TOWER OF LONDON (LONDON) Essay Example | Topics and Well Written Essays - 3250 words

TOWER OF LONDON (LONDON) - Essay Example The Tower of London which is also known as ‘Her Majesty’s Royal Palace and Fortress’ is the royal palace of England which is made up of several buildings. The Tower of London was made in order to control and protect the whole city. The architecture is a complex that consists of several buildings and is surrounded by a moat and defensive walls. It is a significantly important landmark in London famous for the several features that it has. The White Tower was built in 1078 by William the Conqueror and was marked as a symbol of oppression which was imposed by the new elites. The castle has been used for many purposes from being a prison to a royal residence. One of its most important features is that its Jewel House houses the Crown Jewels which include symbols of royalty, a collection of crowns, swords, rings, and scepters. These historical items and the layers of history which is related to the Tower of London is what make it significant since it was built and till today (Cline 14). The Tower of London was built in 1066 by William the Conqueror and it holds immense universal value because of its cultural features and qualities. Its finest quality is its landmark setting in the City of London which is suitable for both controlling and protecting the city. It is set as a gateway to the capital and previously as the gateway to the Norman kingdom. Its location was chosen strategically at the north-end of Thames River and it serves as a separation point between the powerful monarchy and the developing capital city. The tower served a double role as a protection provider for the city through the defence walls and structure as well as the structure to control the citizens. The tower was a very tall building and it was the highest in its surrounding till the 19th century (Parnell 32). The tower also served as a symbol of Norman power as it was built to demonstrate the Norman power. The Tower significantly represents the Norman Conquest of the 11th century more than

Safety in Outdoor Adventure Activities

Safety in Outdoor Adventure Activities How oft, in spirit, have I turned to thee, O sylvan Wye! thou wanderer thro the woods, How often has my spirit turned to thee! William Wordsworth Introduction Within the vacillations of the framework for environmental adventure education, it is of extreme importance that the instructor/evaluator be able to integrate the predetermination of participants into their scheme or objectives. In this way, the student guides the instructor into lines of necessity as well as the instructor laying ground rules for the future participation in outings or events. Additionally, the achievement protocol must become based entirely on the mental success of students as well as the substantiation of their prideful focus on these activities. The only growth potential for a student participating in adventure activities comes from the assimilation of new techniques and the mitigation of challenging evidence to the contrary of their own prideful and successful belief structure. Environment Prior to the approach of adventure travelers into this unique world of kayaking, it was important to access the environmental affecters which might change or determine the course of participation. Particular evaluations made prior to the event inception include the legislative comprehension, evaluation of the weather and potential natural events, and the ability to access the area of travel. Legislation: Obviously, it is of significant import to determine if the government regulates any particulars of a given activity. In this situation, it was determined through research of the location, contact with the governing authority, as well as research via the internet, that there was no mitigating legislation which might inhibit our participation. Weather: Secondly, it was of high import that on the morning of our event that I evaluate the current weather forecast in order to determine the propensity for travel during our given timeframe. Fortunately, on this day, there was only a ten percent change of rain and no other signs of negative influence on our journey. It was, however, an interesting indicator of the success for future adventure travel that the frequent variations in weather could potentially inhibit the safe travel and passage of my guests. Accessibility: Finally, the ability to access the chosen area was necessitated by the current stratification of river bodies which occupy the housing of exclusive clubs and organizations. In this particular scenario, integration with the Wey Kayak Club offered ease of access into the determined junction and we were able to put in our kayaks without problem or negative event. Safety As the group set out for the kayaking expedition, it was the integral safety of this particular activity which was at the forefront of our situation. The Kayaks loaded onto our transport, my mind returned to the analysis which I had conducted prior to embarkation and the results propelled us forward. Significantly, the most important factors which would affect this expedition were the abilities of the adventurers, the quality of the equipment, and the pattern of the river. The Adventurers: In this particular exercise, due to the beginner requirements of the River Wye, there is minimal training which must occur prior to integration into the waters. However, several basic skills must be mastered for the particular possibility of catastrophic events. These include the ability to rollover one’s Kayak in still water and the ability to paddle, determined by the comfort level of the user to rotate from control to free hand and integrate this motion into actual events. Equipment: Obviously, the choice of equipment for beginner kayakers was essential to the experience of the adventurer as well as the integration of their skills into the required exercises. This choice was made based upon the structural stability of the craft, the ease of maneuverability, and finally, the portability based on weight. For this project, we chose the recreational kayak, as regardless of distance upon the river, the necessity of a touring, whitewater, or downriver kayak was not insinuated. It was through the simplified maneuverability and average weight of the recreational model was perfect for beginners. River Topography: Essential to the affectation of a safe and enthralling kayaking expedition are the dynamics of the river traveled. Through careful analysis of entry and exit point, including the portability of the equipment, the expected encounter of rapids, and the re-transportation of the kayaks to the vehicles, essential standards were established for the decided location for participation. The unique makeup of the Wye river as topographically without rapid intervention, as well as the sustained current and comfortable beginner training area made for a well participated journey. Near the A3 just off of the Riverside Guildford offered a unique put in area, and nearly five miles downriver, there sat our retrieval vehicle for our expedient return. Participants Obviously, the essential integration of diverse participants into the leisure industry is entirely reliant on the ability to create and perpetuate the inclusion of exciting and varied events. Additionally, it is through the one on one coaching that the student may become inspired to the revision of pre-determined tactics. In terms of the kayaking exercise, it was essential for me to establish my own flow and abilities prior to begin to coach the ladies with their approach. Therefore, through acceptance of their instructor’s usefulness, students will continue to find their challenges lurk in personnel as well as their susceptibility to the norm when it should be through the modification of corporate structure that corporations actively seek out success. Skill/Behavior: This critical area of adventure evaluation determined the extreme tasks undertake by our group of participants. It was essential for our success in this event that my perception prior to water immersion was integrated with the information provided by the group. Of those participating, there were two kayakers in particular who were at a significant disadvantage to the others, having neither paddled in placid nor rapid water. It was my primary objective to identify their weaknesses and instruct their advance in the tactics for water safety and effective technique. As I, myself, was challenged by the opportunity to move from test cycle to natural environment, it would become prudent that my water skills be tested and personally approved prior to leading the expedition downstream. My noticeable flaw was my inability to maintain a consistent paddling rhythm, resulting in a circular motion unbefitting of an instructor. Through readjustment of my grip, from tension upon the control hand and an integrated relaxed method of my free rotating hand, I was able improve greatly within the first few minutes of water immersion. Ultimately, when kayaking, your control hand must hold the shaft with the knuckles lined up with the upper edge of the blade. The opposite hand now has the ability to relax and rotate. Importantly, one hand must release slightly from the paddle during strokes or the grips will be in direct opposition to each other’s movement. As my students watched my struggle, and eventually my success, their confidence was additionally improved and paddling techniques became more fluid and effective. It was essential to the group safety that this establishment of technique be a priority, regardless of the anxiousness of the more proficient participants. I also noticed a particular flaw in several group members as their challenge of interactivity within the integrated setting set them off on tangents which drove their progress too far downstream. This safety risk and particular avarice to my instruction demonstrated a need for adaptable discipline, and as I coached them on their group progression, I showed group reintegration and the affectation of a common goal of the waterway traverse. Confidence Development: Of particular importance to the adventure sports leadership is the response by participants to the activities and circumstances of their journey. The unique ability to watch as my group utilized peer support in order to affect skill development, coupled with the integration of a common objective was highly inspiring. I realized that as I utilized my maneuvers to coach and develop participants, they in turn were able to break away in order to perpetuate the growth of others. It was through this interaction that the group developed significant self-confidence, as their skills and application of environmental integration offered a high standard of pride and personal affectation. As students were able to finally overcome the challenge of task integration into a mentally perceived practice environment, their speed, dexterity, and skill all became more proficient and inspired. In fact, their skills were excitedly exploited during one course of a set of small rapids as student participated in a group attempt to enact an individual rollover at the base. The perception was that through the group collaboration, in spite of the danger or challenge, that each student would be able to descend the current, come to a halt with a  ½ rotation spin, and cause themselves to flip over at the base of the rapids. They would then utilize their skills and technique previously acquired to upright themselves, and if there was in fact difficulty, I sat by, ready to rescue any stranded paddler. Finally, the exit point offered a unique affectation of success to all participants, as they landed and exited from the soft current, renewed and rejuvenated in their decisive attempt to improve their mastery of a world sport. The integration of cultural pride into their own personal appropriation of skill and success substantially imbibes their demeanor with a noticeable happiness and achievement. This ability to watch all participants exit the water with jocular praise and ebullience was not only enjoyable but invigorating for me, as I knew that my attention to safety and the detail elements of this adventure were securely rooted in my learned skills and teaching abilities. Takeaways The significance of the appreciated takeaways during this adventure outing will be integrated into my future teaching and leisure travel techniques. It will become essential that I remember particulars of this event in order to further my own comprehension of the inspirational power of personal achievement. Additionally, I will continue to focus on the training techniques which I utilized during this outing and will modify to affect growth in future interactions. It is essential to the success of future endeavors that the location of integration for any type of adventure group be established, evaluated for potential challenges, and cleared by the government legislation of that particular area. Additionally, while not addressed during my study, the group appreciation for this area will be determined by their ability to interact successfully with their environment, therefore, I will consider the challenge of engagement as a personal goal in all future endeavors. The integration of participants into the particulars of the environment becomes a unique opportunity to actualize individual affectation within the activities. Similarly, it will become a personal objective to hone the skills unique to the event or venue optioned for integration into leisure travel management. This means that regardless of the outdoor activity, my own integration into the abilities required will continue to positively affect the morale and abilities of my students. People who decide to involve themselves in group outdoor activities are most likely not experts in that particular field, and therefore, they look for support from their leader to determine the path to success. Conclusion The utilization of outdoor entertainment for physical and mental challenge has become a highly integral industry in the field of hospitality and leisure. It is therefore of specific import that the technician of such events be able to strategically evaluate the potential for success through the location, abilities of the participants, and the environmental affecters. It is key to the confrontation of individual challenges that the instructor find the ability to effectively communicate objectives and strategies to his participants, in addition to encouraging individual growth and participation. Only through the full integration of the mindset and acceptance of activity, will the students find their experience not only rewarding but a stepping block for future challenges. And through the dissolution of mental blocks to the challenge framework, it is possible for the instructor to inspire great internal growth and a spectacular inclusion of a set of new and varied skills and abilities.

Investigate the Effect of Temperature on Cell Membranes and Membrane St

Investigate the Effect of Temperature on Cell Membranes and Membrane Structure If you read a recipe for cooked beetroot it will usually recommend that you don’t remove the outer skin of the beetroot and don’t cut off al the stalk and root if you want to avoid getting lots of red dye in the cooking water. Beetroot contains red pigments called betalains, located within the cell vacuole. Normally the pigments can’t pass through membranes but they leak out when the beetroot is cooked. Aim – The aim of this practical is to use beetroot to examine the effect of the temperature on cell membranes and relate the effects observed to membrane structure. To function correctly a cell needs to be able to control transport across the partially permeable cell membrane. Theory – To understand how the red pigment leaks out of the beetroot it is essential that we understand the molecular Structure of a plasma membrane. A membrane is a phospholipid bilayer. This means that it has two layers of molecules called phospholipids. Each of these phospholipid molecules has two parts: †¢ A 'head' that will mix with water but not with fat (i.e. it is hydrophilic) †¢ Two 'tails' that will mix with fat but not with water (i.e. they are hydrophobic). In the phospholipid bilayer, the hydrophilic heads are always on the outside of the membrane. The hydrophobic tails are always on the inside of the membrane. Alone, this arrangement of phospholipids would form a barrier to water and to water-soluble substances. However, other molecules are scattered among the phospholipids. These include lipids (including cholesterol in the membranes of animals), proteins and polysaccharides. The proteins in membranes are of special interest to us. This is because they have a number of important functions. Proteins function as: †¢ Carriers for water-soluble molecules (such as glucose) †¢ Channels for ions (such as sodium and chloride ions) †¢ Pumps, which use energy to move water-soluble molecules and ions †¢ Receptors, which enable hormones and nerve transmitters to bind to specific cells †¢ Recognition sites, which identify a cell as being of a particular type †¢ Enzymes, which speed up chemical reactions at the edge of the membrane The ways that substances move across cell membrane are 1. Diffusion 2. Active transport 3. Faci... ...ees Celsius. Because at 30 degrees Celsius I would have presumed that the membrane would have been fairly stable. However my graph shows the contrary. This might be due to sources of error in my experiment. Experiments - I have successfully gained my results that back my hypothesis. However the results have limitations and some sources of error. The size of the beetroot is essential. In my experiment I used a ruler and cork bore to measure out the same size beetroot. The cork borer was a a good aid as it ensured that the beetroot had the same diameter. However using a ruler could present possible error. Due to the surface area to volume ratio. As the test tubes were taken out of the water bath and placed the in the colorimeter the temp reduced by a few degrees. This small error could of change the results by 0.5 percent inaccuracy. This is because of insufficient equipment. I understand this experiment is only on a small scale but to gain better results each test tube going up in 10 degrees Celsius so we can tell the point of denaturing more accurately, however I feel that I my experiment showed breath of how a membrane functions under temperature change.

Evaluation of another group’s performance

In drama we have been studying TIE, or theatre in Education. We practised pieces for which we chose certain subjects, like drugs or bullying, and performed it in front of a target year eight audience. I am evaluating a piece shown on Tuesday 7th December in the Drama studio in front of two classes and one year eight target audience class. The piece was about bullying and social acceptance, with informational themes and values. The main character was called Heather, and along with being bullied, she desperately wanted to be part of the â€Å"popular† gang. The ring leader of the popular bullies was called Sam. Throughout most of the play, she made fun of Heather and upset her a lot, and the gang copied her, but somewhere along the line, Sam's friends got a sudden spark of guilt, and turned on Sam to become friends with Heather, who, so drawn with her craving for popularity had attempted to steel an expensive bag, and started trying to become Sam. But all ended well, as Sam apologised to Heather after being dumped by her best friend Katy, and everyone became friends. They conveyed their characters very well to the audience; their voices were loud and clear, their costume, movement and gestures reflected their characterisation, and the things they said and did fitted their character, like when the bimbo, Sam, was upset, she ran away crying, but not just normally, she had an extra high pitched voice, and held her bag high and ran very femininely. Their facial expressions suited the concept in which they were used, and so were very effective and persuasive to the audience. They sustained their characters well throughout most of the piece, but at the beginning it seemed some of them were shy and timid, though they did break through into confidence early on. Their characterisation was very successful, especially in the comedy elements, like for example when Hannah played the policeman using the handcuffs and the language that it stereo typical to policemen, sustaining the role with humour. Their characters were believable, firstly because they were very familiar characters, and secondly because they played them very well. On a scale of one to ten, I would say their characterisation was believable at about seven. They used a lot of effective body language, like hand and face gestures and posture that reflected their character well. Their voice also was effective to the piece. Heather, for example, used a squeaky voice to portray a geek. Their costume was used well, with the angel and devil, and was effective because you knew immediately what they were. The characters also used props, like the clipboard the angel was holding and reading, which gave a sense of organisation. The bag was also useful in the stealing scene, because you knew at once what she was stealing, and when you don't have to work out things like that, you can concentrate on the piece itself. The group used a few explorative elements and drama mediums. They used for example, freeze frames these were valuable and effective because you could tell what they were when the happened, and could see things like thought tracing and conscience alley behind the scenes. The conscience alley itself could have been more effective, as it didn't build up much tension and was sort of cheesy. It was too short, and the only reason you knew what it was, is because of the devil and angel costumes. The staging and space was set out very well, although was sometimes too far upstage. Mostly however the whole space was used. There was some blocking (even when the blocked person was talking), mostly between the angel and devil. Staging furniture was also used to create a stand for a shop and chairs in a classroom. This was used and worked well because you could visualise the rest of the setting coming into place with just a few features. They didn't use a set, although this could have been effective if used and set out properly. The performance itself was successful. It used some information like child line phone numbers and advice. They also used humour, which is useful as it gets the attention of younger and older viewers. Without humour, the piece would have been boring and most of the audience wouldn't have liked it. I think they did achieve what they set out to do, as they entertained while informing, and formed a good piece of TIE drama, although it would have been better with more information. The atmosphere created was alright. There wasn't much tension, or a climax of any kind, but uses of silence and music worked well. Voice projection and accent was also used effectively. The overall strength of the piece in my opinion was the characterisation; the development of voice and costume. The overall weakness was probably the blocking; it did ruin some scenes and therefore affect the entire performance. I think the audience definitely enjoyed the piece, whether or not they saw the meaning of it is another question. But any negative response is mostly due to the lack of understanding the project and goal; TIE. In conclusion, I think this piece was very good, and I give it 7/10 for effort, 7/10 for characterisation, 7/10 for staging and 4/10 for use of drama mediums. Basically, I give it 28/40, which is a c grade.

‘Fire and Ice’ by Robert Frost and ‘The Day They Came For Our House’ by Don Mattera Essay

â€Å"The possession of power over others is inherently destructive both to the possessor of the power and to those over whom it is exercised.† George D. HerronThe modern industrialist society, in which we live, has been shaped by people in the possession of power, and the power of passion. The 20th and 21st century’s have illustrated clearly the deadly potential of power, and not just to the possessor of the power but also to those over whom it is exercised. The poem’s ‘Fire and Ice’ and ‘The Day They Came For Our House’ by Robert Frost and Don Mattera respectively, perfectly convey the idea of the destructive nature of power, the poems are both concerned with Mortality of Age. The ideal readers of these poems are people old enough to understand how harsh and cruel this world can be. Furthermore, people who can appreciate the sense of grief portrayed in these poems, as both poets investigate deeply the potentially devastating capability of humans to destroy themselves and others. ‘Fire and Ice’, written by Robert Frost, is a carefully constructed poem, which carries a straightforward message that emotions become destructive when they are too extreme, destructive enough, even, to end the world. ‘Fire and Ice’ holds the theme of Mortality and Age, also the destructive power of passion, Robert Frost also describes humans as complacent, throughout the poem. Rather then telling a story or receiving an insight, Robert Frost simply expresses an opinion. While in the poem ‘The Day They Came For Our House’ Don Mattera is telling a story of a place called Sophiatown. This poem is a vivid retelling of the experience that Don Mattera went through, and thus is very personal. The main message delivered by this poem is that power can be very destructive, especially if it is used against people with little or no power themselves. Don Mattera illustrates the struggle of the Africans that lived in Sophiatown, when it was being demolished by white people to make a white settlement. The themes of this poem are Mortality and Age and some protest, which come under the main theme of alienation. Also just like Robert Frost he describe humans as being complacent. In the poem ‘Fire and Ice’, Robert Frost creates a speaker whose conjectures about the world’s ultimate destruction are designed to reveal the deadly potential of human passion. To address his theme, Frost cleverly manipulates  the imagery of the title, ‘Fire and Ice’. Frost requires the reader to think first about the destructive powers of fire and ice, and then relate this to desire and hate. In order to understand the poem’s warning about the equally ruinous potential of unbridled emotion. In the lines: ‘Some say the world will end in fire/Some say in ice’ (stanza 1, lines 1-2), Robert Frost shows two different ways that could lead to the World’s ultimate destruction. These lines relate to the theme of Mortality and Age, because there is an inevitability of death. He then follows on with, ‘From what I’ve tasted of desire/ I hold with those who favour fire’ (stanza 1, lines 3-4), Robert Frost describes the power of fire and its metaphoric companion, desire. In these lines, Frost, has his own opinion of how the world will end, this shows how personal this poem actually is. Robert Frost, thinks that the world will be destroyed from desire and greed. He goes as far as saying that greed itself most probably will end the world. From this we can take that he is writing this as the oppositional discourse, because surely the dominant discourse would deny greed as taking over the world. Without a doubt desire and greed are portrayed intensely in the poem ‘Fire and Ice’ but also in ‘The Day They Came For Our House’. Don Mattera who wrote the poem ‘The Day They Came For Our House’, had the intention to show how dangerous uncontrolled power can be, it can destroy peoples lives and cause serious pain. Don Mattera, just like Robert Frost is writing this poem as the oppositional discourse. This poem is deeply intertwined with that of a protest theme. Don Mattera protests about the arriving whites coming to demolish Sophiatown. He describes their arrival as, ‘Armed with bulldozers/they came/to do a job/nothing more/just hired killers/’ (stanza 2, lines 1-5). This quote represents how insignificant the Africans are perceived to be, by the white people coming to demolish their town. Don Mattera explains no emotion in this stanza. He has done this to show that the white people also had no emotion in what they were doing. In his eyes they didn’t care, it was just another job for them. The lines, ‘We gave way/there was nothing we could do/although the bitterness stung in us’ (stanza 3, lines 1-3). Clearly illustrates the African’s lack of power. They can’t do anything; this highlights the destructive nature of power, and relates to the theme of mortality and age. This is portrayed throughout this  poem, Don Mattera, explains how it is pointless for them to do anything because they have no power. The whites who demolished Sophiatown gave into ego and greed, and used their power against the black Africans. This is a perfect example of power being destructive to those over whom it is exercised. Don Mattera’s cultural background has influenced this poem drastically, because he grew up in Sophiatown, which at the time was a vibrant centre of South African culture. His poem is very personal; this makes it easier for the ideal reader to relate to. Fully understanding this poem requires the readers to understand the hardship and pain that the Africans went through. The lines, ‘We stood/Dust clouded our vision/We held back tears’ (Stanza 4, lines 1-3) exemplify’s some of the pain and suffering that the Africans of Sophiatown went through. The reader of this poem would feel sadness toward the Africans of Sophiatown, and most probably anger towards the white people who demolished their town. But unless they have been through something similar, will not be able to imagine the true extent of the emotions that Don Mattera and the other Africans would have experienced. Similar to ‘The Day They Came For Our House’, Robert Frost’s poem ‘Fire and Ice’ can only be fully understood when the reader can appreciate the grief portrayed in this poem. Although not as personal as Don Mattera’s poem, it is still a depressing poem to read. Robert Frost was born in San Francisco, California. Because he is American his poem varies in the way he has chose to write it, compared to Don Mattera’s poem. In ‘Fire and Ice’, Robert Frost describes a personal apocalypse. He writes about the power of emotions such as desire and hate to destroy the world. Robert Frost would have witnessed greed and hate and heard of wars and all the hate that fills the world while he lived in America. Thus he has made an opinion of his own explaining how he believes the world will end if these emotions are not kept under control. But unlike Don Mattera and the Africans of Sophiatown he would not have had hatred against him from an apartheid government that evicted 60,000 people from Sophiatown and he would not have been undervalued. Therefore he would not have felt what he was writing about, unlike Don Mattera. This also makes it easier to relate to Robert Frost’s poem, ‘Fire and Ice’ compared to ‘ The  Day They Came For Our House’. ‘Fire and Ice’, is also a text that has a very sophisticated style. The poem is written primarily in rhymed iambic tetrameter, although three of the nine lines are in iambic dimeter. The use of such rhythmic patterns makes this poem more musical and memorable. Robert Frost also uses alliteration in his poem, such as ‘favour fire’ (stanza 1, line 4), which shows that Robert Frost is privileging the oppositional discourse because he believes the world will end from desire. Furthermore, ‘Some say’ (stanza 1, lines 1&2), is another example of alliteration. Compared to ‘Fire and Ice’, ‘The Day They Came For Our House’ is a poem that is less sophisticated, it is more of a free verse poem. In a way this emphasises the poet’s case, because it shows the poem has being unbalanced and less structured, which is what Don Mattera would have felt when he was being evicted from Sopiatown. Don Mattera also uses personification in his poem. It is illustrated in the lines, ‘The sun stood still/ in the sullen wintry sky’ Don Mattera has used this to show how Sophiatown was intertwined with the environment. He loved the surroundings of Sophiatown just as much as the people who inhabited it. This makes it a much depressing poem for the readers as it shows his love for Sophiatown, a place that was demolished to make way for a white suburb called Triomf which means triumph in English. In the poem, ‘The Day They Came For Our House’, the last lines sum up the poem’s themes, but also sum up Robert Frost’s poem ‘Fire and Ice’. The lines, ‘The power of destroying/the pain of being destroyed’ is essential to both poems because it demonstrates the underlying discourse that underpins the text. That is, in our modern industrialist society we are all shaped by power whether it is by people in possession of power or the power of passion. I chose the poems ‘Fire and Ice’ and ‘The Day They Came For Our House’, because they reflected the themes of 20th and 21st century very well, themes which are Mortality and Age and protest. Also both were wonderfully constructed poems and both poems appeared simple to read through at first glance. However, upon further reflection, they both presented different facets, which made them more complex and elusive. When I examined both  poems, I could relate more to ‘Fire and Ice’ compared to ‘The Day They Came For Our House’. I do not think I was an ideal reader of the latter poem, mostly because the poet was of a completely different cultural background. I could relate to it in some ways, although I felt almost guilty when reading the poem. I felt like I could not understand the full extent of pain and sadness that the Africans of Sophiatown went through. As mentioned above ‘Fire and Ice’ is a poem that I could relate to much easier, because I understood Robert Frost’s opinion of how desire, greed and hate would be the downfall of mankind. Furthermore it was not as personal compared to Don Mattera’s poem. ‘Fire and Ice’ and ‘The Day They Came For Our House’ by Robert Frost and Don Mattera respectively, through their poems, show the notion of Mortality and Age, protest and essentially Alienation. Although both the poems express the same themes, the authors have chosen different ways to illustrate their feeling towards the subject. Robert Frost uses ‘Fire and Ice’ to simply express and opinion rather than tell a story, which is how Don Mattera illustrates his ideas. His poem is a vivid retelling of the experience that he went through. Both poets position the reader to identify with their ideas. They illustrate the fact that â€Å"The possession of power over others is inherently destructive both to the possessor of the power and to those over whom it is exercised† (George D. Herron). Bibliography Information Obtained From:’Robert Frost’, 2000, The literature Network, www.onlineliterature.com/frost/, viewed 21st May 2008. ‘Don Mattera’, 2001, Wikipedia the free encyclopaedia, http://en.wikipedia.org/wiki/DonMattera, viewed 21st May 2008. ‘The day they came for our house’, 1999, Don Mattera, http://www.saep.org/Sinethemba/Poetry/studied/Mattera/Mattera.htm, viewed 21st May 2008.