Health Problems Among the American Indians and Alaskan Natives Free Essay Example, 1500 words

American Indians and Alaskan Natives individual should be educated regarding the deleterious effects of diabetes and the factors that cause them. They should be informed of how lifestyle changes and eating habits can contribute to the pathogenesis of diabetes. They should be guided about the prospect of bringing positive changes in their lifestyle and how such changes can benefit them in the long run. In addition, they should be educated about handling the various aspects of the disease. Families that are currently experiencing the problem need to be educated about prevention of complications that arise secondary to diabetes. The concerned authorities should take into consideration the fact that the native style of earning a living has been replaced due to numerous modern advancements. The American Indians and Alaskan Natives should be encouraged to adopt professions that demand a high level of physical activity; a change that is likely to decrease fat accumulation in the body and h ence prevent diabetes development. Moreover, the American Indians and Alaskan Natives should be provided ample opportunities to adopt professions with high fiscal yield; improved financial status will allow them to include high-protein, low-fat, low-calorie items in their diet, thereby preventing the individuals from developing diabetes. The health sector of the country should be instructed to develop programs targeted at reducing diabetes incidence among the American Native Indians and Alaskan Natives. We will write a custom essay sample on Health Problems Among the American Indians and Alaskan Natives or any topic specifically for you Only $17.96 $11.86/page

Demonstrative Communication Essay - 937 Words

Demonstrative communication is an important means of transferring information from one person to another, or a group through a means that provides context, tone, and symbolism with brevity and conciseness. People are empathic creatures who communicate through many nonverbal means. Symbols, expressions, vocal intonations and gestures communicate information about the sender’s feelings and opinions on a level that â€Å"fills in the gaps† of mere linguistic transmission. These â€Å"gaps† in information are often layered dimensions of information about the sender’s feelings and opinions that would be too pedantic and time-consuming to relate to a receiver with a limited attention span. The following describes how body language, vocal intonation,†¦show more content†¦The words can be likened to the scenery and chorus, who provide explicit content and context information. The hands can be likened to actors or dancers, who provide implicit information that forms a synergy in the perceptions of the receiver. An orator can instill a sense of comfort in the receiver by keeping their gestures soft and reserved. Open palm gestures can be used to put the receiver at ease, as the open palm tends to say â€Å"I invite you† to them, whereas a pointing, shaking finger might affront the receiver with its threatening movements, which can be likened to a brandished sword or a phallus. Gestures are not always rehearsed and can be analyzed as an indicator of the sincerity of the speaker’s words. Jilted movements that tend to indicate nervousness or an excessive flourish of theatricality tend to put the speaker’s words under the scrutiny of the receiver, who is rendered uncomfortable and suspicious of the sender’s intentions. Vocal intonation is an important means of communicating information between sender and receiver. Humans are empathic creatures. Human brains demonstrate to be â€Å"soft wiring† for empat hy, by mirror neurons, which imbue empathic creatures with the tendency to feel the emotions of other people. Crowds of people tend to be more likely to laugh at the jokes of a comedian than an individual who is told a joke by the same comedian inShow MoreRelatedThe Effects of Demonstrative Communication792 Words   |  4 Pagesworld today. The one way that I really want to look at is the demonstrative communication. This is one type of communication that we all do and have done, but I do not think that people realize just how many aspects there are to demonstrative communication. Demonstrative communication is nonverbal and unwritten communications that involve such aspects of facial expressions, tone of voice and body language. When you think of communication, you automatically think of someone having a verbal conversationRead MoreDemonstrative Communication Essay925 Words   |  4 PagesDemonstrative Communication XXXXXX XXXXXXX BCOM/275 January 16, 2013 Provide examples showing how demonstrative communication can be effective and ineffective, positive and negative, for the sender and receiver. Demonstrative Communication is the process of people’s thoughts and messages of communicating by actively listening in verbal and nonverbal communication. Depending on how a message is communicated, â€Å"can be effective and ineffective, either positive or negative† (Juancho24,Read MoreDemonstrative Communication Paper728 Words   |  3 PagesDemonstrative Communication Paper BCOM/275 Demonstrative Communication Paper â€Å"Demonstrative communication includes nonverbal and unwritten communication and involves such things as facial expressions, tone of voice, and body language.† (University of Phoenix, 2011, Course Syllabus) Demonstrative communication supplements verbal communication in many ways. For example, when a salesman dresses smartly, and presents a friendly attitude he is saying I’m trustworthy and am offering a great dealRead MoreDemonstrative Communication Paper889 Words   |  4 PagesDemonstrative Communication Paper By: MaryLouise Maddox BCOM 275/ Robert J. Mascarenas University of Phoenix Demonstrative communication consists of accepting and sending messages that can be silent; this can help give attention for the start of verbal communication even though a non verbal communication can transmit the message all by itself. An example of this would be facial expressions, which can be used to express most non verbal communications. According to Nayab body language along withRead MoreDemonstrative Communication Essay example725 Words   |  3 PagesRunning Head: Demonstrative Communication Demonstrative Communication Paper Fabiola Nevarez BCOM/275 Demonstrative Communication Paper We all have different ways of expressing how what we are thinking and feeling while communicating with others. We communicate verbally and non-verbally, written or visual. Demonstrative communication is defined as the process of sending and receiving messages and involves, exchanging thoughts, messages or information. One of the most common ways to communicateRead MoreDemonstrative Communication Essay example846 Words   |  4 PagesDemonstrative Communication Sharon Weissman BCOM/275 August 8, 2011 Shalonda Lee Demonstrative Communication is the process of sending and receiving messages. These messages exchange thoughts or information in a verbal or nonverbal, written or visual manner. Verbal communication consists of oral and written messages, where nonverbal communication consist of facial expressions, body posture, eye contact, and or hand gestures. â€Å"Non verbal communication entails communicating by sendingRead MoreBcom 275 Demonstrative Communication Essay740 Words   |  3 PagesDemonstrative Communication There are many levels and moving parts in communication. We rely on both verbal and non-verbal forms of communication in order to send, receive, translate and respond to each other (Cheesebro, O’Connor, Rios, 2010). The spoken or written word only comprises of about 7% of our communication with each other. The other 93% is made up of voice quality and non-verbal communication (Heathfield, 2011). Non-verbal communication or demonstrative communication comes in manyRead MoreBcom 275 Demonstrative Communication Paper733 Words   |  3 PagesDemonstrative Communication Paper BY: Erin Kelly BCOM 275 There are several things that can be said about nonverbal and unwritten communication. When you are talking to someone or someone is talking to you. You can tell a lot about how well the person is listening and understands what you are saying. You can also tell by their body language and facial expressions if they are interested in what you are saying. If you are talking to someone and they are not makingRead MoreOverview of Demonstrative Communication990 Words   |  4 PagesIntroduction Demonstrative communication in basic terms includes both unwritten and nonverbal communication. This text concerns itself with demonstrative communication. In so doing, it will highlight such things as body language, voice tone, facial expressions, etc. Further, the paper will in addition to discussing the effectiveness of demonstrative communication also address how the same involves listening and responding. Communication: A Brief Overview Communication does not have an assignedRead MoreUnderstanding Demonstrative Communication1023 Words   |  4 Pagesï » ¿ Demonstrative communication Communication is the process of sending and receiving messages involving the relay of thoughts, information, or messages. Communication can be undertaken through writing, signals, speech, or behavior. Demonstrative communication entails nonverbal communication that can be done using body posture, gestures, eye contact, or facial expression ADDIN EN.CITE Cheesebro T.2010410(Cheesebro T., OConnor L., Rios F., 2010)4104106Cheesebro T., OConnor L., Rios F., Communicating

Reciprocity in Subordinate Relationships †Free Samples to Students

Question: Discuss about the Reciprocity in Subordinate Relationships. Answer: Introduction The treaty of Waitangi was first signed in 1840 by the British Crown representatives and some M?ori chiefs from New Zealand which resulted with British sovereignty over New Zealand. The treaty represents some principles which the British and the M?ori made an agreement to form a nation of New Zealand (Temm, 1990). The articles of the treaty pointed that the sovereignty of New Zealand would be ceded to Britain, that they would get the right to their land and other resources and the Crown got exclusive rights to buy land and the M?ori given the rights and privileges of British subjects (Burns, 1989). Subsequently, New Zealand became a colony of the Crown. Successive governments alienated the M?ori land and resources without the M?ori consent of compensation. The Waitangi tribunal of 1975 was to investigate accusations by the M?ori against the Crown for breaching the treaty principles and to give recommendations to the government on compensation (Belgrave, 2005). This provided a means o f investigating the grievances against previous government and means of settlement. This paper will discuss the principles of the treaty and how these principles can be applied in the work environment. The Principles of the Treaty There is no one agreed list of the treaty principles. The Waitangi tribunal and the courts identify principles in each case. Some principles developed over the span of time while others are now fully developed yet others regarded as controversial (Hayward, 2012). Various principles have been applied to different situations where claims have been raised. Some of the principles that were developed from the Te Tau Ihu Tribunal as they were seen to be appropriate to the inquiry include partnership, reciprocity, autonomy, active protection, options, mutual benefit, equity, equal treatment and redress (New Zealand Government, 2016). These principles are among which will be discussed in this section and their application at the work place. The treaty implied a partnership would exist between the two parties and each side was expected to act reasonably and in good faith which is a typical obligation in all partnerships (Te Puni, 2002).One obligation to the partnership was the M?ori needed to be consulted to get their informed consent about the correct right holders whenever there was a transaction regarding their land and any other resources. The partners are of equal status and there is need for accountability and compromise in the partnership. Partnerships are reciprocal in nature and usually involve exchange for mutual benefit and advantage. The M?ori had ceded the governance of their country to the Crown in exchange for full authority to their land and people and for protection. They expected settlement of their country to be fair and mutually advantageous to both parties. The Crown was expected to protect the M?ori peoples autonomy as they had guaranteed. This was the ability of the M?ori communities to self govern as was the case over the years. They were supposed to drive their own politics, economic and social activities and to behave according to them. They were supposed to retain their customs and institutions and choose their leaders and determine their land issues. The Crown had a duty to protect the M?ori people and their land and all other resources. This requires the full consultation with the people and fair process by the Crown and decision making by the people whose interests were being protected. The M?ori were promised protection of their rights and their interests at the time of the treaty which was meant to secure their acceptance of the treaty. The Crown had an obligation to protect the M?ori in retention of their tribal authority in their community affairs and to live according to their culture (Te Puni, 2002). It was envisaged in the treaty that there would be two sets of people in New Zealand each with their own laws and customers to govern them with an interface governed by mutual respect and partnership. M?oris laws were guaranteed in the treaty and protected and they were to have choices in the new community. They were to continue with their traditional way of life or to adapt to the developing new society or to choose to combine the two worlds without coersion. The two parties to the treaty were expected to benefit from it and the needs of both groups of people needed to be provided for and that sometimes there needed to be compromise to achieve this objective (Te Puni, 2002). The two groups of people, the settlers and the M?ori people, were supposed to retain or obtain resources to help them develop in the new nation they were sharing. The M?ori who sold their land were to have more value in what they retained to ensure they got full benefits from the settlement. The settlement was thus supposed to be of mutual benefit to both groups of people and thus they were supposed to retain sufficient land and resources to achieve this. The Crown was expected to act fairly in the protection of interests of both the settlers and the M?ori people. The settlers interest were not supposed to be given priority over those of the M?ori. The M?ori were not supposed to be disadvantaged but if this were to be the principle of equity required that there were active measures that were put in place to address the disadvantages and restore balance. This principle required the Crown to treat all the M?ori groups fairly and equally and not favor one over the other. None of the groups was supposed to be treated with unfair advantage over the others. Their circumstances, their interest and their rights were broadly the same and thus were to get equal treatment. In case the Crown was in breach of any of these principles of the treaty and the M?ori people were found to have suffered prejudice, then the Crown had a duty to correct the matter. The Crown is expected to take action to restore its honor and integrity and the dignity and status of the M?ori people. Past wrongs would definitely lead to redress and the Crown is expected to restore remedy and resolve any breaches to the treaty. This would include compromise from both sides and ensure no new inequities were created. Reconciliation was required for adequate redress and to enable the M?ori people restored themselves as people and thereafter commit and adhere to the treaty of Waitangi. Treaty Principles Application at Work Partnership is a critical element of labor and employment policies considered by government, employers and also by trade unions with a growing interest and attention in it (Guest Peccei, 2001). At the work place, this principle can be cultivated by encouraging employee consultation, involvement and participation in the day to day organization activities. The individual employee contribution should be valued and their interests are met by encouraging them to make decisions concerning issues that relate to their work. Reciprocity is especially important in managerial relationships and also between members and leaders. It relates to the outcomes at work whether they are positive or negative in manger subordinate relationships. It relates to the obligation that people at work will have based on past behavior (Uhl-Bien Maslyn, 2003). It is therefore important that employees feel treated well at work so that they can have positive reciprocity. If they feel the treatment is not good it might result in negative reciprocity. An organization also needs to have proper guidance on how to handle negative reciprocity as it affects productivity. Individual autonomy combined with low levels of monitoring might lead to low performance. However, higher trust leads to higher team performance when individual autonomy is lower (Langfred, 2004). This principle can lead to increased work performance when individuals and teams are trusted to do their work and enhanced with moderated mediating role. Individuals should be given autonomy but monitored so that performance is not affected negatively and motivation continues to increase. Active protection of employees rights and interest at work should be encouraged so that employees feel valued and safe at work. This requires proper consultation of the employees and fair consideration of what they provide as important for them to be highly productive. The employees also need to feel protected from any kind of unfair practices in the course of their work. They need to be educated on the methods of seeking for fairness in all activities. Having options at work might lead to having motivated employees hence high productivity. Employees should have choices in some element of their work so that they feel valued. An organization may for example allow people to work from home on some of the days if they choose to as long as they deliver on their work. They may also be allowed flexible working hours depending on what works better for them. Even on matters that regards benefits at work, a company may have different packages so that each chooses what works best for their stage in life. Mutual benefit principle requires that employees as individuals and also through their representatives work with management and devise the mutual benefits which relate to their work for example job security, flexibility or performance. If the employee initiatives are to be successful, then the human resource practices need to be progressive and effective (Guest Peccei, 2001). An organization needs to focus on the shared interests and goals of the two parties considering they could other different interests. The policies and practices need to promote the mutual benefit of both employer and employees. Equity at the work place may lead to reduce turnover, increase employee commitment and increase employees ideas that enhance productivity and quality. Traditionally the focus was on efficiency and this needs to be balanced with equity or fair treatment and a chance to have meaningful contribution in decision making (Budd, 2004). Organizations need to have policies that ensure that there are fair practices and that employees are treated fairly. This is especially important when handling grievances where employees need to feel their issues are fairly considered. This may lead to increased commitment and productivity. The equal treatment principle at work implies that nobody enjoys fewer opportunities or rights that another person. Employees should not just feel that they are treated equally but there should be policies and actions that do not discriminate people based on ethnic, gender or any other circumstances (Rees, 2006). If an organization has any existing inequalities that have discriminated against minority groups, appropriate actions need to be taken to correct this. This may include training of minority groups so that they may be accommodated in the roles at work. Redress at work may refer to any third party interventions that may involve either financial or non financial compensation for employees who feel they were disadvantaged Work place bullying or unfairness makes employees likely to experience stress or other physical and psychological problems and other economic consequences like sick leaves, transfers, and layoffs and are often targeted for employment termination (Meglich-Sespico, Farley, 2007). Organizations need to have methods of redress so that they do not suffer the consequences of employees being absent from work, high turnover, low morale and even filing for legal redress which might lead to financial losses in compensation. Appropriate procedures for redress need to be put in place and made known to employees before negative consequences. Conclusion In conclusion, the principles from Waitangi treaty have been incorporated in the work environment for better work relationships and enhanced productivity. This paper has discussed some of the principles and ways in which they can be applied in the work place. The work place is about partnership and these principles can be used to guide how this partnership can be enhanced by fair treatment and consultation of employees in decision making for mutual benefit. The employees also need to feel protected in their work and given options and be trusted to deliver in their roles. In case of breach of the employment contract, there needs a proper mechanism for seeking redress and restoring the partnership. References Belgrave, M. (2005). Historical Frictions: M?ori Claims and Reinvented Histories, Auckland. Budd, J. (2004). Employment with a Human Face: Balancing Efficiency, Equity, and Voice. ILR Press. Burns, P. (1989).Fatal Success: A History of the New Zealand Company. Heinemann Reed. p.153 Guest, D. and Peccei, R. (2001). Partnership at Work: Mutuality and the Balance of Advantage. British Journal of Industrial Relations 39:2, 0007-1080 pp. 207-236. Hayward, J. (2012). Principles of the Treaty of Waitangi ng? m?t?pono o te tiriti - What are the treaty principles?, Te Ara - the Encyclopedia of New Zealand. Accessed October 5, 2017 from: https://www.TeAra.govt.nz/en/principles-of-the-treaty-of-waitangi-nga-matapono-o-te-tiriti/page-1 Langfred, C. (2004). Too Much of a Good Thing? Negative Effects of High Trust and Individual Autonomy in Self-Managing Teams. Academy of Management Journal: vol. 47no. 3, p385-399. Meglich-Sespico, P. Farley,R. (2007). Relief and Redress for Targets of Workplace Bullying. Springer New Zealand Government. (2016). The Waitangi Tribunal and Treaty principles. Accessed October 5, 2017 from: https://www.waitangitribunal.govt.nz/treaty-of-waitangi/principles-of-the-treaty/ Rees, T. (2006). Mainstreaming Equality in the European Union. Education, Training and Labor Market Policies. London: Routledge. Temm, P. (1990). The Waitangi Tribunal: The Conscience of the Nation, Auckland. Te Puni K?kiri. (2002).He Tirohanga ? Kawa ki te Tiriti o Waitangi: A Guide to the Principles of the Treaty of Waitangi as expressed by the Courts and the Waitangi Tribunal. Te Puni K?kiri: Wellington. Uhl-Bien, M. Maslyn, J. (2003). Reciprocity in Manager-Subordinate Relationships: Components, Configurations, and Outcomes. Management Department Faculty Publications. 13.

Upon the Burning of Our House Essay Example

Upon the Burning of Our House Paper Upon the Burning of Our House by Anne Bradstreet LITERARY FOCUS: THE PLAIN STYLE The Puritans favored â€Å"plainness† in all things: in dress, in the architecture and design of their churches, in their forms of worship, and in language. Unlike the ornate â€Å"high style† popular in England at the time, the Puritan plain style used simple sentences and common words from everyday speech. The plain style contained few or no classical allusions, Latin quotations, or elaborate figures of speech. The plain style, Puritans felt, was much more effective in revealing God’s truth than the ornate style. Despite the fact that the style used by Puritan writers now seems hard to read, it was considered simple and direct in the 1600s. Although Anne Bradstreet’s â€Å"Upon the Burning of Our House† contains some figurative language, it is a good example of the plain style. REVIEW SKILLS As you read â€Å"Upon the Burning of Our House,† notice the way the following literary devices are used. RHYME The repetition of vowel sounds in accented syllables and all syllables following. METER A pattern of stressed and unstressed syllables. Make It Plain In the left column of the chart below are two descriptions of everyday objects written in an ornate style. We will write a custom essay sample on Upon the Burning of Our House specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Upon the Burning of Our House specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Upon the Burning of Our House specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Rewrite each description in plain style_as a Puritan might have. Copyright  © by Holt, Rinehart and Winston. All rights reserved. Ornate Style Shabby but beloved, my shoes house my feet as they carry me from place to place. The pen spills ink-blood as it brings words to life. Plain Style READING SKILLS: ANALYZING TEXT STRUCTURES â€Å"Upon the Burning of Our House† is filled with inversions. In an inversion, sentences are not written in normal word order. For example, Bradstreet writes â€Å"I wakened was with thund’ring noise† instead of â€Å"I was wakened with thund’ring noise. Inversion is often used to make a poem’s rhyme scheme work out or to maintain a fixed meter. Literary Skills Understand the characteristics of plain style. Reading Skills Understand the use of inversion. Review Skills Understand rhyme and meter. Use the Skill As you read Anne Bradstreet’s poem, underline the places you find inversion. Here Follow Some Verses upon the Burning of Our House, July 10, 1666 15 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 Anne Bradstreet In silent night when rest I took Circle the inversions you find in lines 1-4. For sorrow near I did not look I wakened was with thund’ring noise And piteous shrieks of dreadful voice. 5 That fearful sound of â€Å"Fire! † and â€Å"Fire! † Let no man know is my desire. I, starting up, the light did spy, And to my God my heart did cry To strengthen me in my distress What is the speaker doing in lines 11-12? 10 And not to leave me succorless. 1 Then, coming out, beheld a space The flame consume my dwelling place. And when I could no longer look, I blest His name that gave and took,2 Copyright  © by Holt, Rinehart and Winston. All rights reserved. 15 That laid my goods now in the dust. Yea, so it was, and so ’twas just. It was His own, it was not mine, Far be it that I should repine; He might of all justly bereft In lines 16-17, why does the speaker say that the fire was â€Å"just? † 20 But yet sufficient for us left. When by the ruins oft I past My sorrowing eyes aside did cast, And here and there the places spy Where oft I sat and long did lie: 1. succorless (sukv? r  · lis) adj. : without aid or assistance; helpless. 2. that gave and took: allusion to Job 1:21, â€Å"The Lord gave, and the Lord hath taken away; blessed be the name of the Lord. † 16 Part 1 Collection 1: Encounters and Foundations to 1800 25 Here stood that trunk, and there that chest, There lay that store I counted best. My pleasant things in ashes lie, And them behold no more shall I. Under thy roof no guest shall sit, What is the â€Å"house on high erect† described in lines 43-46? 30 Nor at thy table eat a bit. No pleasant tale shall e’er be told, Nor things recounted done of old. No candle e’er shall shine in thee, Nor bridegroom’s voice e’er heard shall be. 35 In silence ever shall thou lie, Adieu, Adieu, all’s vanity. Then straight I ’gin my heart to chide, And did thy wealth on earth abide? Didst fix thy hope on mold’ring dust? In line 44, who is the â€Å"mighty Architect†? 40 The arm of flesh didst make thy trust? Raise up thy thoughts above the sky That dunghill mists away may fly. Thou hast an house on high erect, Framed by that mighty Architect, Practice reading the boxed passage aloud. As you read the first time, notice the rhymes and strong meter. On your next readings, try to vary the rate of your reading to avoid sounding sing-song. 45 Copyright  © by Holt, Rinehart and Winston. All rights reserved. With glory richly furnished, Stands permanent though this be fled. It’s purchased and paid for too By Him who hath enough to do. A price so vast as is unknown 50 Yet by His gift is made thine own; There’s wealth enough, I need no more, Farewell, my pelf,3 farewell my store. The world no longer let me love, My hope and treasure lies above. Bradstreet’s plain style helps to convey a complex message. In your own words, what is this message? The poem is rhymed in couplets. Circle any end rhymes that do not rhyme exactly. (Review Skill) 3. pelf: wealth or worldly goods (sometimes used as a term of contempt). Here Follow Some Verses upon the Burning of Our House, July 10, 1666 17 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 Reading Skills and Strategies: Analyzing Text Structures â€Å"Upon the Burning of Our House† contains many instances of inversion, in which words appear in an unusual order. The left-hand column of the chart below lists several examples of inversion from the poem. In the right-hand column, write the inverted words or phrases in normal word order. Example of Inversion from Poem Restatement of Inversion â€Å"In silent night when rest I took† (line 1) â€Å"I, starting up, the light did spy,† (line 7) When by the ruins oft I past† (line 21) â€Å"My pleasant things in ashes lie,† (line 27) â€Å"And them behold no more shall I. † (line 28) 18 Part 1 Collection 1: Encounters and Foundations to 1800 Copyright  © by Holt, Rinehart and Winston. All rights reserved. Coyote Finishes His Work Upon the Burning of Our House by Anne Bradstreet LITERARY FOCUS: THE PLAI N STYLE REVIEW SKILLS Reading Skills: Understanding Cultural Characteristics Look back over the details you highlighted or underlined that reveal characteristics of Nez Perce culture. The chart below contains a list of different aspects of Nez Perce life. Fill in the right-hand column with details from â€Å"Coyote Finishes His Work† that tell you about each aspect. Sample entries are given. Aspect of Nez Perce Life Details from the Story religious beliefs As you read â€Å"Upon the Burning of Our House,† notice the way the following literary devices are used. RHYME The repetition of vowel sounds in accented syllables and all syllables following. METER A pattern of stressed and unstressed syllables. I will send messages to the earth by the spirits of the people who reach me but whose time to die has not yet come. . . When their spirits come back into their bodies, they will revive and tell you their experiences. (lines 53=57) The Puritans favored â€Å"plainness† in all things: in dress, in the architecture and design of their churches, in their forms of worship, and in language. Unlike the ornate â€Å"high style† popular in England at the time, the Puritan plain style used simple sentences and common word s from everyday speech. The plain style contained few or no classical allusions, Latin quotations, or elaborate figures of speech. The plain style, Puritans felt, was much more effective in revealing God’s truth than the ornate style. Despite the fact that the style used by Puritan writers now seems hard to read, it was considered simple and direct in the 1600s. Although Anne Bradstreet’s â€Å"Upon the Burning of Our House† contains some figurative language, it is a good example of the plain style. customs (what they are, how they are followed) Ornate Style He taught the people how to eat and how to hunt the buffalo and catch eagles. He taught them what roots to eat and how to make a good lodge and what to wear. (lines 10=12) Make It Plain In the left column of the chart below are two descriptions of everyday objects written in an ornate style. Rewrite each description in plain style_as a Puritan might have. Plain Style Shabby but beloved, my shoes house my feet as they carry me from place to place. The pen spills ink-blood as it brings words to life. My shoes are old, brown, kind of worn-out, but comfortable for walking around in. The pen is a blue ballpoint with a leaky tip. social life Copyright  © by Holt, Rinehart and Winston. All rights reserved. Copyright  © by Holt, Rinehart and Winston. All rights reserved. Coyote was ugly too. The girls did not like him. But he was smart. He could change himself around and trick the women. Coyote got the girls when he wanted. (lines 23=25) READING SKILLS: ANALYZING TEXT STRUCTURES â€Å"Upon the Burning of Our House† is filled with inversions. In an inversion, sentences are not written in normal word order. For example, Bradstreet writes â€Å"I wakened was with thund’ring noise† instead of â€Å"I was wakened with thund’ring noise. † Inversion is often used to make a poem’s rhyme scheme work out or to maintain a fixed meter. Literary Skills Understand the characteristics of plain style. Reading Skills Understand the use of inversion. Use the Skill As you read Anne Bradstreet’s poem, underline the places you find inversion. Review Skills Understand rhyme and meter. Student Pages with Answers Collection 1 Student pages 14–15 14 Part 1 Collection 1: Encounters and Foundations to 1800 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 15 9 Copyright  © by Holt, Rinehart and Winston. All rights reserved. Copyright  © by Holt, Rinehart and Winston. All rights reserved. 10 25 Here stood that trunk, and there that chest, There lay that store I counted best. My pleasant things in ashes lie, And them behold no more shall I. Under thy roof no guest shall sit, What is the â€Å"house on high erect† described in lines 43-46? Here Follow Some Verses upon the Burning of Our House, July 10, 1666 The â€Å"house on high erect† is heaven, or eternal life with God. 30 Nor at thy table eat a bit. No pleasant tale shall e’er be told, Nor things recounted done of old. No candle e’er shall shine in thee, Nor bridegroom’s voice e’er heard shall be. Anne Bradstreet In silent night when rest I took 35 The Holt Reader: Teacher’s Manual In silence ever shall thou lie, Adieu, Adieu, all’s vanity. Then straight I ’gin my heart to chide, And did thy wealth on earth abide? Didst fix thy hope on mold’ring dust? 40 In line 44, who is the â€Å"mighty Architect†? Circle the inversions you find in lines 1-4. For sorrow near I did not look I wakened was with thund’ring noise And piteous shrieks of dreadful voice. 5 That fearful sound of â€Å"Fire! † and â€Å"Fire! † The mighty Architect is God. What is the speaker doing in lines 11-12? Let no man know is my desire. The arm of flesh didst make thy trust? Raise up thy thoughts above the sky That dunghill mists away may fly. Thou hast an house on high erect, Framed by that mighty Architect, 45 She has escaped her I, starting up, the light did spy, And to my God my heart did cry house and is now To strengthen me in my distress atching it burn. 10 And not to leave me succorless. 1 Then, coming out, beheld a space The flame consume my dwelling place. And when I could no longer look, With glory richly furnished, Stands permanent though this be fled. It’s purchased and paid for too By Him who hath enough to do. A price so vast as is unknown Practice reading the boxed passa ge aloud. As you read the first time, notice the rhymes and strong meter. On your next readings, try to vary the rate of your reading to avoid sounding sing-song. I blest His name that gave and took,2 15 That laid my goods now in the dust. Yea, so it was, and so ’twas just. 0 It was His own, it was not mine, In lines 16-17, why does the speaker say that the fire was â€Å"just? † Far be it that I should repine; Yet by His gift is made thine own; There’s wealth enough, I need no more, Farewell, my pelf,3 farewell my store. The world no longer let me love, My hope and treasure lies above. Bradstreet’s plain style helps to convey a complex message. In your own words, what is this message? The house and goods He might of all justly bereft The only wealth a person needs is a relationship with God. 20 But yet sufficient for us left. are God’s, not the When by the ruins oft I past speaker’s. My sorrowing eyes aside did cast, And here and there the places spy Where oft I sat and long did lie: The poem is rhymed in couplets. Circle any end rhymes that do not rhyme exactly. (Review Skill) 3. pelf: wealth or worldly goods (sometimes used as a term of contempt). Here Follow Some Verses upon the Burning of Our House, July 10, 1666 1. succorless (sukv? r  · lis) adj. : without aid or assistance; helpless. 2. that gave and took: allusion to Job 1:21, â€Å"The Lord gave, and the Lord hath taken away; blessed be the name of the Lord. † Collection 1 Student pages 16–17 16 Part 1 Collection 1: Encounters and Foundations to 1800 7 Here Follow Some Verses upon the Burning of Our House, July 10, 1666 World, in hounding me . . . by Sor Juana Ines de la Cruz LITERARY FOCUS: SONNET Reading Skills and Strategies: Analyzing Text Structures â€Å"Upon the Burning of Our House† contains many instances of inversion, in which words appear in an unusual order. The left-ha nd column of the chart below lists several examples of inversion from the poem. In the right-hand column, write the inverted words or phrases in normal word order. Example of Inversion from Poem Restatement of Inversion â€Å"In silent night when rest I took† (line 1) In silent night when I took rest A sonnet is a fourteen-line poem that follows a strict structure. The writer Petrarch (1304-1374) created the model for what is now referred to as the Petrarchan, or Italian, sonnet. Here are the characteristics of a Petrarchan sonnet: †¢ The first eight lines, or octave, ask a question or pose a problem. †¢ The rhyme scheme of the octave is abba abba. (The first and fourth lines rhyme, as do the second and third, and so on. ) †¢ The last six lines, or the sestet, respond to the question or problem. †¢ The sestet may contain the rhyme scheme cde cde or cdc dcd. Sor Juana’s â€Å"World, in hounding me . . . is a Petrarchan sonnet. Note that some of the rhymes are approximate, because of the translation from Spanish to English. â€Å"I, starting up, the light did spy,† (line 7) I, starting up, did spy the light READING SKILLS: FINDING UNITS OF MEANING In many poems the speaker’s ideas do not end at the ends of lines. Instead, those ideas may fi ll up two, three, four, or even more lines. When you read poetry, look for punctuation clues like commas, periods, and question marks to help you identify units of meaning. Look at the following example from â€Å"World, in hounding me . . . †. The end punctuation clues are circled. The other marks are underlined. This passage from the poem contains two complete thoughts over four lines of poetry. World, in hounding me, what do you gain? How can it harm you if I choose, astutely, rather to stock my mind with things of beauty, than waste its stock on every beauty’s claim? â€Å"When by the ruins oft I past† (line 21) When I oft past by the ruins Copyright  © by Holt, Rinehart and Winston. All rights reserved. â€Å"And them behold no more shall I. † (line 28) And I shall behold them no more. Copyright  © by Holt, Rinehart and Winston. All rights reserved. â€Å"My pleasant things in ashes lie,† (line 27) My pleasant things lie in ashes Use the Skill As you read â€Å"World, in hounding me . . . ,† look for capitalization and punctuation clues that indicate the beginning and ending of the speaker’s ideas. Literary Skills Understand the characteristics of a Petrarchan sonnet. Reading Skills Find units of meaning. Student Pages with Answers Collection 1 Student pages 18–19 18 Part 1 Collection 1: Encounters and Foundations to 1800 World, in hounding me . . . 19 11 Name Selection: Class Author: Date Plain Style The plain style is a way of writing that stresses simplicity and clarity of expression. DIRECTIONS: Read the selection, and find examples of the four characteristics of plain style. Fill in the chart below with the examples. Answer the questions below to help you analyze the plain style. Everyday language Simple sentences Direct statements Biblical references Copyright  © by Holt, Rinehart and Winston. All rights reserved. Questions to Help Analyze Plain Style 1. What other style of writing was popular in England during the time of the Puritans? How was this style different from the plain style? 2. Why does the plain style seem difficult to today’s reader? Graphic Organizers 211