he however does not show any reassurance and only answers asked questions. The use of language within both poems also range as they both wrote there poems in a different narrative perspective. Mid-term break is written is first person narrative perspective (me, myself and I). This is used throughout the poem in order to create sympathy for Seamus. This narrative perspective is used to its full extent in the second line of the fifth stanza I saw him this short sentence really hits the reader as this is the first time Seamus actually sees his brother during the poem. This sentence also puts the reader in his position and prepares us for a description of what he is about to see. The identification was written is second person narrative so that you, the reader can see eye to eye with the father of Stephen. He does this so we can feel all the emotions Stephens father goes through. In the last line of the poem the readers becomes emotionally upset as we have already gained sympathy for the father therefore do not want him to go through this experience, like we wouldnt want ourselves to go through it so we hope that he does not suffer the loss in the end, but unfortunately he does Thats our Stephen