How to Identify Northern White Cedar

Northern white-cedar  is a slow growing native North American boreal tree with the scientific name Thuja occidentalis.  Arborvitae  is another name for the tree in its cultivated and commercially grown from which is  planted in yards and landscapes throughout the United States. This nursery-derived version of the white-cedar is prized for the unique flat and filigree sprays made up of tiny, scaly leaves.   Northern white-cedar  has also been called eastern white cedar and swamp-cedar. The name arborvitae meaning tree of life was given the tree and was the first North American tree to be transplanted and cultivated in Europe.   Ethnobotanical history suggests that 16th-century French explorer Jacques Cartier learned from  Native Americans how to use the trees foliage to treat scurvy. Scurvy was an insidious  disease that ravaged humans that had no ready source of  ascorbic acid or vitamin  C. A decoction of the exported trees sap was sold in Europe as a curative medicine. A record tree in Michigans Leelanau County measures 18 feet in circumference and  113 feet  (34 meters)   in height.   Where the Northern White Cedar Lives You will find that the main range of northern white-cedar extends through the southern part of the eastern half of Canada and down to an adjacent northern part of the United States. Looking at its U.S. Forest Service range map, you will see specifically that it extends west from the Gulf of St. Lawrence through central Ontario to southeastern Manitoba. Eastern white cedars southern U.S range extends through central Minnesota and Wisconsin to a narrow fringe around the southern tip of Lake Michigan and east through southern Michigan, southern New York, central Vermont and New Hampshire, and Maine.   Northern white-cedar prefers a humid climate and where the annual precipitation ranges from 28 to 46 inches.  Although it does not develop well on extremely wet or extremely dry sites, the cedar will do well on cool, moist, nutrient-rich sites and particularly on organic soils near streams or boreal swamps. The principal commercial uses of northern white-cedar are for rustic fencing and posts because of the woods resistance to rot. Other important wood products made from the species includes cabin logs, lumber, poles, and shingles. The wood fiber is also used as paper pulp and particleboard. Identification of the Northern White Cedar The leaf (if you can call it a leaf) is actually evergreen and scale-like off main shoot sprays. They are  1/4 inch long with long points. Lateral shoots are flattened, 1/8 inch long with short points. The  species is monoecious meaning that the tree has both male and female reproductive parts. Female parts are green with 4 to 6 scales and male parts are green tipped with brown scales. The fruit is a  cone, only 1/2 inch long, oblong and protrude upright on the branches. Cone scales are leathery, red-brown and rounded, with a small spine on the tip. New growth on each twig is green and scale-like and occurring in very flattened foliar sprays.The bark is fibrous, red-brown, weathering to gray. You will often see diamond-shaped bark patterns and the trees form is a  small to medium-sized tree shaped like an arrowhead or a pyramid. The Commercial Arborvitae Varieties Probably the most commonly planted Arborvitae planted in the North American landscape is the Emerald Green variety. It has great winter color and is one of the most popular hedge plants within its range and is also extensively used outside its range in the Pacific Northwest. Many arborvitae varieties can be planted as a very reliable, small to medium ornamental in American yards outside the natural range of  Thuja  occidentalis.  You  can  see more than 100 cultivated varieties used extensively in dooryards, in hedgerows, in borders and as a single large striking specimen in a large landscape. You will also see this tree along driveways, building foundations, subdivision entrances, cemeteries, and parks. White-Cedar has many cultivars, many of which are shrubs. Popular cultivars include: ‘Booth Globe’  Ã¢â‚¬ËœCompacta’‘Douglasi Pyramidalis’‘Emerald Green’ - good winter color‘Ericoides’‘Fastigiata’‘Hetz Junior’‘Hetz Midget’ - slow growing dwarf‘Hovey’‘Little Champion’ - globe shaped‘Lutea’ - yellow foliage‘Nigra’ - dark green foliage in winter, pyramidal‘Pyramidalis’ - narrow pyramidal form  Ã¢â‚¬ËœRosenthalli’‘Techny’‘Umbraculifera’ - flat-topped‘Wareana’‘Woodwardii’

Essay on Death of a Salesman Tragic but Not a Tragedy

Death of a Salesman: Tragic but Not a Tragedy Though a more modern version of tragedy in its’ classical sense, Death of a Salesman in many ways is very much like an ancient Greek play. In his ‘Poetics’ Aristotle tries to set out the common ideas throughout tragedy, attempting to demystify the necessary elements for such plays. One of his main ideas was that of the ‘Three Unities’ - that of Space, that of Time and that of Action. He stated that all the action of a tragedy must occur in the place, which was often the front of a palace, which allowed the poet to have many characters coming and going, and allowed random meetings to occur easily, rather than having to ‘explain’ the reason why any meeting should occur. It was,†¦show more content†¦While these other scenes might seem like they are set elsewhere they are much like the speeches from messengers - which take the audience to another place, while still watching the action played out in the same place as the rest of the play - just that these scenes are played out rather than just discussed by the characters in a way that classical play would not have been able to, without the use of lighting and sound effects to create a change of scene. Again with Time, the action does all, in fact, take place in real time, with the flashbacks occurring in tandem with the immediate events leading up to Willy’s death, with the exception of the interval between the two acts, during which the nights passes. On the most part, the flashbacks do not cause any loss of tension or immediacy within the play so it can be seen as being a closely focused view of Willy Loman’s last hours, including a view of what he is thinking and how past events have shaped the present for him. The play looks only at Willy’s plight and does not have distracting subplots alongside the main story-line - as Aristotle had set out - causing, again, the play to be held taut and allowing for a full view of Willy and who he is. Why then might this play not evoke tragic emotion for Willy? It does follow the general practise of classical tragedy. Willy, like most tragic heroes seems to be essentially a goodShow MoreRelatedâ€Å"Aristotle’s Definition of the Tragic Hero and Irony in Tragedy† Oedipus Rex, Othello, and Death of a Salesman3217 Words   |  13 PagesClassification and definition of tragedy are among many things widely disputed in the all too equivocal realm of composition and literary studies. These erroneous concepts happen to be directly correlated in Aristotelian theory which leads us to his definition of the tragic hero. Aristotle’s conceptualization of tragedy and all that it encompasses is widely revered and accepted; setting the standard previously and contemporaneously. The interpretation of his definition of tragedy is ambiguous, but generallyRead MoreExamples Of Tragedy In Death Of A Salesman1199 Words   |  5 PagesAmerican Tragedy Aristotle defines what a tragedy is in his famed piece Poetics. In it, he sets guidelines that all tragedies should meet in order to become the fantastic displays of misery that they are meant to be. Six main elements are present in every tragedy: plot, character, thought, diction, melody, and spectacle. The two most important, of course, were plot and character. Both had to be complex but believable, consistent, and possess the ability to arouse pity and fear in the audience. AlthoughRead MoreDeath Of A Salesman Tragedy Essay1365 Words   |  6 PagesDeath of a Salesman is a tragic play written in 1949 by Arthur Miller. The story is about a salesman who lost his identity after having an affair with another woman and can’t seem to accept the changes in his life since the event. The story has been performed in theaters and shown on film for many years. Lee Siegel, a writer for The Nation explains the role of Death of a Salesman in the entertainment industry: Every ten years or so, Death of a Salesman is revived, and every ten years we get theRead More Comparing the Tragedies of Hamlet, Oedipus the King, and Death of a Salesman1023 Words   |  5 PagesComparing the Tragedies of Hamlet, Oedipus the King, and Death of a Salesman The tragedies Hamlet, Oedipus the King, and Death of a Salesman have strikingly different plots and characters; however, each play shares common elements in its resolution. The events in the plays’ closings derive from a tragic flaw possessed by the protagonist in each play. The downfall of each protagonist is caused by his inability to effectively cope with his tragic flaw. The various similarities in the closingRead MoreDeath of a Salesman vs. Tragedy and the Common Man1220 Words   |  5 Pagessense that tragedy should only pertain to those in high ranks. As explained in his essay Tragedy and the Common Man, Arthur Miller establishes the pattern for his own notion of a tragedy and the consequent ramifications for the tragic hero. This pattern supports the central idea that a tragedy can occur for characters who are common men as well as those in high places. Throughout his paper, Miller demonstrates that it should be possible for every reader to be able to identify wit h the tragic hero. MillerRead MoreDeath Of A Salesman By Arthur Miller1660 Words   |  7 Pagesthe correct definition of tragedy anyways? Many people would define tragedy as a disaster, but according to the book The Cambridge Guide to World Theatre by Martin Banham, the word tragedy is â€Å"a word whose meaning changes with time and place† (1002). In Medieval times, â€Å"tragedy came to mean the downfall of a person of high degree† (Banham 1002), but in recent times, the meaning of the word tragedy has many definitions. According to Banham, â€Å"realists refused to limit tragedy to privileged protagonists†Read MoreArthur Miller s Death Of A Salesman Essay1567 Words   |  7 PagesIt is known that in literature, a tragedy is one of the most popular genres. It always combines some story which discusses human sufferings with a certain sense of audience fulfillment. The roots of the tragedy are related to ancient Greece. A Greek tragedy is a sad story, which r epresents a character with a tragic flaw leading to his downfall. In addition, in traditional tragedy, the main character falls from high authority and often it is predetermined by fate, while the audience experiences catharsisRead MoreLiterary Analysis: Arthur Miller’s â€Å"Death of a Salesman† – A Tragedy?1416 Words   |  6 Pagesthe Bible or leave it up to himself? In â€Å"Death of a Salesman† by Arthur Miller, but is it correct to define this theatric drama as a tragedy. According to Klaas Tindemans, â€Å"Aristotle’s concept of tragedy has been perceived as both a descriptive and a normative concept: a description of a practice as it should be continued† therefore, Aristotle’s definition of tragedy could be considered complex. On the other hand, according to Tony Hunt in â€Å"The Tragedy of Roland†, â€Å"in the Poetics Aristotle isRead MoreDeath Of A Salesman By Arthur Miller1573 Words   |  7 PagesIt is known that in literature, a tragedy is one of the most popular genres. It always combines some story which discusses human sufferings with a certain sense of audience fulfillment. The roots of the tragedy are related to ancient Greece. A Greek tragedy is a sad story, which represents a character with a tragic flaw leading to his downfall. In addition, in traditional tragedy, the main character falls from high authority and often it is predetermined by fate, while the audience experiences catharsisRead More Common M an as Tragic Hero in Death of a Salesman Essay1518 Words   |  7 PagesCommon Man as Tragic Hero in Death of a Salesman What is tragedy? While the literal definition may have changed over the centuries, one man believed he knew the true meaning of a tragic performance. Aristotle belonged to the culture that first invented tragic drama – the ancient Greeks. Through this, he gave himself credibility enough to illustrate the universally necessary elements of tragic drama. In The Poetics, Aristotle gives a clear definition of a tragedy, writing that it is â€Å"an imitation

Childhood Memories Theories and Themes

Question: Discuss about the Childhood Memories for Theories and Themes. Answer: Introduction: Childhood undoubtedly is the best period of our lives, a timeframe where we get to live uninhibitedly, without any stress or pressure or depression. As children our days are filled with learning experiences, playing with friends and siblings, and our nights are filled with dreams that showcase our aspirations or our sweetest memories. Memories are a great device of the human mind, preserving the best moments and the worst fears, and the memories of our childhood are a part that we cherish the most (Crain, 2015). Childhood today is no longer as carefree as it used to be, children today do not play fearlessly or learn enjoying the novelty of learning something new. Children today play in a confined space mostly, on the set schedule with new age tools and appliances and carry the burden of syllabus and coursework on their tiny shoulders. However the children engagement and cognitive development theories by eminent researchers speak about the importance of these early years of a childs l ife. This essay reflects on my childhood memories, my own experiences and their relevance in early child development, attempting to link theories with practice (Runco, 2014). Studies suggest that our minds are at their most creative in the period of childhood, a childs mind rarely engages itself onto pessimism, children psychology is simple and constructive rather than being destructive filled with restrictions that the adult psychology is filled with. The best cognitive development in the childhood is achieved in the interactive learning and playing (Daniels, 2016). When a child is in a playing environment, he is considered to be the most relaxed and his cognitive development progresses on a more rapid speed. Childhood memories are a vessel full of joy, laughter and wonder, and mine are no exception. I can proudly say that the major development of my psych has been based on bits and pieces of my childhood, the experiences that I cherish have developed me, for who I am, and as I reflect on those memories, I will explain why I claim childhood to be the most constructive period of our lives. When I take a walk down the memory lane, the most I remember is the joyous time spent with my siblings. We used to play together all the time as we grew up supporting each other, harnessing our strengths and camouflaging theA flaws. As the theory of sibling relationship and communication by Leach, Howe and Dehart, 2014, the interaction between the siblings are a decisive indication to their cognitive development and nature (Leach, Howe Dehart, 2015). I remember role playing with my siblings, pretending to be kings and queens and strategizing with each other to conquer other lands and constructed make shift castles with pillows and what not. The play session might seem silly to m now, but those moments taught me to strategize my steps, enhanced my decision-making power and strengthened my psych ((Leach, Howe Dehart, 2015)). This theory suggests that sibling play sessions facilitate interactive learning in them forging significant associations between them by the exchange of shared m eaning strategies and internal state language, furthering validating my understanding. Role playing children Our childhood was not filled with tech-savvy tools and appliances; we played with what we had in hand. I remember the exploring we did together, using and utilizing anything and everything in our play sessions. I remember us to not wait around or whine too much for the things we did not have, we rather explored and found stuff we could use like wood, stones and what not, and it has enhanced my ability to adjust and compromise, a lesson learned early but would go a long way ((Grace, Bowes Elcombe, 2014)). The theory of loose parts devised by Simon Nicholson agrees with my conception, renowned authors of child psychology state that the children learn the art of adaptation and compromise when they play with flexible elements in adjustable environments and learn to craft and mould the favour them and their cause (Grace, Bowes Elcombe, 2014). This theory also emphasizes on how children learn to interact with their environment more by such experiences and practices, they learn to value w hat they have and struggle for what they overcoming all the hurdles that might come, a lesson that will help the children grow to become aspirants. Children engaged in exploring the nature Lev Vygostkys theory of cognitive development states that the play experience of children emphasizes on the imaginative prowess of the children and how that can help in different aspects of cognitive development. The interactive dialogues enhance their language and vocabulary development and the creative flare to their imagination strengthens their cognitive abilities (Ward, 2015). I imagine myself having an imaginary friend, named Herbie, with whom is had forged a deep connection. I remember imagining him to be with me at all times, sharing my thoughts and plans with him and playing together (Ward, 2015). There are times when even as a child we sometime tend to get lonely, and probably that was the reason I fashioned myself with an imaginary friend, lending me support through my own thoughts so that I the zeal to face anything. I am also not ashamed to admit that I used to have an imaginary friend and that did not harm my psych but helped in my cognitive development as a fact. The theory of socio-dramatic play encourages children to have limitless imagination through the shows and dramas, which they watch in films or TV (van Oers, 2013). While memorizing my childhood, I remember that I used to play this socio-dramatic play with my siblings. In this play, I used to recreate the situations and events, which I used to seen in the TV shows and films. From whatever I used to do through this play, I have developed my fine motor skills. Moreover, I have improved my ability towards manipulating small objects. I have also enhanced my creativity skills through constructing the scenarios in the plays. Moreover, socio-dramatic play performed in my childhood also enhanced my cognitive skills. In such situation, playing different types of characters enhanced my negotiation skills and conflict management skills. Socio Dramatic Play In case of the theory of Fantasy Play, it defines the non-literal and non-realistic play of the children. It involves symbolism and pretence of something, which mostly evokes the imaginative capacity of the children (Meins et al., 2013). In this play, children act various types of roles, which are not real and require high level of interpersonal skills. Fantasy play fertile the ground, where the ideas of the children are nurtured, flourished and scattered (Neville et al., 2016). While memorizing my childhood memory, I remember that I used to play Fantasy play with my siblings and used to apply self-guided planning, negotiation and regulatory control towards imagining any situation of character. Such actions have strengthened the executive functions of my brain. It had also enhanced my communication skills through frequent communications with my playing partners. On the other hand, the pretending role of this play has built up my imagination and problem-solving skills. Furthermore, the power of human intellect collected through fantasy play has enhanced confidence to solve any issues in my practical life. It has also helped me to interpreting the symbolic presentation into different innovative ideas and concepts. Pretending play also enhanced my critical thinking process towards solving any complex real life issue. Moreover, the social and emotional skills gained through the fantasy play have actually extended my abilities towards identifying any significant social issue. Fantasy Play Imagining Non Realistic Character The cognitive theory of Piaget defines that cognition can be built into the children through playing different games. As per this theory, the repetition of experience in the plays can outline the cognitive structure of the children and this can sustain the mental equilibrium of the children (Rosi et al., 2016). Different types of experience through the games can loss the equilibrium and the cognitive structure of the children accommodate with new condition (Krcmar Cingel, 2016). In this way, more structures of cognition are erected. In respect to this theory, I can mention the play, which I used to play in my childhood. It used to play exploratory play in my childhood. In this play, I used to play with objects, which were new to me. Children mostly learn about the characteristic of the materials, which are new to them. They explore their surrounded physical environment whenever touch, smell, sight, sound and taste. This play immerses children in complex experience and enables them towards being aware thoughts and emotions. In this way, they can learn to discover the world from their perspective. Moreover, I used to explore new things about the objects. The exploration has explored my emotional environment and encouraged my curiosity, initiatives and problem solving skills. The exploration play has actually enhanced my cognitive structure of my brain through which I make different innovative ideas. I was quite interested in making queries regarding any new object, which has built up my problem solving skills. Reference Crain, W. (2015).Theories of development: Concepts and applications. Psychology Press. Daly, L., Beloglovsky, M. (2014).Loose parts: Inspiring play in young children. Redleaf Press. Daniels, H. (2016).Vygotsky and pedagogy. Routledge. Grace, R., Bowes, J., Elcombe, E. (2014). Child participation and family engagement with early childhood education and care services in disadvantaged Australian communities.International Journal of Early Childhood,46(2), 271-298. Krcmar, M., Cingel, D. P. (2016). Moral foundations theory and moral reasoning in video game play: using real-life morality in a game context.Journal of Broadcasting Electronic Media,60(1), 87-103. Leach, J., Howe, N., Dehart, G. (2015). An Earthquake Shocked Up the Land!Children's Communication During Play With Siblings and Friends.Social Development,24(1), 95-112. Meins, E., Fernyhough, C., Arnott, B., Leekam, S. R., Rosnay, M. (2013). Mind?mindedness and theory of mind: Mediating roles of language and perspectival symbolic play.Child development,84(5), 1777-1790. Neville, T. J., Salmon, P. M., Read, G. J., Kalloniatis, A. C. (2016). Play on or call a foul: testing and extending distributed situation awareness theory through sports officiating.Theoretical Issues in Ergonomics Science,17(1), 80-103. Rosi, A., Cavallini, E., Bottiroli, S., Bianco, F., Lecce, S. (2016). Promoting theory of mind in older adults: does age play a role?.Aging mental health,20(1), 22-28. Runco, M. A. (2014).Creativity: Theories and themes: Research, development, and practice. Elsevier. van Oers, B., (2013). Is it play? Towards a reconceptualisation of role play from an activity theory perspective.European Early Childhood Education Research Journal,21(2), pp.185-198. Ward, K. (2015). The Natural World as Content for Interconnection and Divergence of Pretense and Storytelling in Childrenis Play.Childrens Play, Pretense, and Story: Studies in Culture, Context, and Autism Spectrum Disorder, 227.