Poetry is often written as a result of reflecting on an intense emotional experience or a significant event

Q: Poetry is often written as a result of reflecting on an intense emotional experience or a significant event. Examine the techniques used by one poet to convey the significance of an experience or event which gave rise to a poem or a sequence of poems. â€Å"Daddy†is a very emotional poem by Sylvia Plath. She wrote it just before she committed suicide in the early 1960's. It is a very angry poem which is centred around Plath's relationship with her father, who died when she was much younger. Much of her anger and emotion arises from this event. Despite the fact that he has been dead for some time, it is still certain that she feels affected by it. The first verse of the poem creates the tone followed throughout, and helps to set the rest of the poem in context: â€Å"You do not do not do, you do not do Anymore, black shoe In which I have lived like a foot For thirty years, poor and white, Barely daring to breathe or Achoo.† Here, the poet is stating that they have â€Å"†¦lived like a foot for thirty years†¦Ã¢â‚¬ , a simile that is giving the sense that she has felt oppressed for her whole life, as living â€Å"like a foot† is a claustrophobic image, showing how she cannot break free of the â€Å"black shoe† which it is made apparent is representing her â€Å"daddy† figure. The opening line, â€Å"You do not do†¦Ã¢â‚¬  is similar to how a parent would tell a child off, but the poet is reversing the role here, and so her anger at her father is shown straight away. The whole of the first verse is an extended metaphor, to convey the poet's anger at feeling trapped all of her life by the death of her father. The line â€Å"Barely daring to breathe of Achoo.† shows how this has given her a sense of claustrophobia, not being able to escape from a â€Å"black shoe† â€Å"black† appearing throughout the poem, giving connotations of evil, the poet exag gerates in order to express her feelings on her father, and her anger at his death. In verse two, she refers to him as â€Å"marble heavy, a bag full of God†, which represents how he has been weighing her down. The use of the word â€Å"God† is to give the sense that her father has been the all-powerful force in her life until now. â€Å"Daddy, I have had to kill you.† reveals the intent behind her writing the poem, to enable her to â€Å"purge† her father out of her life at last. For the poet, â€Å"Daddy† is a cathartic experience, and this is communicated to the reader because her anger is apparent in the accusing tone used, she's addressing the problems in her life and pointing the finger at him. She describes him here in the second verse as a â€Å"Ghastly statue† saying that there is something sinister about him, â€Å"statue† refers to how he has been immovable, ever-present in her life even after his death. The image of him described in verses two and three focuses on the scale of him. â€Å"One gray toe, big as a Frisco seal/And a head in the freakish Atlantic†¦Ã¢â‚¬  – he is continental. It's almost as if he is too much, and the poet cannot handle the amount that she has built him up in her mind, so much that it almost takes over. But, not all of her fe elings towards her father are negative: â€Å"I used to pray to recover you, Ach, du.† The note of longing present here prevents the poem from simply becoming an angry rant, it's clear that she poet is conflicted on how to feel. The fact that she uses the German language also helps to emphasise how much he has impacted her life, as he was German-American. The tone of the poem is enhanced by the harsh, building rhythm, and the fricative language used. The rhythm builds into a sort of crescendo, and the language used contains a lot of words with an â€Å"oo† sound, similar to the word â€Å"you†, the accusation coming through, her anger at him showing. The repetition of certain words like â€Å"†¦wars,wars,wars†¦Ã¢â‚¬ , â€Å"†¦ich,ich,ich,ich†¦Ã¢â‚¬  and â€Å"†¦back, back, back†¦Ã¢â‚¬  add to the marching rhythm which drives the poem. By the time we get to the heart of this long rant of a poem the imagery relating to her father deliberately becomes confused with that of Nazi atrocities. Furthermore, sometimes Plath's attitude towards her father seems to be more suited to that of a lover; how for instance she sees him as the â€Å"†¦black man who/Bit my pretty red heart in two.† The experience of her father's death had led her to identify with victims of Nazism, which could be seen as particularly self-indulgent on her part, as the comparison seems to be out of balance. â€Å"An engine, an engine Chuffing me off like a Jew. A Jew to Dachau, Auschwitz, Belsen. I began to talk like a Jew. I think I may well be a Jew.† And similarly, her comparisons of her father to a Nazi: â€Å"I have always been scared of you, With your Luftwaffe, your gobbledygoo And your neat mustache, And your Aryan eye, bright blue. Panzer-man Panzer-man, O You–† This dynamic she paints of her, the victim, and her father, the oppressor is clearly an exaggeration. Her father's death, however, has made her so angry at him that she sees it fit to draw such comparisons. Her experience of her father's death has forced her to identify with Jews, oppressed by Nazis, the way she has felt oppressed by her father for her whole life. But, this aspect of the poem is juxtaposed with the poet addressing her father in an intimate way, she describes him here as a â€Å"Panzer-man†, representing the glamour of the Second World War, a sort of figure of longing. She refers to father as â€Å"daddy† – â€Å"You stand at the blackboard, daddy/In the picture I have of you.† This emphasises how she has been unable to move on, he has never become a â€Å"father† to her, he is frozen in time as her â€Å"daddy†, although he is still a figure of authority to her. It is because of this inability to move on from the death of her father that she states she has â€Å"made a model† of him, in her husband, â€Å"A man in black with a Meinkampf look.† It's almost as if her husband has been a substitute for her father being absent in her life, and in the end, he does her no good either, she says he â€Å"drank my blood for a year.† referring to how he drained life from her, and in marrying a man that reminds her of her father, it did not offer a solution at all. The poem acts as a way of exorcising her father from her life, but she also refers to her husband in this aspect – â€Å"If I've killed one man I've killed two.†, the poem has been a stake through the heart of both her â€Å"daddy† figure and her husband, referenced to in the last verse (â€Å"There's a stake in your fat black heart† – the poem is the stake, it has killed him). By the end of the poem when she claims â€Å"Daddy, daddy, you bastard, I'm through.†, it can be interpreted in more than one way. The first, that she is through with her â€Å"daddy† that she has exorcised him from her life at last. But secondly, that it has been too much, that the burden has killed her – Sylvia Plath committed suicide soon after the poem was written. â€Å"Daddy† is full of emotion. It allows the poet to exorcise her father from her life, and so it is conflicted and features anger, love and the accusing tone highlights the poet's feelings towards her father, how she hates him for his death early in her life, but there are hints of longing throughout. The Nazi imagery used in the poem could be said to be self-indulgent of the poet, but it is perhaps justified in that she has carried the burden of mourning for her father for the majority of her life. The poet shows her father as an evil figure, so it is easy for the reader to sympathise with her, although it is important to remember that the image she paints of him is exaggerated and so the only â€Å"bad† thing he did was to die too early in Plath's life. And so, the poem could be interpreted as a rant at her dead father, but to the poet, he's been present in her mind throughout her life, and â€Å"Daddy† was how she was able to rid herself of him.

Design Lab Essay

Investigate the amount of energy given off from liquid fuel cells Calorimeter is a device used to measure the heat of chemical reactions, physical changes and used to determine the amount of heat released or absorb during a chemical reaction. Fuel which is used every day as a source of energy cans combust giving of different amounts of energy. In this experiment the combustion of liquid candle will be used to find the change in temperature of 20 ml beaker of water at different times. Using this experiment, we can used the energy given of by the candle fuel to determine how other fuels used in everyday life gives off energy and how to improve these conditions. Problem: how would change in time affect the temperature of water while heated by a liquid fuel? Hypothesis: if the beaker of water burns for a long time, then the temperature would be greater from the original temperature than the beaker that burns for less amount of time. Procedures: Materials: * Goggles * Apron * Beakers * Water * Flame (candle) * Stopwatch * Pencil * Paper * Ring stands * Lighter * Thermometer * Graduated Cylinder * Wire Gauze Procedure 1. Collected all necessary materials 2. Put on your apron and goggles 3. Set up the beaker in the ring stand on top of the wire gauze 4. Measure about 20 ml of water with the graduated cylinder and place on top of the wire gauze in the ring stand. 5. Using the thermometer measure the temperature of the water and record it under control group. 6. Place the liquid fuel under the beaker and carefully light the candle 7. Using the stopwatch, start the time for one minute and blow out the candle after the minute has passed. 8. After you have blown out the candle, record the new temperature of the water. 9. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 10. Then repeat the steps 4-9 two more times for the control group. 11. After doing 3 trials for the control, then Measure about 20 ml of water with the graduated cylinder 12. measure the temperature of the water and record it under 2 minute trial 13. Place the liquid fuel under the beaker and carefully light the candle 14. Using the stopwatch, start the time for 2 minutes and blow out the candle after 2 minutes has passed 15. After you have blown out the candle, record the new temperature of the water. 16. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 17. Then repeat the steps 12-16 two more times for the 2 minute trial. 18. After doing 2 minute trial, then Measure about 20 ml of water with the graduated cylinder for 3 minute trial. 19. measure the temperature of the water and record it under 3 minute trial 20. Place the liquid fuel under the beaker and carefully light the candle 21. Using the stopwatch, start the time for 3 minutes and blow out the candle after 3 minutes has passed 22. After you have blown out the candle, record the new temperature of the water under the 3 minutes trial. 23. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 24. Then repeat the steps 18-23 two more times for the 3 minute trial. 25. After doing 3 minute trial, then Measure about 20 ml of water with the graduated cylinder for 4 minute trial. 26. measure the temperature of the water and record it under 4 minute trial 27. Place the liquid fuel under the beaker and carefully light the candle 28. Using the stopwatch, start the time for 4 minutes and blow out the candle after 4 minutes has passed 29. After you have blown out the candle, record the new temperature of the water under the 4 minutes trial. 30. Wash the beaker completely in the same type of water that was used to fill the beaker for the first one. 31. Then repeat the steps 25-30 two more times for the 4 minute trial. 32. Once all data has been collected, then analyze your date and write the conclusion. Data Uncertainty Equipment Uncertainty Beaker à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Thermometer à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C Stopwatch à ¯Ã‚ ¿Ã‚ ½ 0.01 seconds Graduated Cylinder à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Control-1 minute Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 2 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 3 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 4 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp Q = mc?T Q Mass Change in Temp C 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C Processed Data Uncertainty Equipment Uncertainty Beaker à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Thermometer à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C Stopwatch à ¯Ã‚ ¿Ã‚ ½ 0.01 seconds Graduated Cylinder à ¯Ã‚ ¿Ã‚ ½ 0.01 ml Control-1 minute Trial 1 Amount of water Initial Temp Final Temp Change in Temp Trial 2 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.45 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 31.30 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 9 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 3 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.40 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 30.65 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 8 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C 2 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.95 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 40.40 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 18 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 3 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.60 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 50.75 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 28 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22.80 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 50.20 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 28 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C 4 min Trial Trial 1 Amount of water Initial Temp Final Temp Change in Temp 20 à ¯Ã‚ ¿Ã‚ ½ 0.01 ml 22 .60à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 56.15 à ¯Ã‚ ¿Ã‚ ½ 0.01 à ¯Ã‚ ¿Ã‚ ½C 34 à ¯Ã‚ ¿Ã‚ ½ 0.02 à ¯Ã‚ ¿Ã‚ ½C Trial 2 Amount of water Initial Temp Final Temp Change in Temp Trial 3 Amount of water Initial Temp Final Temp Change in Temp Q = mc?T Q Mass Change in Temp C 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C Uncertainties of data ml of water 0.01ml /20.00 ml à ¯Ã‚ ¿Ã‚ ½ 100 % 0.05% Beaker 0.01ml /20.00 ml à ¯Ã‚ ¿Ã‚ ½ 100 % 0.05% Time 0.01 min /1 min à ¯Ã‚ ¿Ã‚ ½ 100 % 1.0% Independent Variables Independent Variable 1 (1 minute) 0.01 min /1 min à ¯Ã‚ ¿Ã‚ ½ 100 % 1.0% Independent Variable 2 (2 minutes) 0.01 min /2 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.5% Independent Variable 3 (3 minutes) 0.01 min /3 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.33% Independent Variable 4 (4 minutes) 0.01 min /4 min à ¯Ã‚ ¿Ã‚ ½ 100 % 0.25% Initial Temperatures Control-1 minute T1. Temperature (22.50) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.50 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.45) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.45 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 2 Minute Trial T1. Temperature (22.95) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.95 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 3 Minute Trial T1. Temperature (22.60) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.60 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.80) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.80 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% 4 Minute Trial T1. Temperature (22.60) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.60 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (22.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (22.25) 0.01 à ¯Ã‚ ¿Ã‚ ½C /22.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% Final Temperature Control T1. Temperature (30.00) 0.01 à ¯Ã‚ ¿Ã‚ ½C /30.00 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% T2. Temperature (31.30) 0.01 à ¯Ã‚ ¿Ã‚ ½C /31.30 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% T3. Temperature (30.65) 0.01 à ¯Ã‚ ¿Ã‚ ½C /30.65 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.03% 2 Minute Trial T1. Temperature (40.40) 0.01 à ¯Ã‚ ¿Ã‚ ½C /40.40 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T2. Temperature (41.70) 0.01 à ¯Ã‚ ¿Ã‚ ½C /41.70 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T3. Temperature (40.55) 0.01 à ¯Ã‚ ¿Ã‚ ½C /40.55 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% 3 Minute Trial T1. Temperature (50.75) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.75 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T2. Temperature (50.35) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.35 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% T3. Temperature (50.20) 0.01 à ¯Ã‚ ¿Ã‚ ½C /50.20 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.02% 4 Minute Trial T1. Temperature (56.15) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T2. Temperature (55.90) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% T3. Temperature (56.20) 0.01 à ¯Ã‚ ¿Ã‚ ½C /56.15 à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ 100 % 0.04% Q = mc?T of control Q = 4.18 J/G à ¯Ã‚ ¿Ã‚ ½C à ¯Ã‚ ¿Ã‚ ½ (0.048g) à ¯Ã‚ ¿Ã‚ ½ change in Temperature Q= 20.00 ml (1L/1000ml)(1mol/22.4)(18.08/1 mol) = 0.0161 g Conclusion In this experiment it was proven that when certain about of water are left for a certain time over a flame it would change in temperature. The longer the water is over the flame, the temperature increased which proved the hypothesis to be correct. This experiment proved that the more time water is heated, the higher the temperature would be. If this experiment was to be conducted the next time, there would be a lot of changes. First the control would be in the temperature of water without any heated added to it. Then the time it was to be heated would be longer than one minute different in each different trial. More trials of the same time would be conducted to make sure that the experiment would be performed correctly.

The Amish Community: the Effects of Subsistence on Aspects

The Amish Community: The Effects of Subsistence on Aspects of a Culture Tristin Bovee ANT 101 Ilda Jimenez y West October 29, 2012 The Amish Community: The Effects of Subsistence on Aspects of a Culture Any person who observes an Amish community may catch a glimpse of a lifestyle that looks as if it adheres to no modicum of logic. Why would a whole group of people choose to live without the technology that makes life so much easier? The answer is simple and uncomplicated; cultural preservation.The Amish are culturally aware of themselves, and as such have put forth the effort to sustain their traditions and way of life for hundreds of years (Kraybill, 2001). The further technology advances in the world outside of the Amish community, the broader the Amish lifestyle becomes from the modern American culture amongst which they live. However, if the Amish belief system is viewed from an anthropological perspective, their values and reasoning is much more understandable to modern thinkers . There are many different sects of the Amish belief system but for the sake of simplicity, this paper will concentrate on the Old Order Amish.The Amish faith sprung out of traditional Protestantism in the sixteenth century. Then referred to as Anabaptists, the Amish believed that baptism should not occur in children or infants, but only in adults that can make the decision for themselves (Kraybill, 2001). They also called for a separation between church and state, and a return to literal interpretation of the bible. Suffering extreme persecution for their beliefs, the Amish fled to northern Europe to escape harsh treatment from authorities and religious leaders alike (Fischetti, 1997).While living in these remote regions, the Amish grew dependent on agriculture for their livelihood. Agriculture has been the primary mode of Amish life ever since. Many Amish beliefs today are stemmed from their subsistence strategy of emerging agriculture. Body The most widely known belief of the Ami sh community involves the refusal to use electricity or modern technology, such as television, in their homes. The Amish belief system is centered around family and community values and as such, they hold a strong conviction that modern technology shatters those relationships (Fischetti, 1997).The use of electricity opens the doors for mass media influence which holds the possibility of fracturing Amish traditional values. The very values that the Amish hold are a result of their emerging agricultural subsistence. When livelihood depends on bringing in crops and dairying, community and family are the primary modes of labor, and cooperation is of the utmost importance in order to maintain their way of life. Some analysts argue that the individualism seen in modern cultures is caused primarily by industrialization (Kraybill, 2001).By avoiding modern technology and said industrialization, the Amish believe they are maintaining their closely knit communities. From the etic perspective, this may seem to limit the quality of life that the Amish live, especially their youth, but from an emic perspective, this is the lifestyle that they know works for them and does not challenge what they believe. Amish adults are only looking out for the wellbeing of their children on a spiritual level. Like band societies, the Amish do not believe in accumulating wealth; they believe in having what one needs to survive.Beyond enduring, what is important to them is helping each other, which is an aspect in most cultures that grow or forage for their own food (Marlow, 1996). Amish and band societies have much in common, such as their reciprocal economic system of general reciprocity. A reciprocal economic system is a variety of trade between family members (Nowak & Laird, 2010). General reciprocity is an exchange without an instant return or a determined value of the trade (Nowak & Laird, 2010); this is what the Amish community practices between members.Within the Amish, assistance or supplies are given freely to those who are in need of it; the provider knows that anyone in their society would do the same for them under similar circumstances. Due to their belief in self-sufficiency within their community, the Amish do not believe in government assistance. Coupled with the collective Amish decline of private health care, one may wonder how they pay for medical expenses; their church and community. The Amish church picks up most medical costs, and what it does not cover is picked up by the individual family and community.The Amish lifestyle is based upon the literal interpretation of the Christian bible, as well as a set of unwritten, adaptable guidelines called the Amish Ordnung. The Amish Ordnung provides the Amish community with cultural capital, or awareness of the morals, principles, convictions and responsibilities of Amish life (Kraybill, 2001). It outlines correct behavior, clothing choice and technologies that are deemed acceptable for use without fear o f destroying the family (Donnermeyer & Friedrich, 2002). The guidelines that the Amish Ordnung outlines are changeable.This is to better facilitate solutions toward the difficulties of living in contemporary society while maintaining their cultural heritage and beliefs (Donnermeyer & Friedrich, 2002). While many people living in modern society have faith of some kind, the Amish live their faith every day. Every aspect of their life is centered around their biblical interpretations and beliefs. Family and community are a huge part of the Amish belief system which is evident by the way their kinship systems work and live together. The Amish are a patriarchal society.Men are the breadwinners and thus the head of the household; women ensure the upkeep of the home and the upbringing of the children (Donnermeyer & Friedrich, 2002). These gender roles begin at a very young age. In some societies, such as pastoralist societies, this division of labor via gender creates an environment of ine quality in favor of male family members (Nowak & Laird, 2010). This is not the case in an Amish household; each family member is respected and valued for the person they are, and also for the work they accomplish.The strong nuclear family and the division of labor being gender-based provide the Amish with a strategy to impress upon their children the importance of their beliefs (Donnermeyer & Friedrich, 2002). Young members of an Amish community are not required to be baptized into their faith until eighteen years of age (Kraybill, 2001). Eighteen years living within an Amish community results in these kids knowing nothing else and it is often easy for them to make the decision to continue living their experienced lifestyle. However, should anAmish child refuse, they would be shunned. Shunning is the practice within the Amish community of excommunicating members who do not hold to the community beliefs. Most parents would like to keep their children as close as possible, which is ju st another motivation for immersing their children in the Amish world in order to keep them from being shunned. Often, two or three generations of extended families live in neighboring homes and work the same farmland. This is because a large part of who makes up an Amish community is determined by geographic proximity (Kraybill, 2001).Amish grandparents will often retire to a home on the farm referred to as a dowdy house (Donnermeyer & Friedrich, 2002). These practices demonstrate the provision of a support system through all stages of life. Societies which practice agriculture for subsistence often establish large families to assist with the amount of labor required for farming (Nowak & Laird, 2010). This is demonstrated in Amish families, which on average produce six children per nuclear family (Kraybill, 2001). However, agriculture is becoming less common amongst Amish communities as there is little farmland large enough to accommodate them.This has led many Amish families to re cognize the importance of family planning, since little farming requires less farm labor and family assistance with farm chores (Donnermeyer & Friedrich, 2002). In addition, many Amish families have turned to selling crafted items to supplement the income lost from the declining amounts of agriculture. In the book, Riddle of Amish Culture, author Donald Kraybill (2001) states that â€Å"the hallmark of Amish society has been a close-knit, highly integrated community where the threads of social life are woven into a single fabric that stretches from cradle to grave† (pg. 19, para. 4).This quote emphasizes the Amish social life centering on family, community and church from birth to death. Social activity in the Amish community can be described in three words; family, community, and church. Amish society is organized into three basic social units. The first unit, the settlement, consists of Amish families living within a common location and typically ranges in size from a dozen families to several thousand. The second unit, the district, is the organizational unit above the family and refers to the church. One church district usually includes twenty-five to thirty-five families within the immediate area.The third unit, affiliation, is the collection of church districts that hold similar religious practices and cooperate with each other (Kraybill, 2001). Amish children are taught in parochial schools, in which the highest level of education achieved is the eighth grade (Kraybill, 2001). The Amish believe that their way of life does not require more than an eighth grade education; most Amish children know how to run a household well before they finish their schooling. Conclusion If it weren’t for their way of life, they would have been acclimated to societal norms long ago.However, the Amish people are capable of seeing the world from an emic and etic perspective, ostensibly at the same time. Because of this awareness, they are able to take the corre ct steps to ensuring the survival of their cultural and spiritual beliefs. REFERENCES: Donnermeyer, J. F. , & Friedrich, L. (2002). Amish society? : An overview reconsidered. Journal of Multicultural Nursing & Health, 8(3), 14. Retrieved from http://search. proquest. com/docview/220297959? accountid=32521 Fischetti, P. R. (1997). The Amish. Washington, United States: Educational Extension Systems. Retrieved from http://search. roquest. com/docview/189310852? accountid=32521 Kraybill, D. B. (2001). Riddle of Amish Culture (Revised Ed. ). Baltimore, MD, USA: John Hopkins Univeristy Press. Retrieved from http://site. ebrary. com/lib/ashford/docDetail. action? docID=10021650&ppg=2 Marlow, E. (1996). Teaching about another culture? : The Old Order Amish. The Social Studies, 87(4), 161. Retrieved from http://search. proquest. com/docview/274834778? accountid=32521 Nowak, B. , & Laird, P. (2010). Cultural Anthropology. San Diego, CA: Bridgepoint Education, Inc. Retrieved from https://conte nt. ashford. edu/books/AUANT101. 10. 2/sections/ch00

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