Human Resources and Skills Development Canada 2019

The Canadian national government has within its structure a department called Human Resources and Skills Development Canada. This department is the national effort to deal with employment issues such as job placement, training programs, workplace issues such as employee safety and all of the financial support services available to the unemployed and disabled. The department maintains regional offices in all of the provinces; their national website provides regional contact information at http://www1.servicecanada.gc.ca/en/gateways/where_you_live/menu.shtml. The national website also has an interesting approach to providing direction to its visitors by subdividing its services into audiences. You can sort through available services according to these categories: Aboriginal Peoples Children Employers and Entrepreneurs Media Non-Canadians and Migrants Parents and Caregivers Persons with Disabilities Researchers Seniors Students and Youth Survivors Workers (employed unemployed) Or, you can search the website and the departments services based on the type of situation that is confronting you and for which you need help. These options include: .uf0438e40660b24fc6b1c795252ada586 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .uf0438e40660b24fc6b1c795252ada586:active, .uf0438e40660b24fc6b1c795252ada586:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .uf0438e40660b24fc6b1c795252ada586 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .uf0438e40660b24fc6b1c795252ada586 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .uf0438e40660b24fc6b1c795252ada586 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .uf0438e40660b24fc6b1c795252ada586:hover .postTitle { text-decoration: underline!important; } READ University of Phoenix Nursing School How to Combine the Best of Online and Campus-based LearningBirth and Adoption Dealing with death Di sability Education and Returning to school Lost Documents Reti rement Returning to work Un employment This website provides human resource development information by region as well. You can select a province and area to submit inquiries about the local labor market that provides an annual perspective, community information and labor market bulletins. These local profiles provide a remarkably thorough description of labor market trends, local industries, populations and so forth. You can learn about local labor markets at http://www.labourmarketinformation.ca/standard.asp?ppid=92lcode=E Their job bank page also includes information about a number of government funded employment opportunities for youth, disabled persons, and apprenticeship and intern opportunities. Their Job Creation Partnership is a public-private venture wherein individuals that are receiving unemployment benefits or have recently exhausted them may apply for a position in the program. They are then placed in a short-term job in the sponsors workplace that will augment their income and give them recent work experience to include on their resume. Its an interesting program designed to ease unemployed Canadians back into the job market. .u7407e98c2d051263c5705e653e0ccaf3 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u7407e98c2d051263c5705e653e0ccaf3:active, .u7407e98c2d051263c5705e653e0ccaf3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u7407e98c2d051263c5705e653e0ccaf3 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u7407e98c2d051263c5705e653e0ccaf3 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u7407e98c2d051263c5705e653e0ccaf3 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u7407e98c2d051263c5705e653e0ccaf3:hover .postTitle { text-decoration: underline!important; } READ A Career in Accounting Can Really Add UpCanada also has a number of grants and loans programs for individuals who want to return to school in order to develop a career or upgrade their current level of qualification. Those programs are explained at http://www.jobsetc.ca/category_drilldown.jsp?category_id=79crumb=68crumb=70. One of the best choices for job training certification courses in the country is CDI College. They have a school of business, a school of technology and a school of health care. They have thirty two campuses in seven provinces that provide a vast array of training programs in their three schools. You can study for all sorts of medical assistance programs, technology courses in networking or programming; and accounting and paralegal programs through the business school. CDI provides short term, concentrated courses of study that lead to certification in various fields of expertise and will make you a marketable employee with state of the art skills. Its a great start for your own human resource development in Canada. .u9d6d4c133559ba8032fbc22aab222dd9 { padding:0px; margin: 0; padding-top:1em!important; padding-bottom:1em!important; width:100%; display: block; font-weight:bold; background-color:#eaeaea; border:0!important; border-left:4px solid #34495E!important; box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -moz-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -o-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); -webkit-box-shadow: 0 1px 2px rgba(0, 0, 0, 0.17); text-decoration:none; } .u9d6d4c133559ba8032fbc22aab222dd9:active, .u9d6d4c133559ba8032fbc22aab222dd9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; text-decoration:none; } .u9d6d4c133559ba8032fbc22aab222dd9 { transition: background-color 250ms; webkit-transition: background-color 250ms; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; } .u9d6d4c133559ba8032fbc22aab222dd9 .ctaText { font-weight:bold; color:inherit; text-decoration:none; font-size: 16px; } .u9d6d4c133559ba8032fbc22aab222dd9 .post Title { color:#000000; text-decoration: underline!important; font-size: 16px; } .u9d6d4c133559ba8032fbc22aab222dd9:hover .postTitle { text-decoration: underline!important; } READ Financial Planning a Worthwhile CareerRelated ArticlesCanadian Human Resource DevelopmentThe Human Resources DepartmentOutsourcing Your Human Resources DepartmentHuman Resource Management TrainingWhat is Human Resource DevelopmentCareer overview Retention Specialist Counselor

Media Kids Essay - 1262 Words

It has been said that children are like sponges when it comes to attaining knowledge. This is true whether they are learning to speak or how to show emotion. The violence and risky behaviors as depicted on TV can have a profound effect on a young developing mind. It is well known that the first two years of life is when the brain undergoes critical development phases. During this time it is important that kids develop an accurate perception of the world they are growing up in. Over consumption of media (in general) presents a false reality that rewards for violent behavior, hinders mental and physical development, and promotes risky behavior. In response to this the American Academy of Pediatrics (AAP) has recommended that â€Å"kids under the†¦show more content†¦In a study done by L. Rowell Huesmann, (Psychology Professor at the University of Michigan) a longitudinal experiment was performed to see if violence in media had a lasting effect in children through their teenag e years. The experiment involved two separate sessions, one began in 1977 and the other in 1992, fifteen years later when the children became adults. In the first session the children were asked to choose their favorite programs from eight lists with ten programs on each list. Each list included violent programs and non-violent programs. Then the children were asked of the shows chosen how often they had watched them using different amounts including; â€Å"every time it’s on†, â€Å"a lot, but not always,† or once in a while†. The violence level in this experiment was rated 1-5,†5† being very violent. In the follow up experiment done in 1992 the test subjects were brought back in (of which 329 could be found) and asked the same questions about which shows they prefer and how often they watched violent programs using the same 1-5 scale. The researchers then spoke with three non-family members about the participant’s level of aggression. The results showed that the adults who rated with â€Å"every time it’s on† with more violent shows (4-5) when they were younger proved to show more aggressive physical behavior towards their spouses and friends than children that were at the opposite end of the spectrum. This experiment showsShow MoreRelatedViolent Media Is Good For Kids909 Words   |  4 PagesBarbarically inspiring Violent media; a strikingly relevant phenomenon millions are becoming captivated by. It’s everywhere you go, on your phone, the TV or on the computer. As much as people try to avoid it, they soon realize it’s ineluctable. Gerard Jones, a comic-book author, released a brief report, â€Å"Violent Media Is Good for Kids† that argued violent media is not only beneficial to children but also inspiring. He goes on to support his claim by sampling his own personal experiences. HoweverRead MoreBad Influence of Mass Media on Kids1499 Words   |  6 Pageswhere parents are forced to spend longer hours at work and fewer hours with their children. As a result, outside influences have greater access and influence over our children than ever before. The internet and the media are bringing the outside world into your home; your childs peers; the influences on children from movies and the music they listen to are growing in importance and influence every day, the negative effects of televisionRead MoreViolent Media Is Good For Kids1193 Words   |  5 Pagesâ€Å"Violent Media is Good for Kids† is an article which makes many claims to support the argument that a controlled amount of violence could be good for a developing child. Even though this article is controversial the claims serve to support the argument. Throughout the analyzing process logos, ethos, and pathos are searched for and scrutinized. The rhetorical strategies are what makes a paper effective or not. In this case the author uses, what I believe, is just the correct amount of each and fulfillsRead MoreViolent Media Is Good for Kids964 Words   |  4 PagesViolence in media is healthy and beneficial for children—or so claims Gerard Jones, author of â€Å"Violent Media is Good for Kids†. It is undeniable that the title of Jones’s essay is straightforward and aptly named, if not confidently bold. But while his claim may boast confidence, it lacks credibility. Jones does do a great job introducing his controversial claim by using passion, persuasion, and personal experience. However, his insufficient evidence and fallacious reasoning fail to supportRead MoreEssay on Violent Media...Good for Kids? 970 Words   |  4 PagesIn â€Å"Violent Media is Good for Kids† Gerard Jones introduces us to his fearful and lonesome childhood. He lived in a world where he was taught to be the violence fearing, and passive boy his parents wanted him to be. But, when one of his mother’s students gave him a Marvel comic book, his fearfulness was transformed into inspiration. He found a way to escape these discouraging feelings through the â€Å"stifled rage and desire for power† (Jones 285) that he had newly found. The popular comic book heroRead MoreVideo Toys By Roland Barthes And Violent Media Is Good For Kids1221 Words   |  5 Pageslives. It especially has a huge impact on the daily lives of children. The readings Toys by Roland Barthes and Violent Media Is Good for Kids by Gerald Jones perfectly capture this idea. Toys and media are specifically important in a childâ €™s life for the sole reason that they are educational. Although they may seem like they are robbing children of their innocence, toys and media are actually teaching children to not be ignorant. They symbolize many things that children do not fully understand inRead MoreViolent Media Is Good for Kids Essay942 Words   |  4 PagesViolent Media is Good for Kids Analysis From infancy onward, parents and teachers have drilled into the young generation that violence should be avoided at all costs. They have preached cooperation, tolerance, and â€Å"using one’s words† as tactics to combat difficult situations. Although those lessons are valid, Gerald Jones claims there is an alternative way. In his essay, â€Å"Violent Media is Good for Kids,† Jones argues that â€Å"creative violence- bonking cartoons, bloody videogames, toy guns-givesRead MoreViolent Media Is Good For Kids Essay1083 Words   |  5 PagesViolent Comics Are the New Superheroes In the writing of Gerard Jones â€Å"Violent Media is Good for Kids† is very interesting essay in which he describes how violent media can help kids to overcome obstacles, but whether it is convincing or not, I am not truly sure because the way the essay is written is biased. Jones as writer is making this controversial topic to gain more audience to read his writings, in addition, this essay fails in detail, it needs more statistics to support the examples thatRead MoreEssay about Violent Media Is Good for Kids1069 Words   |  5 PagesVIOLENT MEDIA IS GOOD FOR KIDS By Gerard Jones In our class book Practical Argument, I chose â€Å"Violent Media is Good for Kids† by Gerard Joneson page 36. In this article Jones states and tries to prove that violent media is undeniably good for children. He challenges this by saying what he believes also how he grew up too passive because he was sheltered from the media. Upon hearing that the media has lofty messages of pacifism and tolerance (par.2), his mother had borrowed some comics for himRead MoreRhetorical Analysis Of Violent Media Is Good For Kids 1912 Words   |  8 PagesMrs. Woodward English 101 10 October 2017 A Rhetorical Analysis of Violent Media is Good for Kids From early childhood, parents, teachers, and other adults instill in us that violence is bad and unethical. We can all agree that we should avoid certain forms of violent behavior if possible; however, it is incorrect to assume that all forms of violence is bad. In his article Violent Media is Good For Kids, Gerald Jones argues that creative violence such as gory video games, Comic books

Atlantis, A Lost Continent Essay Example For Students

Atlantis, A Lost Continent Essay Introduction. Atlantis was a continent of the Atlantic Ocean where, according to Plato, an advanced civilization developed some 11,600 years ago. Plato affirms that, as the result of a huge volcanic cataclysm of worldwide extent, this continent sunk away underseas, disappearing forever. Official Science the one you learn at school rejects the actual existence of Atlantis, as it has so far been unable to find any traces of its reality. But the reason for that is simple to explain. Everybody has been looking in the wrong locations, as Atlantis indeed lies in the opposite side of the world. So been told, of courseWat does the name Atlantis actualy means?The first thing to keep in mind is that mythical terms have a number of different etymologies, and are often interpretable in different languages, into which they were adapted when the myths were introduced locally. For instance, Atlas means, in Greek, the one who could not withstand. Atlas was known as the Pillar of Heaven, that is, its support. Wh en Atlas became overburdened, the skies fell down, burying Atlantis. The names of Atlas and Atlantis originally came from the Sanskrit, which is the Holy Language of India, name of their Hell called Atala. This word means Deprived of its Pillar or, conversely Bottomless or, rather, Sunken to the Bottom. Many further derivations are yet possible. Atlas is the personification of the Holy Mountain that is the support of heaven. He is the god that the Hindus equate with Shiva, also called Sthanu, meaning Pillar of Heaven in Sanskrit. The problem of Atlantis. BelieversActually most of the scientists, scholars and researchers who have been studying the problem of Atlantis build up a lot of theories that are quite different from each other. If we have to report a survey about the possible existence of Atlantis we can know that the 60% of scholars believe in Atlantis and the 40% of them point out the mid Atlantic as the reliable site of Atlantis itself. StudyDisbelieveUnfortunately the study and research of Atlantis is really difficult and ambiguous because a lot of authors put their own country as the place where old ruins of the ancient empire lie, by showing a useless nationalism, while esoteric fonts describe atlanteans as the first inhabitants of the world, who were firstly only souls and later become the principal race of the Earth. When someone tries to analyse the problem of Atlantis, he should ignore all these sources, because they are, reasonably, the origin of the scepticism towards Atlantis. How can people believe that atlanteans had psychological powers and destroyed themselves for more than two times? Best proof comes from non-believersWe cannot have proofs about these assertions, but, on the other hand, some none-believers constructed theories that are rather reliable and demonstrate the real existence of Atlantis. One of them, maybe the greatest, is Charles Berlitz, who wrote some books between 1969 and 1984 and believes in a flourishing Stone Age civilisation existed 12000 years ago. But the pioneer of modern studies about Atlantis is Ignatius Donnelly with the best seller Atlantis the antediluvian world, published in 1882. His theses are still the base of modern conjectures. Among the best authors of Atlantis are Berlitz, Lewis Spence, Donnelly, L. Sprague De Camp, Edgerton Sykes, Flem-Ath, Otto Muck and J.V. Luce. Their proposals are founded on scientific proofs and evidence and appeal subjects as geology, history, oceanography and mythology. All of them were non-believers, who saw the theorie as som ething scientific and later on, after serieus study, started to believe in this matter. What where they studying aboutWe have two different important questions about Atlantis: where was it? Which kind of culture and technology did it develop? Its really difficult giving an answer because we havent many documents about Atlantis: we dispose only of Platos dialogues Timaeum and Critias. Then we find some little references to Atlantis in ancient Greek literature, historical reports or poetry. At last the existence of a large continent in the middle of the Atlantic Ocean could be read in many ways and so Atlantis can become Antarctica or the American continent. Regarding the culture of Atlantis we know their customs from Plato but we could suppose there is more than what Plato wrote. But it is writing by Plato, and although he is old, he didnt life in the time Atlantis was supposed to excist. Horse Dealer's Daughter EssayInstead, recently in 1997, deep studies were done under Japan Sea because of a big stone construction that is aged 12000 years ago. This is certainly mans work and it is really big: it is not a pyramid but a squared palace that looks similar to a fort. So its interesting to notice that human civilisation could have begun thousands years before we believe. With these examples were putting archaeological and geological evidence of the possible existence of an unknown civilisation in the same time Atlantis would have existed. With this proof, many scientifists started to think that doing research toward Atlantis isnt a wast of time. Even if it didnt excistid, there could be possibility, there was something other, an other civilazation. DisbelieversMany scientists refuse to accept Atlantis because it could discredit their own theories. For example, some of them still believe that sea level is constant since millions and millions years ago: this is unaccepta ble because sand, canyons and complex mountains under sea prove those areas were not covered by water before. Egyptologists believe the Sphinx was built by Chefren because they found his statue near the Sphinxs temple, because the face of the great monument looks like his one (but was proved by specialised identifiers theyre different) and because Titmouse IV erected a obelisk in which declare that Chefren took off the sand that partially submerged the Sphinx. If Atlantis really existed the history should be rewritten and it frightens a lot of scientifists. Also teachers are scared of this fact. Check this out, if the excistince of Atlantis becomes proven. The hole theorie of the Bible, historicy changes, everything becomes different. We dont talk anymore about the first civilization in 4004 BC, no we start to talk about the first civilazation in 12000. Before the latest ice-time. Maybe, they even lived together with the dinosaurs, but that would get us too far. The lost of librarysIn ancient documents and literature we find only Plato mentions explicitly Atlantis while a lot of material was irremediably lost: for example, the great library of Alexandria was burnt and so for Syracuse s one. Especially in Alexandrias library were kept thousand and thousand books that were continuously read by the wisest people of the time (Tolomaeum, Plato, Solonis etc.). In that library all Egyptians knowledge was saved and it would have contained some information on Atlantis, since Egyptians are the first civilisation after hypothetical end of Atlantis. Other writers, preceding or succeeding Plato, seem to refer to Atlantis indirectly and they often allude to a great island that were submerged in the ocean. Then, for centuries, during mediaeval age the subject was left apart and the name of Atlantis came back during 1500 and 1600. During Last two centuries small researches in all the world were made to discover Atlantis ruins, especially after Donnelly s be st seller, but results are still poor and some clues were found accidentally (Bimini wall, for example). Gladstone, English prime minister, after reading Donnellys book, tried to arrange an expedition for finding Atlantis, but no one wanted to risk such a research. Doctor Ewing studied Atlantic Ocean for 13 years, but he never found anything and eventually concluded Atlantis never existed. However, by analysing Platos description on Atlantis we can try to get out the truth about Atlantis. Again, this is a great way, to keep the legend alive, al the evidence is lost. Words/ Pages : 1,940 / 24

Kubla Khan Essay Example

Kubla Khan Essay â€Å"Kublah Khan† Samuel Coleridges poem â€Å"Kubla Khan† is an example of romantic creative thought which uses idealistic process to capture a dream of another world. Through the use of strong imagery, Coleridge produces a paradise like vision of a rich landscape, which is surrounded by a dome built by the main character named for the title, Kublah Khan. This alludes to an important aspect of the poems theme, man verses nature. The overriding theme of the work contains extensive imagery that allows for imagination to change the world in the face of conflict. Coleridge uses vocabulary based on contrast and rhythm for his alliteration and assonance, this paints a world where good and evil becomes easily identifiable. It is believed that, Coleridge was in a deep sleep induced by opiates when â€Å"Kublah Kan† was composed. Coleridge awoke from the dream that inspired the poem and began memorializing the dream, but he was interrupted at some point in his transcription. He then later forgot the rest of the dream, which is reflected towards the end of the work. Coleridge was a deeply religious man; therefore the poem is filled with references to God along with well-known religious metaphors. We will write a custom essay sample on Kubla Khan specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Kubla Khan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Kubla Khan specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is possible that the location of Xanadu (the main setting of the poem) is symbolic of the fabled Garden of Eden: lovely and innocent, yet surrounded by evil â€Å"A savage place†(14). Xanadu is further portrayed as a location that is under constant threat of destruction. The comparison to the Garden of Eden and the language used by the author are some examples of Coleridge’s many uses of symbolism. The religious theme continues throughout the poem; â€Å"cedarn cover! A savage place! as holy and enchanted† (13-14), which is a metaphor for God’s warning to Eve in the Book of Genesis as she fell for the serpent’s treacherous charm. Additionally, cedar trees represent healing, cleansing, and protection, which are all tenants of Christianity. Coleridge describes the river as â€Å"sacred† (24) on numerous occasions throughout the poem and describes the land of Xanadu as â€Å"holy and enchanted†(14). This is yet another symbolic contrast since â€Å"holiness† is normally not associated with the concept of â€Å"enchanted†. The river represents the fountain of youth, â€Å"A mighty fountain†(19), surrounding the monument to imagination. Coleridge speaks of miracles and mingles the miracles with the concept of holiness. Coleridge refers to Hell with his choice of language to depict what is eyond the pleasure dome: â€Å"caverns measureless to man† (27). The demons, which bewitch â€Å"waning moon was haunted By a woman wailing for her demon-lover! †(16) are related to witchcraft and also plagues are described, which distract the individuals from their accomplishments . The image of an evil angel with a harp, â€Å"A damsel with a dulcimer†(37), brings the dark side of this enchanted world to light. The peace and serenity is contrasted by the violent disorder of the river and the threat of â€Å"prophesying war! †(30), which is an apocalyptic reference. The use of contrasting images reveals the dichotomy of Coleridge’s imagination. The images of the two women in the poem are portrayed as opposite: one woman represents evil and war â€Å"By woman wailing for her demon-lover! †(16), while the â€Å"Abyssinian maid†(39) symbolizes exotic beauty and innocence. Coleridge’s interesting use of vocabulary challenges and teases our imagination into seeing what the author pictured in his dream. In Xanadu, there are not small streams, but â€Å"sinuous rills†(8) and wall and towers do not merely enclose the gardens but are â€Å"girdled round† (7). Coleridge’s use of language and vocabulary supports the imagery and the world portrayed in the author’s dream. Another important theme overriding the poem is the concept of good versus evil. There are images of paradise throughout the poem, which are combined with references to darker, more evil locations. Xanadu is also a savage and ancient place where pure good and evil are more apparent than in the monotony of everyday living. By using these colorful images, Coleridge speaks to the readers’ emotional experiences to paint a dream world. The overall structure of the poem â€Å"Kublah Khan† is in two parts. The first part, which contains three stanzas, describes Xanadu as if Coleridge is actually there, experiencing all of the sensations in person. The second part of the poem is filled with Coleridge’s language and his longing to be in Xanadu. Yet, the author is unable to truly capture the Xanadu experience once again. Both parts of the poem deal with an attempt to render a fantastic creation. The first ten lines of the poem are similar to a chant or incantation that supports the mystery and supernatural aspect of the poem, â€Å"And here were forests ancient as the hills,†(10). In the first two lines, Coleridge describes a dome-like significant structure situated in the middle of Xanadu. â€Å"A stately pleasure-dome†(2). The dome represents an overpowering dream by the main character to have a monument praising humans’ strongest desires, creativity. The ruler decrees that this frivolous monument be built while ignoring the unpleasantness that can be found in ordinary life â€Å"I would build that dome in the air;†(46). The dome is a testament to imagination. The first stanza has a definite rhythm and beat, which describes the beauty and sacredness of Xanadu with sensual and exotic images. The second stanza depicts a savage and untamed violence of life outside of the pleasure dome. The disorder and primitive cycles of nature are mixed with images of evil and the threat of war. These themes are also revisited in the second stanza. In the third stanza, the life forces are entwined together to prove that beauty and danger cannot be separated from each other, despite what the ruler Kubla Khan desires. There is a distinct change of tone between the third and fourth stanzas. The fourth stanza no longer describes Xanadu, rather the author’s desire for control over his imagination. The Irony is that the poem is mainly about a monument to imagination. The author longs to be able once again to conjure up the spirit and ideas of his utopian world, Xanadu. The two stanzas at first seem disconnected, but these stanzas are linked by the idea that even a ruler cannot have control over the forces of nature, and the writer over his imagination and fate. Yet ironically the monument â€Å"pleasure-dome†(2) in the land Xanadu embodies imagination. The poem incorporates language and structure for the reader, which plays an important part in the overall work. The character Kubla Khan has built a dome while Coleridge uses language to recreate a perfection of his own dream. The contrast in the images that the author presents to his audience is made even clearer in the final stanzas. Kublah Khan controls the land of Xanadu, â€Å"A sunny pleasure dome with caves of ice! †(36), the dome itself is a contrast of fire and ice; the sun symbolizes all things well, while the ice represents death and destruction. Xanadu is idyllic, but also â€Å"savage† (14). The theme of nature versus man is especially apparent with the diction and language used to describe the world of Kubla Khan with deep syntax referencing the sea and jungle. Kubla Khan† is a good example of creative writing that speaks of deceptive appearance. The dome may be beautiful with its bright and sunny gardens, â€Å"blossoming many an incense-bearing tree†(9), but it is an enchanted eye of the storm which misleads humanity, representing a raw monument of the human imagination. The garden is surrounded by savage destruction caused by the â€Å"ceaseless turmoil seething ,†(17). The land of Xanadu is not ruled by positive influences, but by the raw ancient corners of the author’s mind, which are in constant struggle for the search for an ideal utopia. Coleridge’s ideal paradise is threatened by the darkness and disorder caused by the river, which is also symbolic of knowledge and eternal youth. All these images are examples of the integral world Coleridge has painted where all elements revolve around the, â€Å"dome of pleasure† (31), or the monument of imagination. The closing lines of Kublah Khan describe pagan rituals that attempt to protect not only the reader, but also Coleridge himself from the forces of evil. Coleridge having, â€Å"drunk the milk of paradise’†(54) know sees the beautiful image of a coveted utopia. The second part of the poem reveals that the mind has an ability to create a paradise like world that is tragically unable to sustain itself in the real world. â€Å"Kubla Khan† is a whimsical peek into our unconscious mind that combines the art of inspiration, which in turn captivates the reader with its musical and lyrical nature. The final stanza is Coleridge’s description of how profoundly he desires to return to a land of romantic supernaturalism. The author’s vocabulary suggests an exotic setting. The literary techniques used by Coleridge convey to the reader a kingdom of imagination where creativity is always possible. The poem ultimately makes us feel like we are in an alternate reality, which is a world where permanent nature and man are constantly at odds. The art and culture behind â€Å"Kubla Khan† is evident whether there are monks chanting in a cave or, â€Å"ancestral voices prophesying war! †(30). Coleridge’s poem which plays off as a symphony of sound revolves around metaphorical conflicts that represent humanities greatest obstacles being overcome by creativity. Works Cited Coleridge, Samuel. â€Å"Kubla Khan. † Introduction to Literature Sixth Edition. Ed. Dean Johnson. Boston, M. A. : Houghton Mifflin Company, 2000. 496-498. Print.