Globalisation - Challenges and Opportunities in China Essay

Globalisation - Challenges and Opportunities in China - Essay Example It is under the prevailing circumstances that the behavior of Chinese market is studied in context with latest confidence building measures being taken up by the Chinese government, the trend of international investments, views of the international community and the ‘threat’ perception from the cheap Chinese manufacturing sector. Having inspired the marketers, with a vision of billion people consuming international brand in downtown, China is now recognized as a capable global competitor in its own right. And it has ambitious expansion plans - not only for Asia but also for the Europe, United States and elsewhere. Traditionally, the problems of doing business in China, in general, can be categorized into four main categories;It is under the prevailing circumstances that the behavior of Chinese market is studied in context with latest confidence building measures being taken up by the Chinese government, the trend of international investments, views of the international c ommunity and the ‘threat’ perception from the cheap Chinese manufacturing sector. Having inspired the marketers, with a vision of billion people consuming international brand in downtown, China is now recognized as a capable global competitor in its own right. And it has ambitious expansion plans - not only for Asia but also for the Europe, United States and elsewhere. Traditionally, the problems of doing business in China, in general, can be categorized into four main categories.

Women's Labor Project Coursework Example | Topics and Well Written Essays - 250 words

Women's Labor Project - Coursework Example I have secured a new job in an apparel factory, many of the women that I work with are also from Italy so we get the opportunity to swap stories in our mother language. It is difficult to communicate with some of the other women because they often speak different languages and it is sometimes difficult to communicate in English. Nevertheless I have become good friends with a German lady who speaks English quite well, and even some Italian. It was not always easy for Aronne and I in our new life. Upon our arrival we had to live in a settlement house in the city and it was difficult for us to find good jobs. There was a lot of crime, in this new apartment complex but we life next to some good Italian people and we look out for each other. In the market it is easy to find some of the foods that we are accustomed to but there are a lot of people from very exotic places and it is always exciting to explore new areas. Recently some of the people at work asked me to join a union. I am reluc tant to come on board simply because the management is so strongly anti-union that I would fear for my job security and possibly even for my health and safety.

Special Ed. Essay Example for Free

Special Ed. Essay With the passage of the No Child Left Behind Act (NCLB) in 2001 and revisions of Individuals with Disabilities Education Act (IDEA), schools have implemented the pre-referral process encouraging individual based level of education for a particular student. Historically, before recent updates to state and federal special education guidelines, students typically received special attention to their specific needs through parent conferences, generic observations, a few general intervention techniques, psychological evaluation, or simply a review of report cards, social records. Since the implementation of IDEA, students are now receiving proactive approaches to match his or her level of need. Two such approaches of evaluating individual students are Positive Behavior Support (PBS) and Response to Intervention (RTI). Both PBS and RTI are structured on a different model, but both have the same goals. Each intervention approach takes into account components and accounts for critical universal factors that target a specific individual, group, or level. These two models offer a range of interventions that are scientifically applied to a student, based on the student’s level of needs through previous monitoring in the classroom. Response to Intervention (RTI) is defined as â€Å"the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals, and applying child response data to important educational decisions† (Batsche et al. , 2006). RTI has emerged as the more popular of the two intervention model’s and has been accepted by most schools in the United States, as the new way of thinking about early intervention and identifying a child’s educational disability. The RTI approach considers the application of an individual student’s difficulties in schools by evaluating student’s environment and then provides intervention as soon as the student shows signs difficulty, lack of focus, or academic problems. The goal of RTI is to ensure all students receive the highest quality of education and instruction and reduce any possible false referrals to unnecessary classes, or programs. RTI has a three tier model for also eliminating unqualified teachers as a reason for a student’s lack of performance, or grades. For example in, tier I of the three modeled tier, teachers are required to implement different teaching techniques in order to gauge a student’s performance and focus toward learning. This form of teaching is a method only most qualified teachers can provide in the RTI process. Tier one is described as a universal assessment using formal and informal instructional techniques. Tier two targets students that have not made progress in a given amount of time and are monitored frequently. These students are considered as having some academic weakness. Tier three is more of an intensive intervention and for students that do not respond to instruction form tier two. Tier three students may be eligible for special education classes and programs. When a student is evaluated and qualifies for tier three, the students will be specially monitored and eventually reviewed for receiving an individual educational program (IEP). Positive Behavior Intervention and Support (PBIS), is based more on a model of how to solve inappropriate behavior and prevent that behavior through teaching and reinforcing appropriate behaviors. â€Å"Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals. For some schools, PBIS will enhance their current systems and practices, for others it will radically change the culture for the better† (www. cms. k12. nc. us). Positive Behavioral Intervention and Supports (PBIS) is a systemic approach to proactive, school-wide behavior based on a Response to Intervention (RTI) model. â€Å"The concept of PBIS has been researched in education for approximately 15 years† (www. cms. k12. nc. us) and has been implemented successfully in thousands of schools in over 40 states. PBIS applies evidence-based programs, practices and strategies for all students to increase academic performance, improve safety, decrease problem behavior, and establish a positive school culture. Schools implementing PBIS build on existing strengths, complementing and organizing current programming and strategies. The PBIS model had resulted in dramatic reductions in disciplinary interventions and increases in academic achievement. Data-based decision making is a hallmark of PBIS and is a scientific approach to the pre-referral process to special education. There are many ways to define, or explain the concepts of PBIS and RTI, but each provides a specific three tiered pre-referral process to special education that will enhance the quality of life for students participating in these interventions. Whichever intervention a student is placed, he, or she should receive a higher quality education and instruction. Elements common in these models indicate a system of intervention based on a student’s performance that will indicated whether there is a legitimate learning disability, not just the need for additional instruction for no reason. References RESPONSE TO INTERVENTION. (2006). In Encyclopedia of Special Education: A Reference for the Education of the Handicapped and Other Exceptional Children and Adults. Retrieved May 23, 2012, from: http:library. gcu. edu:2048/login? qurl=http%3A%2F%2Fwww. cred oreference. com/entry/ wileyse/response_to_intervention CPI Educate. Empower. Enrich. (2012). Retrieved May 23, 2012, from: http://www. crisisprevention. com/Resources/Knowledge-Base/Positive-Behavior-Support SEDL Advancing research, improving education (2012). Retrieved May 23, 2012, from : http://www. sedl. org/pubs/sedl-letter/v19n02/rti. html CMS Charlotte-Mecklenburg Schools. (2011). Retrieved May 23, 2012, from: http://www. cms. k12. nc. us/cmsdepartments/PBIS/Pages/default. aspx Response to Intervention (2012). Retrieved May 23, 2012, from: http://www. nasponline. org/resources/handouts/revisedPDFs/rtiprimer. pdf

British Conventional Defence Policy in NATO 1979-1989

British Conventional Defence Policy in NATO 1979-1989 Kenton White Methodological Approach21813746 British Defence Policy within NATO, 1979 – 1989 Did Britain’s conventional contribution match its obligation? My research is an analysis of British conventional defence policy within NATO between 1979 and 1989. This research will critically review the plans in place for mobilising, transporting, supplying and reinforcing units in Europe, as well as the plans for Home and Civil defence of the UK. The research will cover the crisis, transition to war and war plans of NATO and the British Government. The plans will be compared with the commitment Britain made to NATO, and the real-world ability of Britain’s Government to fulfil those commitments. Britain, through its defence policy and membership of NATO, committed to provide troops, weapons, equipment, supplies, services, transport/storage and infrastructure facilities in the event of war in Europe. The research will be conducted using material from NATO, the National Archives and other Governmental departments, as well as interviews with personnel who served during the period. Using case-studies (exercises [CRUSADER, WINTEX, etc.] as w ell as mobilisation for actual combat [Falklands War, Gulf War 1991]), this research will uncover any link between the aim of defence policy and the ability to implement that policy. These case-studies sometimes expose fundamental problems in the armed forces operations. This disparity in planning and execution has a direct implication for understanding current and future defence policy and planning. Amongst the methodologies considered for this PhD were Case Studies, Small-N, Critical Discourse Analysis and those drawn from historical understanding. There is also a strong case to be made for use of the economics-based Alliance Theory[1] to explain some of the policies adopted by Britain during the period. However, this research is not attempting to validate a theory; rather it is intended to answer the question set in the title of the PhD. The question is posed in this way because the nature of the investigation and research does not require the researcher to posit a theory. It would be possible to theorise that, â€Å"Britain was not capable of fulfilling its obligations to NATO between 1979 and 1989† but in the researcher’s opinion this angle of questioning is biased. It would be possible to frame an argument thus, â€Å"Why was Britain unable to fulfil its military obligation to NATO?† but the current research does not enable that question to be confirmed as plausible so far. The answer to the original question may indeed find that Britain was unable to fulfil some or all of its obligations. The purpose of this research is not only to establish if Britain could have fulfilled its obligations, but to look at the ways in which other pressures shaped the defence policy, changing the question of defence policy from, â€Å"What do we need?† to, â€Å"How little can we get away with?† This has direct, and possibly contentious, implications for modern defence planning in a political, economic and military environment which does not have the apparent stability and predictability of the Cold War. This research is not intended to be comparative; that is it does not compare Britain’s NATO commitment with that of other NATO members. This means that broad comparative methodologies such as Small-N comparison aren’t relevant. Small-N relies to a large extent on Mill’s methods of agreement and difference[2], but since the N in this research is 1, it is impossible to compare with another event. Also, the objective of the research is not to infer or disc over an overall causality, but to identify capability and intent. There will be instances of cause and effect within the research, such as NATO force proposals causing the stated requirement from the MOD, but these are individual instances within the overall scope of the research question. The objective is not specifically the research of these causal links. Small-N seeks to identify what are the causes of a particular event, whereas I seek to understand if a goal could have been or was fulfilled. It is extremely difficult in some circumstances to define whether a particular commitment could have been fulfilled, for example, â€Å"†¦the defence of the United Kingdom base and its immediate approaches †¦Ã¢â‚¬ [3], as this is ill-defined. The research seeks to identify aspects of the defence policy which are more clearly definable. As part of the above example, Britain promised to provide, in the event of war, a certain number of ships and aeroplanes equipped to search for and attack WTO[4] ships and aeroplanes in and around the British Isles. NATO produced â€Å"Force Proposals† on a regular basis which defines exactly what is required and by when. These documents, and the supporting British Government documents, define what the commitment was, in quantitative and qualitative terms. It is then possible, using Defence Ministry documents, to compare the capabilities and numbers of available ships and aeroplanes against the NATO Force Proposals. The research relies on several case studies; two of actual mobilisation for war[5], and several exercises that tested the plans put in place for war in Europe. With regard to the two actual mobilisations, there are no theories regarding the ability of a country to mobilise, nor are there any theories which deal with the reaction to unexpected conflicts breaking out. The intention is to investigate the case-study subjects and evaluate which of the NATO plans for activation and mobilisation had been used (if any) and which had not. An assessment is then to be made of why some had been used and others not, and, for those used, whether they were met. If there was a success or failure to meet a particular planned mobilisation time or supply level, the reason for that outcome will be investigated. For these plans the analysis will need to be carried out to see if there is a correlation between the type of service/equipment plan and its success or failure. For example, if it is found that Britain was unable to fulfil a substantial number of its NATO obligations, the intention is not then to theorise that the other NATO nations could not fulfil their obligations. The intention is to identify the aspects of NATO planning which establish the force levels, identify the political and military decisions that appear to respond to and satisfy those levels, and then to see what, if any, connection exists between the two. The research is not then intended to be used to criticise, support or demonise any particular political or military viewpoint. The intention is to establish a framework by which, with historical understanding, the ramifications of budget setting and political policy can be seen to act upon Britain’s military’s ability to work either alone or in alliance with other countries to achieve an objective. Selection of the case by the dependent variable is seen as poor methodology design. But this relates to case-studies when used in a comparative fashion, and when attempting to establish the validity of a theory[6]. As mentioned above, this research is attempting to answer a question, rather than establish a new paradigm, and so the selection of the case studies is dictated by the time period, rather than by any conscious decision by the researcher. During the period, NATO states were provided with a common opponent in the WTO, one which represented a power that individual states alone could not counter. A large amount of the research material investigated so far assumes this bi-polarity, but only a few documents seek to identify, and to confirm or deny, its existence. Discourse analysis seeks to define the body of language that the research material originates from, and to discover the rationale, patterns of usage and concepts at work[7]. â€Å" †¦ a discourse is more than the sum of the utterances composing it †¦Ã¢â‚¬ [8] This assumption of a discourse by the authors is expected, as they are professional military officers or politicians, and hence have an established set of references from which they need to work. But this common structure is broader than the focus of this research, being specific to the NATO obligations. It will be useful, as part of the research, to identify the assumptions and specific areas of discourse used in the documents. We must be careful, however, to clearly identify the aspects of ‘Cold War’ discourse that are in play. The Cold War of Europe was different in many aspects, including the language used to describe it, from that of Asia. This research seeks to limit the discourse to the ‘East-West European’ confrontation. Discourse analysis may well provide insights into the patterns of thinking and assumptions made by the participants. Foucault refers to discourses as systems of thoughts composed of concepts and attitudes, based on power relationships[9]. With a long view of history, the attitudes and beliefs develop together with the subjects and words, and they are interconnected, rather than one caused by the other. Defining the ‘horizon of meaning’[10] and ‘truths’ will necessitate a definition of these for several situations; one for the general public; another for politicians; another for the military; another for business and commerce; and probably most importantly, the perceived ‘enemy’. This may provide us with several inter-related and overlapping, but different, discourses. Carr proposed the idea that one’s own views are promoted by being veiled as in the interests of all.[11] He proposed a realist view of state and power, and the national self-interest represented.[12] This, given the time period of the research, may be a more accurate description of the ‘discourse’. Reading these documents as ‘performances’ can be useful in some cases, but generally the research so far has shown that the majority of documents seek to downplay ‘performance’. The authors tend to focus on, what are to them, the facts of a particular situation. A large number of these documents were never intended to be seen by the general public, and their content is sometimes disturbing. Had they been written with an eye to future publication, the likelihood is the content would be different, as can be seen in those few items which are â€Å"polished† for public consumption. With both the original and public versions, we can see that harsh details are left out, and more general conclusions adopted. In the raw originals, difficult decisions affecting millions of people are taken. It is these raw originals which make up the vast majority of the research material for the study. Although we can never completely ignore the fact that some writers will be less analytical than others, we can use the large number of documents in cross-referencing and evaluating any particular writer’s view of a situation. Alliance Theory is a comparative analysis of two or more countries within an alliance, but the structure of the analysis can be used to establish levels of defence spending in the alliance within a standardised framework. Although this research is not directly comparative, it is useful to understand, at least in outline, the spending patterns of other NATO members, and the research will provide specific isolated instances of comparison to establish baseline measures. NATO Alliance Theory tells us that in military alliances, larger countries will have a disproportionate share of the costs of defence to the smaller countries, and uses a methodology which measures such variables as GDP, defence spending and population size[13]. Benefits deriving from the common defence are also analysed in terms of â€Å"good† provided to the populations involved. This can be employment, national and local income from arms sales and foreign investment, or spin-offs from military production that f ind their way into consumer products. Included in the analysis is an evaluation of the convergence of purpose in an alliance, which is proposed to have direct effect on the sharing of burdens within the alliance (the stronger the convergence, the greater the disproportion of burden sharing.) There are several areas of investigation that must be included in this research to make it valid. Not only will the capability of the military be investigated, but the political will to make unpopular and financially costly decisions, and the overall effect of policy within collective defence. The methodology planned for this research is an amalgam. It will use a mixture of quantitative and qualitative research, dealing with a range of subjects from the number of NATO small-arms ammunition rounds kept in War reserve for the front line troops to use in case of war, to the ability of the British Government to mobilise sufficient transport to move 300,000 US and Canadian reinforcements and their associated equipment from ports and airports around the country to the European Continent. A large part of the analysis will involve the reviewing of financial and material contributions to NATO, set against the force proposals. This information will be obtained from British Government and MOD p apers. Financial data must be analysed with a solid baseline which takes into account inflation, foreign exchange and varying unit costs. The research will analyse particular aspects of defence policy that can be quantified directly, for example the provision of naval vessels committed to NATO’s Eastern Atlantic command in the event of a war, and compare the actual available naval vessels and their capabilities. Such comparisons can be applied to a variety of circumstances from tanks to hospital beds to ammunition reserves. The data will also analyse the cost of Home/Civil Defence as part of the Defence budget, and allow a conclusion to be drawn as to whether this fulfilled any NATO obligation, for example Key Point Defence[14], or whether it provided a positive benefit to Britain (as defined within Alliance Theory). The exercises mentioned as case studies will be analysed using counterfactual conditions taken directly from MOD exercises of the period which best reflect the p erceived threat. The military, political and social awareness of the demands of the BAOR and Home/Civil Defence will be assessed here. Using an historically informed appreciation of the broader events of the time, the qualitative and quantitative findings mentioned above can be brought together to comprehensively answer the research aims. It is axiomatic that research such as this cannot be undertaken without a long view of the history of British defence and foreign policy. Britain had, for the previous 200 or more years, focussed much of her foreign and military policy on maintaining a balance of power in continental Europe. This allowed her to focus on Imperial expansion, and latterly on securing trade-routes and supply. Membership of NATO, and the efforts put into that membership must be seen in context, otherwise certain events and policies will be misunderstood. King, Keohane and Verba state that, â€Å"All good research can be understood †¦ to derive from the same underlying logic of inference.† [15] There is no one methodology that fits the research being undertaken, as it does not aim to prove or support a theory. Rather it seeks to understand and answer a fundamental question that is still relevant today, namely can the defence policy fulfil its aims? Alliance theory can aid in an analysis of the quantitative data, providing an assessment of the benefits to Britain of its NATO role, and the costs associated with it. The fact that one methodology does not fit the research does not mean that aspects of that methodology cannot be used. A criticism that may be levelled at this research is that it doesn’t have a recognised methodology, in the way that Small-N or Discourse analysis is recognised. However, the final methodology must be designed with rigour in mind, such that it answers any criticisms of structure and coherence within the framework of the required research. Word Count:2866 1 of 5 [1] Mancur Olson and Richard Zeckhauser, ‘An Economic Theory of Alliances’ (RAND Corporation, 1966), RM-4297-ISA. [2] Stanley Lieberson, ‘Small Ns and Big Conclusions: An Examination of the Reasoning in Comparative Studies Based on a Small Number of Cases’, University of North Carolina Press, 1991. However, a different perspective on the use of Mill’s methods in Small-N analysis is proposed see Goldstone quoted in Mahoney, p388 [3] Statement on the Defence Estimate 1979 – The National Archives, CAB 129/205/3 [4] The Warsaw Treaty Organisation of Friendship, Cooperation and Mutual Assistance was formed in 1955 [5] 1982 Falklands War and 1991 Gulf War. Although the Gulf War is outside the timescales adopted for this research, the plans in place will be those developed during the period under review. [6] Stephen G. Brooks and William C. Wohlforth, From Old Thinking to New Thinking in Qualitative Research, International Security, Vol. 26, No. 4 (Spring, 2002), pp. 93-111 [7] John Tosh, The Pursuit of History: Aims, Methods, and New Directions in the Study of Modern History, 4th ed (New York: Longman, 2006), p. 195. [8] Professor Louis de Saussure, Pragmatic Issues In Discourse Analysis, Critical Approaches to Discourse Analysis Across Disciplines 1 (1), 2007, p179 [9] Derek Hook, Discourse, knowledge, materiality, history : Foucault and discourse analysis, Theory and Psychology 11 (4), 2001, p521 – 547. [10] Powerpoint presentation, Dr Andreas Behnke, PIM56, Spring Term 2014 [11] Howard Williams, Moorhead Wright and Tony Evans, eds., A Reader in International Relations and Political Theory (Buckingham: Open University Press, 1993), pp. 179–180. [12] John Mearsheimer, E.H. Carr vs. Idealism: The Battle Rages On (Sage Publications, 2005) [13] Olson and Zeckhauser. [14] Key Points include ammunition stores, communication centres, Early Warning systems amongst a host of other locations which could be defended with deadly force, even before the outbreak of a war. [15] King, Keohane Verba, Designing Social Inquiry, Princeton University Press, 1996, p 4

America’s Assistance to the Tibetans Essay -- Argumentative History Ti

America’s Assistance to the Tibetans Starting in the late 1940s, with Cold War tensions running high and the subsequent Communist takeover of China as well as the outbreak of the Korean War, there was a growing fear in the United States of the possibility of a global conflict between the Communist bloc and the West. Thus, the US government adopted a policy of doing its best to contain Communism around the world, especially in Asia after the formation of the People’s Republic of China (PRC). When the People’s Liberation Army (PLA) invaded Tibet in 1950, the US considered it possible or even probable that the PRC would use Tibet as a launching pad to expand Communism into the rest of South and Southeast Asia, an early appearance of what was later famously called the â€Å"domino theory† during the Vietnam War. In line with our newly stated and evolving policy committing the United States to a â€Å"global containment† of Communism short of actual war, when a spontaneous Tibetan resistance mo vement arose in Tibet, we decided it to be in our national interest to covertly aid this movement through the training of Tibetan fighters and airdrops of arms and supplies to them. Although the US did provide direct and extensive assistance to the Tibetans for several years we eventually ended the program. I believe that if we truly had wanted to follow through on our application of the containment policy, we would have done more to aid the Tibetan resistance. Ultimately, the US looked to what it deemed to be its own self-interest in forging ahead with a plan of rapprochement with the PRC and abandoned the Tibetan resistance fighters when they most needed our help. I will elucidate how our policy regarding the resistance movement evolved from th... ... Department, the CIA, and the Tibetan Resistance.† Ebsco, 2003.: 54-79 Knaus, John Kenneth. Orphans of the Cold War: American and the Tibetan Struggle for Survival. New York: Public Affairs, 1999. Liu, Melinda, Tony Clifton, Patricia Roberts, and Thomas Laird. Newsweek 134.7 (1999): 2 p Norbu, Dawa. China’s Tibet Policy. Richmond, Surrey, UK: Curzon, 2001. Shakya, Tsering. The Dragon in the Land of Snows: A History of Modern Tibet Since 1947. New York: Columbia University Press, 1999. Tibetan Young Buddhist Association. Tibet: The Facts. Dharamsala: Tibetan Young Buddhist Association, 1990. Roberts, John B. II. â€Å"The Secret War Over Tibet.† American Spectator 30.12 (1997): 7p Xu, Guangqiu. â€Å"The United States and the Tibet Issue.† Asian Survey 37.11 (1997): 1062-1077.

Cannibalism as a Sexual Disorder :: Anthropology Essays Paleontology Papers

Cannibalism as a Sexual Disorder Cannibalism occurs prevalently in both Tarzan and Heart of Darkness, and is a controversial topic with which the public is largely unfamiliar. Although cannibalism is generally thought of in a primitive animal sense, experts have revealed that cannibalism can be identified as a sexual disorder (O’Connor). A cannibal is scientifically classified as an anthropophagus (â€Å"Anthropophagus†), which falls under the category of Anthropophagy. Anthropophagy by definition is the sexual gratification by consumption of human flesh or blood. Although rather disturbing, sexual cannibalism is now accepted as the more common variety of cannibalism (O’Connor). Because sexual cannibalism is considered to be a social taboo both today, and during the times of Tarzan and Marlow, the creation of entertainment based on it has been limited, though the urges to expand on this topic may have been far more prevalent. There have been many films and novels created which depict the anthropophagy related to animals, most specifically, spiders. For example, films such as â€Å"Invasion of the Body Snatchers† and â€Å"Little Shop of Horrors† develop the similarities among human and insect anthropophagy (O’Connor). Due to the use of Anthropophagy for leisure purposes, it is evident that cannibalism is a topic of much interest among humans, aside from its label as a social taboo. Technically, a human’s eating of another human has a chemical effect on the blood. Too much human meat causes a build up of vitamin A and amino acids such as homocysteine in the bloodstream, which could cause congenital defects in future offspring. However, if human organs which are rich in B vitamins and folic acid are eaten along with the human meat, homocysteine is not able to metabolize in the bloodstream. This means that cannibalism could hypothetically be the basis of a healthy diet (â€Å"Natural Food†). Contrary to human meat and organs actually being healthy to a human diet, cannibalism is also said to cause madness and addiction based on sexual urges and gratification. Kate Rix depicts that sexual cannibalism in its truest sense may in fact lead to the development of necrophilia tendencies. Disturbing behavior, such as that of cannibalism as well as necrophilism, is a result of chemical imbalances in the brain.

Fight Against Death Essay

Dylan Thomas’s poem, â€Å"Do not go gentle into that good night†, is a poignant commentary on death, inspired in part by the impending death of his own father, who faced deteriorating health and frailty during the last few years of his life. After analyzing this poem it gave it more depth and me a better understanding of the poem. I will be covering the structure/form, theme, and symbolism. The first element I will use to analyze this poem is structure/form. This poem is a nineteen line poem with five tercets and a quatrain. This poem is written using the fixed poetry format of villanelle, in which there are only two rhyme sounds. The refrains are; â€Å"do not go gentle into that night† and â€Å"rage, rage against the dying of the light.† (Clugston, 2010, Ch. 12) Line one refrains on six, twelve, eighteen, while line three refrains on nine, fifteen, and nineteen. The rhyme scheme of this poem is ABA and is written in iambic pentameter. Thomas’s use of simple repetitive language keeps the iambic pentameter, which is ten syllables per line. The theme of â€Å"Do Not Go Gentle into that Good Night† is darkness, death, and aging. In every stanza the reader receives an image of death or darkness. An example of the theme is â€Å"Wild men who caught and sang the sun in flight, and learn, too late, they grieved it on its way, do not go gentle into that good night† (Clugston, 2010, Ch. 12) which represents the sun setting; in other words it is the dying of the day. Thomas tells readers to live strong lives and fight against death rather than accepting it. The whole poem speaks of fighting and raging against dying. Everyone knows that death will come to them in some way, whether that is today or tomorrow but the author wants us to not welcome it. He wants them to embrace life no matter how hard it gets and whenever death is near, to fight against it. Thomas Dylan uses different types of people to prove that his thoughts apply to all men. The wise men whose intelligent is not going to save him from dying, the good men whose good deeds won’t save him, the wild who learns too late and the grave men who sees with his blind sights. All these men lived a different life but in the end, they all reach the same conclusion which is struggling against death. The words that the author uses to illustrate these themes are â€Å"rage, rage against the dying of light and old age should burn and have rage at the close of the day†. His choice of words supports his attitude towards this theme because in these lines, he’s telling his readers to rage against dying which means to fight against death. As we grow old, life becomes a struggle for some people. Even though struggling is hard, the author believes that life is worth fighting for. The theme and symbolism in this poem kind of go hand in hand. Thomas explores the contrast between the natural symbols of light and dark. Light traditionally stands for â€Å"good† while dark traditionally stands for â€Å"bad†. In this poem the night is a symbol of death, signaling an end. â€Å"Sad heights† is also a symbolism of his father’s life. His father’s life was indeed sad because it did not amount to what the poet hoped it would. â€Å"Curse, bless, me now with your fierce tears, I pray† (Clugston, 2010, Ch. 12) lets the reader know that he had more rage and strength in his dying hours than he did in life. One of the strongest images of darkness and death is shown in the last two lines of the poem, â€Å"Do not go gentle into that good night. Rage, rage against the dying of the light.† (Clugston, 2010, Ch. 12) The death of the light here shows us blackness: the ultimate darkness. This one line brings to light all of the darkness, death, and evil that is in this poem. In conclusion, Thomas’ uses the literary elements, structure/form, theme, and symbolism to enhance the poem â€Å"Do Not Go Gentle into that Good Night.† The structure/form being that of a villanelle adds to the rhythm of the poem. The theme is darkness, death, and aging which is in evident in every stanza of this poem. There is a lot of symbolism in this poem and it adds to the theme. Without the structure and the symbolism Thomas uses it may have been a different poem. References: Clugston, R.W (2010) Retrieved from http://content.ashford.edu/books/AUENG125 http://www.poets.org/viewmedia.php/prmMID/5796