SCHOOL COUNSELLING - 275 Words

SCHOOL COUNSELLING (Essay Sample) Content: School Counseling Major Written Assignment Name: Institution: Abstract School-based counseling is an important form of psychological therapy for school-going children and young people. Counseling is essential for the mental health of children and young people because it enables them to explore, understand and ultimately overcome issues confusing or causing distress and difficulty in their lives. The holistic development of children and young people depend on their good emotional and mental wellbeing. School-based counseling is an important and effective resource to utilize in realizing this kind of development in children and young people. Counseling aims at assisting the child or young person to understand themselves greatly, create a greater awareness of their potential and its appropriate utilization, relate well with other people, cope successfully with the normal stresses of life, build their ability, address problems and work productively and fruitfully. The immediate benefits of school-based counseling include improved attendance and educational attainment, the realization of happier, resilient and confident students and reductions in instances of behavioral problems. Description of the Client Peter is a 16-year old pursuing high school education. Being a teenager, he is aggressively searching for his independence. Peter is privileged to have an economically stable family; his father is a pilot, and his mother works as a doctor at a local hospital. Because of the nature of their jobs, Peter's parents do not get enough time to interact with their son on a day to day basis. His parents are somehow detached from their son's life because of their busy work schedules. Teenage-hood is a crucial stage, and adolescent children need constant and prudent guidance from adults, specifically their parents, on a range of personal matters that include sex, peer pressure, and substance use. The absence of time spent between parents and son has driven a wedge in the relationship Peter has with his parents. He experiences immense loneliness despite the many peers he has in school. Peter is a day-scholar and normally, he goes home after the end of the school day. In the evenings, he gets a chance to meet up with his friends who stay close-by. Unfortunately, among his friends there are those who take part in destructive habits like drinking alcohol and abusing hard drugs. The apparent parental neglect has significantly impacted Peter's behavior; the prevalent and powerful peer pressure has strongly influenced his decisions. The absence of parental guidance has led to Peter being pressured into trying drugs and drinking alcohol in order to get his peers approval. Failure to participate in these destructive habits will automatically disconnect Peter from his friends. Trying drugs and drinking has greatly affected Peter's attendance of school and his overall academic attainment. In addition, his participation in other school activities such as co-curricular and music has taken a beating. As other students register excellent educational attainment and actively parti cipate in sporting and art activities, Peter's performance has declined at an alarming rate, from a stellar to mediocre performance. It is paramount that Peter gets immediate counseling so that he can be salvaged from the destructive habits he is slowly and surely slipping into head-on. Initially, his parents have to be informed of their son's situation and be involved fully in the counseling process. School-based counseling is the best resource to raise awareness of the destructive nature of substance abuse to students such as Peter. The counseling process will involve educating Peter on the health hazards and risks of substance abuse and actively disengaging him from this habit (Baker and Gerler, 2008). School-based Counseling Interventions Peter, being a High school student, needs appropriate guidance that can enable him transition successfully into the world of work and adulthood. Against this backdrop, it is necessary for Peter to receive sound school-based counseling from the school counselor in collaboration with his parents, teachers and the fellow students. The decline in Peter's academic performance, erratic school attendance, and constant isolation will serve as a red flags to underlying behavioral problems (Perkins, 2003). The logical thing the teachers can do is to engage the school counselor so that he or she can help them to uncover the issues behind Peter's erratic behavior. School counselors possess the technical know-how necessary in helping students overcome the behavioral problems they are facing. Appropriate school counseling interventions that are employed early enough in offering psychological help to students prevent a particular behavioral problem from escalating even further (Brosnan and Carr, 20 00). Peter has personal and sensitive behavioral problems, and he is in need of someone who can listen to him empathetically and help him disengage from the destructive drug abuse he is being pressured into. His referral to the school counselor will be made by one of his teachers who has closely observed the sudden change in his behavior. The teacher will first personally talk to him and arrange his meeting with the school counselor. Personal communication between the teacher and student helps the student develop confidence in the process and get assurance that there are people willing to help him (Baker and Gerler, 2008). The scheduled meeting between Peter and the school counselor will be more meaningful if the counselor will be more willing to listen to him. Listening to the client is what heralds the entire counseling process. Listening entails hearing the words Peter says and gaining insight in what he utters (Campbell and Dahir, 1997). The school counselor may indicate the understanding of what he is telling him or her by nodding his or her head and avoiding speaking as the client talks. Effective listening will enable the school counselor to respond appropriately to the psychological needs of Peter. The free-flow of communication is also dependent on the presence of trust between the client and the counselor (Brosnan and Carr, 2000). Students such as Peter will be ready to disclose a lot of information about the personal problems they are facing if they are convinced that the school counselors are people to confide. In turn, the counselors can tap more information from the student-clients if th ey encourage them to be confident in expression and assure them of the confidentiality of the information they share with them. Risk behaviors such as drug and alcohol abuse among adolescents can be addressed through various interventions and programs employed by school counselors. Peter's decline in behavior stems from family neglect, and this will necessitate that the school counselor utilizes interventions that target both Peter and his parents (Repetti et al, 2002). The adolescent-focused interventions include Interpersonal Psychotherapy (IPT), Cognitive Behavioral Therapy (CBT) and group work among the young people. The Cognitive Behavioral Therapy refers to the combination of behavioral and cognitive therapeutic approaches used by counselors to modify destructive behaviors and thoughts (Clarke et al., 1999). This therapy involves holding of a number of sessions between the client and the school counselor in which they embark on the task of identifying the behavioral problems the client is having. Cognitive Behavioral Therapy will enable the school counselor to provide Peter with techniques and tools that will be essential in helping him avoid falling prey to the pressure of his peers. The techniques and tools will alter his alcohol and drug abuse and maybe feel discouraged from engaging in these destructive habits. The Cognitive Behavioral Therapy awakens an unhelpful thought, which does not necessarily reflect reality, among clients, and it is this unhelpful thought which makes the clients avoid harmful social situations (Clarke et al., 1999). In Peter's case, the unhelpful thought that can b e awoken in him is the possible negative impact of substance abuse on his future economic wellbeing. This should spur him to avoid the destructive habits of abusing alcohol and drugs. Primarily, Cognitive Behavioral Therapy is used in supportive counseling to address the unhelpful thoughts and replace them with realistic and helpful thoughts that will positively alter the decision making of the client. Additional benefits of Cognitive Behavioral Therapy include reducing anxiety and depression among adolescents. Additionally, this therapy is useful to adolescents who engage in self-harm, and it will, therefore, be applicable in Peter's case. An important form of cognitive therapy that is useful to depressive people and those who constantly engage in self-harm is called problem-solving. Substance abuse is a self-harming behavior that Peter has engaged in as a coping strategy to his parents' perpetual absence from day to day life. This form of Cognitive Behavioral Therapy will focus on the problem of parental neglect that Peter experiences, help to find solutions to this problem and teach him how to cope positively with this situation. Problem-solving therapy will necessitate the participation of Peter's parents in his counseling sessions. It will be prudent to let them know that their perpetual absence in their child's life is driving Peter to destructive behavior and hopelessness. This counseling intervention shifts the therapy from Peter to his parents. The possible outcome of this therapy is active participation of Peter's parents in his life which will reduce the feelings of parental neglect and hopelessness thereby d ecreasing his susceptibility to destructive substance abuse behavior. Interpersonal Psychotherapy is the seco...

Analysis of Keats Ode To Autumn - Literature Essay Samples

Keats ode To Autumn deals predominantly with the passage of time, described within the imagery of the season of Autumn. The ode is a celebration of change, involving life, growth and death. Keats makes use of many literary and textual tools, which will be detailed in this analysis. A symbolic reading of this poem produces not only a literal appreciation of the text, but also invites the question of whether Keats was making another statement on the human condition, specifically the transitory nature of life itself. The first stanza details the fertility of the season, with growth and ripening being the predominant images. Autumn is presented as a female personification, with many of the allusions being to natural growth; this allusion is strengthened later in the poem. The season is presented as one that is giving loading and blessing with fruit, swelling and plumping. The bounteousness of Autumn is emphasised with still more, later flowers, so many that bees continue to harvest as though the days of plenty will never stop. The description is predominantly feminine, and Keats uses words that suggest pregnancy or a natural state, such as ripeness, swell and budding. The first stanza centres on the growth of the first months of Autumn, and is crafted such that it is read in a slow, unhurried manner, much as the bees are not hurrying to collect pollen from the flowers, as they believe warm days will never cease. The second stanza is a slower presentation, with Autumn depicted sitting, sound asleep, or drowsd. The months of plenty, which the bees thought would never end, are ending. There is an allusion to death in the form of the Reaper in lines 17-18, with the hook sparing the next swath, an extension of the half-reapd furrow in line 16. There is no activity by the persona of Autumn in this stanza, the emphasis on watching and looking over the harvest. There is no haste in this stanza, with Autumn watching the last oozings hours by hours the words themselves are drawn out, using long vowel sounds and soft consonants. The final stanza contains more allusions to the seasons end the soft-dying day, and wailful choir of soft gnats mourning. The opening of the first stanza, with mists of mornings, and maturing sun is brought to a conclusion in the third stanza with barred clouds of the soft-dying day touching the stubble plains of the harvested crop, an evening setting. This stanza compares Autumn favourably to Spring, each having their own sounds and songs. The final image is of the swallows, gathering for their Winter migration. The final stanza deals predominantly with the aural imagery of the season from the opening line of the songs and music to the pathetic fallacy of the wailful choir of small gnats, the bleating of the fully grown lambs, and the final twitter of the gathering swallows. Overall, the poem appears written as an ode to Autumn, although it is delivered more in the format of an internal monologue, taking the form of a single voice musing the passing of time. The form of the poem, particularly the first stanza as a continual single sentence, implies a stream of consciousness approach the poet thinking the words rather than giving them voice. The language is not contrived, and is quite informal. There is very little poetic compression of words, or inversion. The words are chosen for their descriptive powers, supporting the poem based around the imagery of the season. The tone is gentle, there is no haste; this is supported by the use of long vowel sounds and soft consonants. These have the effect of forcing the reader to move slowly through each stanza, until the closing lines of the final stanza, where Keats uses harder consonants, giving a tighter presentation of the closure of the season. The rhythm, although based on an iambic pentameter, has subtle variations that control the pace of the poem. For example, line 5 can be read strictly as an iambic pentameter, although it feels more natural to read apples as a single, monotone word, rather than enforced cadence of -ples in the word ap-ples that the metre would demand. This has the effect of displacing the rest of the metre, giving a slower overall reading of the line. Line 5 also contains mossd, a poetic contraction which could be read as moss-ed, but feels more natural when read as mossd, again, giving a softer tone to the line by removing the stress of ed. The final words cottage-trees contain harder, repeated consonant t sounds, inviting three stresses on cot-tage-trees, effectively bringing the line to a conclusion but without actually terminating it. The use of soft consonant sounds such as s and l slow the reading of the stanza, giving it an Autumnal, lazy feel2E The use of a variation on the iambic pentameter g ives the poem a more conversational or thoughtful tone, allowing control of the words but not enforcing a high degree of rigidity on the overall structure. The rhyme scheme is constant throughout each stanza (A, B, A, B C, D, E, D, C, C, E), and this is used with the technique of enjambement and end-stopping with comms, colons or semicolons rather than full stops to allow the poem to flow. As mentioned earlier, the first stanza is a complete and single sentence, the second and third stanza only being broken by the questions of their respective opening lines. The definite rhyme scheme produces an overall feeling of harmony within the poem, and the regular length gives a feeling of order rather than discord or chaos. This use of harder consonant sounds in the final stanza, such as touch the stubble plains, and red breast whistles, bring the poem to a slightly harsher conclusion, as Autumn turns to Winter. Keats also uses imagery and figurative language to give his poem greater impact. The visual imagery is the strongest, with detailed descriptions of the bounteousness of the harvest in the opening stanza, through to the description of the evening and the setting sun in the final stanza. Keats does not make extensive use of metaphor or simile throughout this text, preferring to focus on the personification of Autumn, depicted sitting, or sound asleep in the second stanza. The auditory qualities are strongest in the final stanza, with Keats making use of onomatopoeia in the bleat of the lambs and the twitter of the swallows. Overall, the use of imagery in this way draws the reader into a visual scene, created by the skilful use of text. Keats builds the sequence of imagery throughout each stanza, providing a visual experience, which leads the reader through Autumn. The conclusion of the completed harvest, the lambs now fully grown and awaiting slaughter, and the swallows gathering for their migration allow Keats to sum up the entire season of Autumn in 33 lines of verse. His images are intense, and immerse the reader completely in his vision of the season. The poem may be taken on a literal level as a description of the season of Autumn. It may also be read as a symbolic description of the transitory nature of life itself, an explanation alluded to with the feminine, almost sexual, pregnant, description of growth in the first stanza, the ripeness, plumping and budding. The second stanza contains the first connotation of death with the introduction of the reapd furrow in line 16 and the watching of the last oozings, descriptions of a general cessation of growth. Symbolic references abound in this poem autumn itself being a symbol for maturity, and the description of flowers symbolising the shortness of life. In addition, the references to birds in the final stanza may be a symbolic reference to the soul, as with the sallows, or willow trees, referring to the whole order of nature, from roots, through branches to leaves and the continual cycle of life. The final stanza and its funereal wailful choir and soft-dying day bring to a conclus ion this cycle of life. This underlying connotation gives the reader a deeper sense of involvement in the poem, and introduces a willingness to re-read in search of perhaps a deeper meaning. In conclusion, Keats has produced a technically superb poem, utilising many of the tools available to the poet, to give on the literal level a description of season of Autumn, or on the symbolic level a description of the cycle of life. The poem enacts the passage of the season, from the rich, heavy growth of the opening stanza, through the soporific effects of the second, to the slow, concluding third. His rich use of the full range of imagery, and his control of the rhyme and rhythm produce an almost languid verse that produce a vivid, three-dimensional picture in the mind of the reader.

Ptolemys Contributions to Geography

Not much is known about the life of the Roman scholar Claudius Ptolemaeus who is more commonly known as Ptolemy. However, he was estimated to have lived from approximately 90 to 170 CE and worked in the library at Alexandria from 127 to 150.   Ptolemys Theories and Scholarly Works on Geography Ptolemy is known for his three scholarly works: the  Almagest—which focused on astronomy and geometry, the  Tetrabiblos—which focused on astrology, and, most importantly, Geography—which advanced geographic knowledge. Geography consisted of eight volumes. The first discussed the problems of representing a spherical earth on a flat sheet of paper (remember, ancient Greek and Roman scholars knew the earth was round) and provided information about map projections. The second through seventh volumes of the work was a gazetteer of sorts, as a collection of eight thousand places around the world. This gazetteer was remarkable for Ptolemy invented latitude and longitude—he was the first to place a grid system on a map and use the same grid system for the entire planet. His collection of place names and their coordinates reveals the geographic knowledge of the Roman empire in the second century. The final volume of Geography was Ptolemys atlas,  featuring maps that utilized his grid system and maps that placed north at the top of the map, a cartographic convention that Ptolemy created. Unfortunately, his gazetteer and maps contained a great number of errors due to the simple fact that Ptolemy was forced to rely upon the best estimates of merchant travelers (who were incapable of accurately measuring longitude at the time). Like much knowledge of the ancient era, the awesome work of Ptolemy was lost for over a thousand years after it was first published. Finally, in the early fifteenth century, his work was rediscovered and translated into Latin, the language of the educated populace. Geography gained rapid popularity, and there were more than forty editions printed from the fifteenth through sixteenth centuries. For hundreds of years, unscrupulous cartographers of the middle ages printed a variety of atlases with the name Ptolemy on them, to provide credentials for their books. Ptolemy erroneously assumed a short circumference of the earth, which ended up convincing Christopher Columbus that he could reach Asia by sailing west from Europe. Additionally, Ptolemy showed the Indian Ocean as a large inland sea, bordered on the south by Terra Incognita (unknown land). The idea of a large southern continent sparked countless expeditions. Geography had a profound effect on the geographical understanding of the world in the Renaissance and it was fortunate that its knowledge was rediscovered to help establish geographical concepts that we almost take for granted today. Note that the scholar Ptolemy is not the same as the Ptolemy who governed Egypt and lived from 372-283 BCE. Ptolemy was a common name.

The Process of Transcription and Modifications Does Eukaryotic mRNA Receive During Processing Free Essay Example, 3000 words

Outline the process of transcription. You may use a diagram to illustrate your description. With regards to RNA polymerase, how does transcription differ between prokaryotes and eukaryotes? Transcription is the process of synthesizing messenger RNA (mRNA) from template DNA. There are three stages of transcription. In the initiation phase, the RNA polymerase first binds to the promoter region of the DNA and separates the strands of the double helix to put together RNA nucleotides complementary to the DNA template in a 5 to 3 fashion. In contrast to DNA polymerase, it can initiate RNA elongation without a primer. The RNA transcript is then released from the DNA. What three modifications does eukaryotic mRNA receive during processing? What is the name of the molecular complex that carries out splicing? In RNA processing, both the 5 and 3 end of the pre-mRNA are altered. Particularly, the 5 end receives a modified guanine nucleotide after addition of the first 20-40 nucleotides during R NA elongation. On the other hand, the 3 end of the pre-mRNA is added with a polyadenylation signal, AAUAAA, and poly-A tail, which is a 50-250 long RNA chain of purely adenine nucleotides. We will write a custom essay sample on The Process of Transcription and Modifications Does Eukaryotic mRNA Receive During Processing or any topic specifically for you Only $17.96 $11.86/page With your knowledge of the translation process, explain how tetracycline would prevent protein synthesis. If a drug acts by preventing the docking of the amino acid-transporting amino-acylated tRNA, proteins, which are important in all cellular processes, cannot be formed since there is no way by which amino acids can be delivered to initiate elongation of the polypeptide.

Chocolat Advertisement A Healthy and Luxurious Treat Essay

Our world is getting smaller every day due to human intervention. The use of chemicals and modern technologies on our natural world is altering the cycle of life, which has serious ramifications for both the planet and our own health. Animal extinction rates are 1,000 to 10,000 times higher than the natural extinction rate. (Cincinnati Zoo) By the year 2025, 49% of the American population will suffer from a chronic illness that will cost thousands of dollars to treat. (Fight Chronic Disease) Many people, organizations and companies are doing something to help stem the tide. Endangered Species Chocolate is one such company. Through conscientiously sourcing of natural and organic ingredients, using environmentally sound manufacturing†¦show more content†¦The brown used so prominently evokes ground, the earth, and of course chocolate. The yellow has a tint of brown in it to give it a more golden hue, reminiscent of the riches needed to purchase it so long ago. The ruby red of t he cherries and the hints of sapphire blue serve to classify chocolate as a jewel of food, and treat to be savored and valued. The smooth, rich brown of the candy wrapper is representative of the finished product and visually triggers the mind to recall the feeling of smooth silkiness of rich chocolate on the palate. The natural patterned background reminds us that cacao is what chocolate is made from, and it grows on trees. It has the appearance of bark and ties in with cherries and nuts, also products of trees. The logo in the web site name, ChocolateBar.com and in the company name, Endangered Species Chocolate, includes leaves, which complete the visual imagery of trees and nature. The choice of a simple font for the advertisement keeps with the simple message of natural and organic. No fancy scripts or trendy lettering, but rather, clean simple lines. The one exception to that is the word â€Å"chocolate† in the company’s name. That font is a flourished script-like design that circles back again to the context of fancy and exclusive. The advertisement is sparse on wordy messages and keeps it simple and to the point. Chocolate has often been considered a luxury and a selfish, guilty pleasure because of its expense and the subliminal

Essay on Underage Drinkers Face Repercussion - 1369 Words

Today there seems to be an increasing number of underage drinkers. Teens seem to be drinking their way through high school and college because it’s the trend of the century. They go out to party and there is no party, if there is no alcohol. They begin to believe there is no fun in partying without the use of alcohol. According to, the 2009 Youth Risk Behavior Survey, â€Å"40% of high school students drank some amount of alcohol, 24% binge drank, and 10% drove after drinking and 28% rode with a driver who had been drinking(Youth Risk Behavior Survey, P.3)†. Where is our youth consuming alcohol for their parties? From older friends, siblings, or simply by taking what their parents have at home. Not acknowledging that there will be consequences†¦show more content†¦Underage drinkers risk their lives every time they decide to drink. In addition to, underage drinkers manage to get themselves into a legal predicament when they consume alcohol. According to, the Sur geon Generals Call to Action to Prevent and Reduce Underage Drinking, â€Å"Underage drinking increases the risk of physical and sexual assault, and creates secondhand effects that can put others at risk. Loud and unruly behavior, property destruction, unintentional injuries, violence, and even death because of underage alcohol use afflict innocent parties. Figure 1: Percentage of People Who Reported Binge Drinking in the Past 30 Days For example, about 45 percent of people who die in crashes involving a drinking driver under the age of 21 are people other than the driver. Such secondhand effects often strike at random, making underage alcohol use truly everybodys problem (Surgeon General’s Call to Action to Prevent and Reduce Underage Drinking, P.2)†. Underage drinkers have no sense of right and wrong when under the influence causing them to do things that tend to get them in a dilemma. They operate abnormally and not in a restrained manner. Figure 2: Underage Drinking and Driving Accident (Robert Falcione) According to, the California state laws, â€Å"It is illegal for anyone under the age of 21 to possess, purchase, and attempt toShow MoreRelatedDrug Alcohol And Its Effects2128 Words   |  9 Pagesdrivers licenses and turn them loose on the road. But this is the logic that is followed for beverage alcohol because of Americas alcohol policy. Not being taught how to drink responsibility is a very unfortunate reality that most 21 year old s face. America should change current laws to open the legal age of drinking because it will give Americans a chance to teach our youth about responsible drinking, and will help curb alcoholism. The history of alcohol and prohibition have a lot of inciteRead More Binge Drinking on America’s Campuses Essay2458 Words   |  10 Pagesdrinks per week (Core Institute par. 6). The statistics are alarming, yet most students still are not listening. In addition, A higher percentage of binge drinkers than non-binge drinkers reported having experienced alcohol-related problems since the beginning of the school year. Frequent binge drinkers were 22 times more likely than non-binge drinkers to have: â€Å" º Missed Class  º Fallen Behind in School Work  º Engaged in Unplanned Sexual Activity  º Not Used Protection When Having Sex  ºRead MoreEssay on Alcoholism and Alcohol Abuse2432 Words   |  10 PagesFelsted, p. vii). Furthermore, it is widely acknowledged that drinking alcohol is a part of the youth culture in America; it may also be understood as a culturally conditioned and socially controlled behavior. In my generation drinking among underage kids is blamed on peers, accessibility, and adulthood. â€Å"Research shows that about 10 million Americans between ages 12 to 20 years had at least one drink last month† (April is Alcohol Awareness Month). Like all addictions, alcohol must first beRead MoreBinge Drinking on Americas Campuses2308 Words   |  10 PagesAmerica s Campuses On any Friday or Saturday night, the average college student is usually drinking, dancing and out having fun. They typically party with friends at fraternity parties, bars, and clubs; and unfortunately most of these students are underage, consuming excessive amounts of alcohol or Binge Drinking. Binge drinking results in several detrimental outcomes, some are even fatal. Today this type of drinking is rampant on educational campuses everywhere. Large and small, urban and ruralRead More Binge Drinking On Americas Campuses Essay2203 Words   |  9 PagesAmericas Campuses On any Friday or Saturday night, the average college student is usually drinking, dancing and out having fun. They typically party with friends at fraternity parties, bars, and clubs; and unfortunately most of these students are underage, consuming excessive amounts of alcohol or Binge Drinking. Binge drinking results in several detrimental outcomes, some are even fatal. Today this type of drinking is rampant on educational campuses everywhere. Large and small, urban and rural

Shall I Compare Thee To A Summer S Day Word free essay sample

Even though human bodies cannot live forever, their work and their words certainly can. Shakespeare knew that love is, and that it will always be never-ending; that a tale about love that never dies will be infinite and will never be worn out. In Sonnet 18 Shakespeare used elements of poetry such as nature symbolism, imagery, and personification to support his overall message that he will live on forever in our literature.One of the most important elements used in Sonnet 1 8, in an attempt to woo the speakers intended lover, is the nature symbolism. This element is illustrated mainly in the poems first two stanzas, where Shakespeare gives vivid comparisons and explanations for why his beloved is more lovely and ore temperate than the summer. The summer season in literature is for countless of people a symbol of warmth, bright light and perfect times; a time where love can blossom and happiness comes easily. But in real life summer is not always perfect. Even something as pretty and charming as the summer has its gloomy days as Shakespeare recognized in these lines: Sometimes too hot the eye of the heaven shines, / And often is his gold complexion dimmed; / And every fair from fair sometimes declines, / By chance or natures changing course untrimmed; (lines 5-8) In these lines Shakespeare uses both recertification, talking about the eye of the heaven, and nature symbolism to generate his point.With the nature symbolism, Shakespeare creates a picture that tells his readers about the faults of summer, how each of its days cannot be bright blue skies and perfect temperature, and how that can all change by chance. He wants to give his readers a better understanding of what it is that makes his beloved worthy of such a praise by giving them a vivid picture of natures changing course. In addition to that, he refers to the sun as the eye of the heaven, characterizing the sun, giving it a face s o that the idea of it not Ewing perfect will seem more realistic or comprehensive.The sun is an object that is Often praised and lifted in literature, described as the nourishes or the life giver. But Shakespeare wanted his readers to know that not even the sun on its best day would be as perfect as his beloved. The beginning of the poem is similar to so many of Shakespearean other works; beautiful, charming and about true love. And yes, it is a stunning proclamation of undying love, but what makes it so different from all the rest? Shakespeare did what no one had done so far.Shakespeare seems to have add the impossible possible; he now created immortal life for his beloved through his sonnet, by using imagery and personification in these short lines: But thy eternal summer shall not fade, Nor lose possession of that fair thou stows; / Nor shall death brag thou wanderers in his shade, When in eternal lines to time thou growers: (9-12) He is now implying that; contrary to what he wrote in the first lines of the sonnet, his beloved is not like a summers day. The summer will die and fall will come. But she will never die because he has given her eternal life which makes her beau ty grow forever.By using the imagery; her eternal summer, Shakespeare is giving his readers the chance to relate to the poem in an uncomplicated way. Summer is for many the highlight of the year, the best of the best. Love is always going to be interpreted differently by different people from different cultures, but by describing her as summer, Shakespeare is giving the readers the picture Of the perfect time, the perfect woman, or the perfect love. Shakespeare then adds contrast to the beautiful summer by mentioning death. By using personification to death in the second line, Shakespeare is giving it a face; aging death more detailed and more frightening.Death by itself may seem distant and introducing at the time; however, by creating a face to death gives it a more concrete fear. Something that is more relatable. So far the poem has given the readers the impression of it being a love confirmation, comparing the beauty of Shakespearean beloved to a summers day; however, that may not be the case. The poem takes an absurd turn in the last two lines, when Shakespeare spins the attention away from his beloved, and brings it to himself on a silver platter. He writes; So long as men can breath, or eyes can see, So long lives this, and this gives life to thee (13-14).The focus that before was put upon his beloved, whom he has been praising in all the lines before these two, has now been altered to him; to his talent, and to his writing. He is now praising his own work, telling the world that the only way for his beloved to stay in this world is through his words on paper. It may seem rather arrogant, but seeing that the sonnet is still holding a high recognition today, makes him true to his vanity. Shakespeare is right ere claiming that his words will not only be recognized in due time, but they will also live on forever.That he will be given eternal life, or at least eternal in the way that his literature will be read and admired through centuries. It is a common belief that Sonnet 18 is simply about a mans eternal love for a woman; although, taking a closer look at the last stance might convince one otherwise. Sonnet 18 can be portrayed as and related to a number Of phenomenon; however, unconditional love might not be one of them. This sonnet is a strong illustration of how Shakespearean pride works its way into is poetry, and how he employs his poetry to declare to the world that he has the power to live on forever in his literature.