Dulce et Decorum Est Poem Analysis Essay Example

Dulce et Decorum Est Poem Analysis Essay Example Dulce et Decorum Est Poem Analysis Paper Dulce et Decorum Est Poem Analysis Paper Essay Topic: Poetry The poem ‘Dulce Et Decorum Est’ was written by Wilfred Owen during World War One. It’s a very anti-war poem and portrays an unseen version of war, the horrible part of it. It was one of the many poems that were not published until after the war as it hardly belonged amongst all the smiling soldiers in the propaganda posters. It centers around the retelling of a gas attack one of the battlefield methods that were common in Owen’s day – and how a soldier didn’t get his helmet on in time. The title ‘Dulce Et Decorum Est’ is a part of a common phrase that was tossed around a lot during Owens time, which loosely translated into English means, ‘It is sweet and fitting’. The soldier’s death is barely ‘sweet and fitting’ which is why the title is very misleading and ironic. The poem consists of four stanzas. Owen starts the poem by describing the state of the soldiers, again very different than the clean, healthy men in the posters. It seems to the reader that every aspect of the soldiers was damaged – physically, mentally and spiritually. The simile Owen uses ‘†¦like old beggars’ in my opinion is one of the very effective images in the poem. It could be interpreted as the soldiers feeling betrayed, deserted by their own people, put into a battlefield they didn’t sign up for, like the beggars who feel ignored and forgotten, balancing on a thin line between life and death. Two metaphors that caught my eye were ‘Men marched asleep’ and ‘Drunk with fatigue’ which both strongly indicate that the soldiers were on auto-pilot, not in control of their actions, almost like robots or zombies, neither dead or alive. Men marched asleep’ is a metaphorical paradox because you can’t march while you’re asleep, and ‘Drunk with fatigue’ is a metaphor where you can’t literally be drunk with fatigue, but it implies that the soldiers are so tired that they are powerless and weak, relating to the effects of alcohol where the mind is weak and irration al. In the second stanza the poem moves on to describe a gas attack, and the reader is dragged into its midst. The soldiers struggle to get the helmets on, forcing the reader to empathize with the soldiers, so young and sprightly with a long life ahead of them, but fighting to stay alive in a matter of seconds. ‘An ecstasy of fumbling’. This metaphor illustrates to the reader the human instinct to survive, how nothing is more important than fitting the helmet on and the panic and rush of adrenaline the soldier feels. Yet one man, representing the worst of the gas, didn’t get it on in time. Owen tries to relate the gas attack to something people knew and in this case he used the metaphor ‘†¦like a man in fire or lime’. This allows the reader to feel the soldier’s excruciating pain. He clarifies the situation even more by describing the death by gas as drowning in water, an extended metaphor that continues into the third and fourth stanzas. After that with the third stanza, a mere two lines, Owen continues with the metaphor. He turns the attack into a nightmare that haunted him forever after it occurred ‘In all my dreams†¦Ã¢â‚¬â„¢ He could also be using the word ‘dreams’ to indicate that what happened is too harsh for reality, too hard for him to comprehend. He may also feel guilty as he describes himself as ‘helpless’, another reference to drowning, where the observer is in a state of shock and helplessness at first. The three alliterative words at the end of the stanza ‘†¦guttering, choking, drowning’ help the reader understand the metaphor more and empathize with his pain. And the final fourth stanza continues the tale, exposing even more gory details of the attack, its aftermath and its sheer ferocity, again leaving deep impacts on the reader. Owen begins by addressing the reader, inviting him/her into his ‘smothering dreams’ – indicating that the nightmares he had he couldn’t escape and they were suffocating him – and asking them to walk in his shoes ‘†¦behind the wagon we flung him in’, the verb ‘flung’ I think very disturbing, implying that the soldier who had had a whole life ahead of him was just another lifeless body, worthless to them now. And then comes another strong metaphor ‘†¦like a devil’s sick of sin’ which Owen uses to describe the soldier’s dead face. It could suggest that, like a devil realizing his mistakes at the door to hell and wishes to escape it at the last minute, the soldier when at the border between life and death begins to wish he could escape the battlefield and return to his home and to his loved ones. But it is too late. He also uses words that create an unimaginably horrid scene and create a negative atmosphere as a whole: blood, corrupted, obscene, cancer and bitter. One of the best metaphors in the poem includes ‘†¦incurable sores on innocent tongues’, a simple phrase that shows how large the effects of war are, and how eternal they are on the young and innocent. Finally the last four lines in the poem. Owen addresses the reader directly, calling him/her (I’m sticking with a him, if you don’t mind) ‘my friend’, and telling him that if only he would experience what he had, he would never tell the ‘old Lie’ – capitalized L personifies this phrase, as if it was something human, some evil to the point where it is not just words – ‘Dulce Et Decorum Est Pro Patria Mori’ – the completed phrase meaning ‘It is sweet and fitting to die for your country. ’ The completion of the phrase provides a stark contrast between the poem and the impression the title makes. There is nothing sweet and fitting about dying for your country. In an indirect way, Owen is shaming all the ‘liars’ and putting the weight of the death of all innocent soldiers on their shoulders. There is no specific structure to the poem. It starts off in an organized way, representing the seemingly ordered army, marching in lines and separated into regiments and so on. Then it starts to tumble into chaos, into how war really is. Disorder consumes the poem as the pace in stanza two is quickened by the use of short words and exclamation marks. It is also in the present tense, dragging the reader into the action, followed by a two-lined stanza, which is artistically beneficial as it stands out more and has more impact on the reader. The rhyme scheme is ABAB CDCD and so on. Throughout the poem, it is very obvious that Wilfred Owen is anti-war. This has some irony in it as Owen died in combat, fighting for his country. It seems that he is torn between patriotism and the futility of war. And that I guess is how every soldier feels about war. You kill your enemies, not because you’re right and they’re wrong – everyone’s wrong in war. No, you kill them to defend your country, your home. To defend your friends and family. To live free. I loved the poem. The bluntness of it invokes revulsion and hatred towards every aspect of war. I loved how Owen is shoving the truth of war into the faces of the naive population, who don’t know its reality or pretend it’s all fine and dandy. The tone of outrage and disgust with war (and with those who support it) is sustained by the speaker’s invitation to the reader to watch- something the reader clearly is not naturally inclined to do. It’s as if the poet is holding the horror of war up to our faces and making us look. Personally, I share Owen’s confusion. I would defend my country; I would die for it if I had to, because you just can’t sit back and watch people you are connected to some way or another die. But I also think that war is useless, that it’s a never ending cycle of keeping the Earth’s population under control. It affects everyone, few in a good way, most in a bad one. But I believe that like in Pandora’s Box hope came out after everything else did, I think there is still some hope left for the human race, that we aren’t all doomed – yet.

Neanderthal Burials at Shanidar Cave

Neanderthal Burials at Shanidar Cave The site of Shanidar Cave is located adjacent to the modern village of Zawi Chemi Shanidar in northern Kurdish Iraq, on the Zab River in the Zagros Mountains, one of the major tributaries of the Tigris River. Between 1953 and 1960, the skeletal remains of nine Neanderthals were recovered from the cave, making it one of the most important Neanderthal sites in western Asia at the time. Shanidar Cave Chronology Shanidar cave itself measures about 13,000 square feet (1,200 square meters) in area, or 75x75 ft (53x53 m) square. The mouth of the cave today measures about 82 ft (25 m) wide and about 26 ft (8 m) tall. The site deposits are about 46 ft (14 m) thick, which excavator Ralph Solecki divided into four major cultural layers, each separated by what Soleckis team recognized as discrete discontinuities. Layer A: Neolithic to ModernLayer B: Mesolithic to Pre-Pottery NeolithicLayer C: Upper Paleolithic or BaradostianLayer D: Middle Paleolithic or Mousterian Neanderthal Burials at Shanidar The lowest, oldest, and most substantial levels at Shanidar are the Mousterian levels, which represent a period of time when Neanderthals lived there about 50,000 years ago. Within these deposits were discovered nine human interments, at least some of which were deliberate burials. All nine of the burials at Shanidar were found beneath a cave rockfall, but the excavators were absolutely certain that at least some of the burials were purposeful. During the 1960s, that was a shocking statement to make, because Neanderthals were not considered humans, certainly not thought to be capable of caring for their dead. Considerably more evidence for Middle Paleolithic burials has since been recovered in other caves sites- at Qafzeh, Amud, and Kebara (all in Israel), Saint-Cesaire (France), and Dederiyeh (Syria) caves. Shanidar Burials Some of the skeletons from Shanidar exhibit evidence for interpersonal violence among Pleistocene hunters and gatherers, a level of violence also attested at El Sidrà ³n in Spain. Shanidar 3, a well-preserved adult male skeleton, had a partially healed injury to a rib. This injury is believed to have been caused by sharp force trauma from a stone point or blade. This is one of only a few known examples of Neanderthal traumatic injury from a stone tool- others include St. Cesaire in France and Skhul Cave in Israel. Experimental archaeology investigations by American archaeologist Steven Churchill and colleagues suggest that this injury resulted from being shot by a long-range projectile weapon. The skeleton known as Shanidar 1 was an older adult male, who survived a crushing fracture to his left eye socket, and the loss of his right forearm and hand. Archaeologists Erik Trinkaus and Sebastien Villotte believe this individual was also deaf, based on the presence of bony growths in his ears. Not only do these skeletons exhibit interpersonal evidence, they also indicate that Neanderthals cared for individuals who had been handicapped. Dietary Evidence Shanidar was the focus of early floral analytical studies, which presented what became a controversial interpretation. Soil samples taken from sediments near the burials contained an abundance of pollen from several kinds of flowers, including the modern herbal remedy ephedra. The pollen abundance was interpreted by Solecki and fellow researcher Arlette Leroi-Gourhan as evidence that flowers were buried with the bodies. However, there is some  debate about the source of the pollen, with some evidence that the plant remains may have been brought into the site by burrowing rodents, rather than placed there as flowers by grieving relatives. Recent studies by palynologists  Marta Fiacconi and Chris Hunt  also suggest that the pollen found in the cave is not dissimilar to pollen found outside of the cave. Microscopic studies of the calculus deposits- also known as tartar- on teeth from the Neanderthals at Shanidar found plant remains of several starchy foods that made up the inhabitants diet. Those plants included grass seeds, dates, tubers, and legumes. Some evidence suggests that at least some of the consumed plants had been cooked, and preserved starch grains from wild barley were also found on the faces of some of the Mousterian tools in the cave as well. Archaeology History The original excavations were conducted in the cave during the 1950s directed by American archaeologist Ralph S. Solecki. Later investigations of the site and on the artifacts and soil samples recovered from the site have been conducted by Trinkaus among others. Locally, Shanidar was until recently inhabited by Kurdish shepherds, but now it is managed by the local antiquities service and has become a popular Kurdish tourist destination. Sources Churchill, Steven E., et al. Shanidar 3 Neandertal Rib Puncture Wound and Paleolithic Weaponry. Journal of Human Evolution 57.2 (2009): 163-78. Print.Cowgill, Libby W., Erik Trinkaus, and Melinda A. Zeder. Shanidar 10: A Middle Paleolithic Immature Distal Lower Limb from Shanidar Cave, Iraqi Kurdistan. Journal of Human Evolution 53.2 (2007): 213-23. Print.Fiacconi, Marta, and Chris O. Hunt. Pollen Taphonomy at Shanidar Cave (Kurdish Iraq): An Initial Evaluation. Review of Palaeobotany and Palynology 223 (2015): 87-93. Print.Henry, Amanda G., Alison S. Brooks, and Dolores R. Piperno. Microfossils in Calculus Demonstrate Consumption of Plants and Cooked Foods in Neanderthal Diets (Shanidar III, Iraq; Spy I and II, Belgium). Proceedings of the National Academy of Sciences 108.2 (2011): 486-91. Print.Nadel, Dani, et al. Earliest Floral Grave Lining from 13,700–11,700-Y-Old Natufian Burials at Raqefet Cave, Mt. Carmel, Israel. Proceedings of the National Academy of Sciences 110.29 (2013): 11774-78. Print. Trinkaus, Erik, and Sà ©bastien Villotte. External Auditory Exostoses and Hearing Loss in the Shanidar 1 Neandertal. PLoS One 12.10 (2017): e0186684. Print.

Abelard and Heloise Essay Example | Topics and Well Written Essays - 750 words

Abelard and Heloise - Essay Example However, they were still people true to their age and perhaps what might be considered liberal may have had a deeper meaning. Both of these scholars were known, from time to time, to deviate from what the norm was concerning gender roles in their societies. Their writings display a characteristic that was particularly common among the writers of that age; they were liberal to a certain extent and their opinions were openly stated. However, when it came to doing something about changing their societies so that they would conform to their liberal views, they took no action. It can, therefore, be said that although Abelard and Heloise, in their writings, showed several instances of being liberal concerning gender roles, they remained remarkably conservative in their actions. Abelard continued to advocate for a male dominated society  while Heloise supported the role of a subservient woman, who had to submit to the will of man. The love affair between Abelard and Heloise also shows the gender issues, which were prevalent in their society. Both of them were profoundly influenced by the opinion of their society when it came to gender roles, and this is clearly shown in their writings. Some instances of their opinions on gender shall be considered and analyzed in this paper. In a majority of his letters, Abelard displays a respect for the competence of women, something that is truly surprising for a man of the middle ages. Most of his works concerning women are based on his religious opinion of them. In some of his work, he states that women are much closer to Christ due to the opinion that women are particularly closely tied to the earth than men. Abelard in general shows a strong admiration for women, and he states that their virtue is much more pleasing to God than that displayed by men. Alongside this admiration is also his belief that women are lesser to men; that men are the better part of humanity while women are the lesser. He states that while women are mor e intimately tied to the earth, men are strongly tied to the spiritual. Because of this, women tend to be more susceptible to sin than men are  because they do not have the spiritual capacity to withstand temptation (Ruys 1). Therefore, his reference to women’s virtue being more pleasing to God may imply that they have to overcome their spiritual advantage over men in order to become virtuous. Abelard’s point of view concerning women is not as liberal as one might think, and instead, he shares the opinion concerning them that was prevalent during his time. He barely deviates from the views of his contemporaries, and, in fact, it can be said that he is a leading proponent of a male dominated society  while women remain in the background. At first glance, Heloise’s writings are extremely liberal because they push the boundary of what was considered proper at that time. She displays a wide knowledge in her work and  her letters to Abelard; she often challenge s him and asks his opinions on various issues. However, despite the liberal views, she is still hugely much influenced by the way of thinking that was common at her time. While addressing Abelard in her letters, she acts as a submissive woman and not as his equal (Zollinger 231). One would argue that it is because they had been married that she would address him with such submissiveness. However, this will be found not to be the case because, in their letters, extremely little is ever mentioned of their married life. It can be said that Heloise displays the medieval society’s belief that women are inferior. She accepts the conclusions, which Abelard makes concerning diverse matters, and more often than not, she is seen seeking his approval or opinion on a large number of subjects. Heloise is an intellectual, and this is something that

Applied International Trade Management Essay Example | Topics and Well Written Essays - 4000 words

Applied International Trade Management - Essay Example Production and distribution of goods and services are the main reason that is contributing to the growth of the port in recent times. Auckland is the largest centre for manufacturing and can be treated as a distribution hub. Trade has been considered as the engine of economic growth that drives the well-being of people in nations. This is particularly the reason for which Auckland’s economy has grown at a greater rate compared to New Zealand for the last ten years (Auckland City Government, â€Å"Driving forces in the Auckland region†). The rise in economic activity has been coupled with the rise in consumerism in the area. The high rates of employment in Auckland mainly in regions of metal production and manufacturing industries have increased the level of disposable income. This in turn, has raised the level of consumer spending by stimulating the demand for goods and services. The general increase in the demand of consumption goods in turn, fuels trade and the role of the port becomes crucial. The role of ports in supply chain management has increased in the recent times. Researchers have pointed out that, ports have played an important role in the co-ordination of information and material flows. This is because; ports play a centre of transhipment and can be considered as an important part in the supply chain. Ports can only become good logistics platform if they work in multiple directions by taking into account the interest of the sender and receiver of goods (Carbone and Martino 305-320). The Ports of Auckland Limited is constantly striving to improve its role in the supply chain management. POAL has taken a crucial role in the sharing of information, providing pre-advice for online export, providing facilities of vehicle booking system and off-wharf hubs. Adaptation of these technologies has reduced the average cargo handling time at the port thereby, enhancing the efficiency of the system. The

Grades Encourage People to Learn Essay Example for Free

Grades Encourage People to Learn Essay Grades encourage people to learn TOPIC 5 : Do you agree or disagree with the following statement? Grades encourage students to learn. Use specific reasons and examples to support your opinion. As we all know, in the school, people use grades to evaluate the result of studying process. And it is clear to see that grades encourage students to learn so much. Because it helps students have a specific target, know what their strength and weakness are and try to learn to get benefits that high grades bring to them. First of all, the most important thing when you start to do something is that you have to make your own goal. Knowing clearly/obviously What you want to achive will help you get/make a clear plan about what you have to do. In the school, the grades play a role as that goal. Once you had a specific purpose you will try your best to reach it. (example ? ) Secondly, the second, because grades are used to evaluate your academic result, you will have a/an overview about what subjects you are good at or bad at. This will be useful for you to pay more attention to which parts you are not so good to improve them. Finally, when you get/obtain high grades in the school you will have a chance to get a good job. When you apply for a job, recruiters usually look at your CV including your academic result first to make a decision if they will give you an interview. The grade is a standar to determine your ability in gaining and understanding new knowledge. So high grades help you have a good quality in others’eyes. In conclusion, grades help students make an effective approach of studying. Besides, good grades bring students many benefits. That is why grades encourge students to learn so much.

Essay --

As children play in the dirt, run through the grass, climb trees, build cars and castles, scribble on paper, or sing songs they are developing learning skills that many are unaware. Many people mistake play as uselessness but through Piaget’s developmental stage theory he shines light on such activities and how each stage enhances children’s learning outcomes throughout life. In this paper I want to look at Piaget’s stage theory definition, identify and describe the developmental characteristics of the preoperational stage, his ideal of how a four year old classroom should be set up for activities that will enhance children’s developmental learning and explore one activity for each developmental domain. Jean Piaget was a developmental psychologist that studied how children flourish and the process of how they learn. Throughout his study he followed many children and performed many test trying to provide facts and proof on how children learn best. Through many trial and errors Piaget came up with the stages of cognitive development which he broke down into four sub-stages. These stages are: 1. Sensorimotor stage that ranges from age birth to two where the baby begins learning through his senses and body control. 2. Preoperational stage starts around age two through seven when the child enters pre-school level, begins talking in two word sentences and is beginning to experience â€Å"a more complete understanding of object permanence where the child's image-based thinking improves and develops with a capacity called representation and de-centration in which the child advances from centration to a more objective way of perceiving the world.†(para.1) 3. Concrete operational stage is from age seven till eleven which expends on the pre-oper... ... sticks. When the activity is done it leaves a hardened textured surface and you can see bits of yellow showing through. During this activity you can discuss the different shapes of the moon, where the moon light comes from and what the moon is made of. Throughout Piaget’s studies he focuses on how children develop intellectually as well as perceive the world around them. His ultimate goal was to shed light on young children’s development in which he grouped into stages to help encourage developmentally appropriate activities. Piaget’s wanted to make sure that as educators each child was being taught within their realm of knowledge and environmental appropriate settings. Through his teaching young children are being taught by hands on experiences that includes regulated time of structured teaching, self-selected activities, physical activities and proper rest time.

Pre 1914 Prose Study Mary Shelley’s “Frankenstein” Essay

   He nearly succeeds in catching it at the North Pole where Captain Walton rescues him. Exhausted he die and Frankenstein’s monster vows to kill himself before disappearing into the â€Å"distance and darkness†. Chapter five begins with Victor Frankenstein revulsion of the monster he has created and Shelley describes the creature’s vile features that shriek terror into the reader alone. In revolt Victor leaves the room at the very disgust of what he was brought into this world and attempts to gain his precious â€Å"sanctuary of sleep†. While he sleeps he dreams of seeing Elizabeth his one love, however as he plants his first kiss on her lips her features change and he appears to eventually hold the dead corpse of his dead mother. He wakes up to find the monster by his bedside peering at him and in anguish runs out of his rented apartment and through the town with paranoid strides fearing he will see the monster at every turn. He finds refuge in the courtyard while lost in his daydreams of the monstrosity he has created, he notices his good friend Clerval and brings him to his accommodation before he has time to think properly. When he reaches his apartment he Is overjoyed that the monster is no longer in the vicinity and welcomes Clerval into his rented home. Dr Frankenstein’s content emotions are quickly destroyed as he imagines seeing the monster lurching for him and breaks down to a fit. Clerval worries for his friends health and nurses him back to health after witnessing Victors fluctuating emotions. Shelley was part of the romantic novelist of the earlier 19th century, who like Shelley used Gothic elements to add provoke terror in a reader. Descriptions such as â€Å"Corpse of my dead mother in my arms† and † Shrivelled complexions all are examples of gothic elements, though the more mysterious and alluding comments such as â€Å"I saw the dull eye of the creature† give the impression this creature isn’t alive and that it is an inanimate object been brought to life through personification elaborated descriptions full of eccentric adverbs. Shelley was a naturally beautiful writer who could conjure sentences as if they flowed from a river of her knowledge. She uses great amounts of writing styles inspired probably from the intellectuals she grew up around. There is a great contrast in sentence length with short lines such as â€Å"How ill you are† and sentences that contain over fifty words for instance; â€Å"I took refuge in the courtyard belonging to the which I inhabited; where I remained during the rest of the night, walking up and down in the greatest agitation, listening attentively, catching and fearing each sound as if it were to announce the approach the demonical corpse to which I had so miserably given life†. Repetition is also a trait of Shelley’s writing style; â€Å"Save me, save me† and â€Å"Dear, dear friends† are both examples of repetition. The use of her adjectives stipulate her close use of gothic rudiments with dark and mystifying words such as â€Å"Dreary†, â€Å"Miserably† and â€Å"Hideous†, yet also her choice of colour reflect on her gothic style such as â€Å"dull yellow†. Another topic to indulge in is Shelley’s use of contrast in a variety of elements. Colour is again is used in contrast for gothic descriptions such as â€Å"Lustrous Black† and â€Å"Pearly White† a common metaphor. The actual pace of the narrative is not an unexpected contrast to build tension and fear, and is commonly used in all sorts of genres and mediums, like songs and television. This practice can be used to build many emotions from love to action yet works just as well if not the best with fear. She uses a contrast of dream and reality this could be because her original idea for the plot came to her in a dream. Yet, however it seems in either the sub consciousness or actual consciousness it is always a horrific period. Finally a contrast in emotions is very blatant such as joy, revulsion and terror all blend together with Frankenstein’s original image of a beautiful creation to its consequential repulsiveness. This brings me to my final point of Mary Shelley’s use of fluctuating emotions to provoke the sense of fear in the reader. Frankenstein expects a beautiful creature to be born of his labour, yet is shocked when he unveils his creation for the first time † How can I describe my emotions at this catastrophe†. Horror soon sets in at the monstrosity and almost failure of his dream sets in â€Å"But now that I have I have finished the beauty of the dream of the dream has vanished and breathless horror and disgust fill my heart†. This quickly turns to frightened † I did not dare return to the apartment† , again his emotions fluctuate to a paranoid loneliness â€Å"Like one when on a lonely road, Doth walk in fear† and finally a huge contrast for the previous emotions to happiness † I felt suddenly†¦ calm and serene joy†. Shelley fluctuates Frankenstein’s emotions so rapidly is almost becomes difficult to follow them, yet perhaps this is the desired effect as the confusion only adds the horror you are reading. To conclude, Mary Shelley one of the greatest female novelist of her time if not history efficiently and captivatingly uses techniques, which are still used today in writing. They are not restricted to but she certainly chooses over others mainly are predominately gothic elements; common of early 19th century â€Å"romance† authors. She also makes use of the fluctuating emotions, contrast and language as I have described in earlier paragraphs. Benjamin Semens Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Mary Shelley section.

Good Country People by Flannery O’Connor Essay

The short story Good Country People by Flannery O’Connor, is didactic literature, with hefty character analysis to portray that people are not who they appear to be. Hulga, a 32 year old woman with a heart condition. O’Connor portrays Hulga as an experience and strong woman, but through analysis Hulga is well educated but childish and weak Hulga obtains a PhD in philosophy and is taught by highly intellectual people. Hulga has the impression of herself that because she has gone to school for many years and obtain her PhD that she is an experienced woman. In the beginning of the story that is how she appears to be. â€Å"Science on the other hand, has to assert its soberness and seriousness afresh and declare that it is concerned solely with what is. † A line underline in blue pencil, therefore it can be inferred that this quote is of importance to Hulga. Hulga, in this sense is to be thought of as well educated because of her exposure and open mindedness to her religious mother and scientific education leaving her to feel as if she is well experienced, when she is only educated. Her mother is religious therefore Hulga being exposed to religion and while in college educated with science and allowing her to make an informed decision on her beliefs, which is atheism. She has a more open mind for she sees what is in front of her and not what just is told to be true. Therefore she is not well experienced but just well educated. Also her lack of experience is evident when her first date is at the age of 32, when in society that happens when a person is an adolescent, therefore inferring that she has missed important stages in life that add to a person’s experience. Leading to the theme people are not who they appear to be. Hulga, appearing to be experienced is only a well-educated woman. Hulga is childish, thus rebuking the original thought of Hulga as experienced. Hulga falls for the multitude of compliments and lies the boy selling the Bible fills her head with. â€Å"You’re a brave sweet little thing and I liked you the minute I seen you walk in the door. † Hulga believes that this is how he truly thinks of her when in reality he is just using her. â€Å"During the night she imagined she had seduced him. † Hulga, holding such thoughts is seen to be childish because one who is not, understands and would realize deep feeling needs to be given time and does not happen overnight. Even though Hulga is portrayed as experienced because she is uneasy about the situation, she is in reality childish because she falls for the boy’s lies. Also she is seen to be a strong woman, but she is not because she did not stand her ground and fell for the boy’s lies. Therefore leading the reader to see that people are not who they appear to be, as Hulga is just as childish as she is educated. Hulga because of her heart condition is depicted to be a strong woman, but she is really a weak and vulnerable human being. She gave a little cry of alarm but he pushed her down and began to kiss her again. Without the leg she felt entirely dependent on him. † Her mental well-being is far from strong. She is weak because without her leg she is left to feel utterly weak and vulnerable and dependable on a boy who she vaguely knows. O’Connor from the beginning of the short story was portraying Hulga to be a woman that was strong, for she had a heart condition that could claim her life at any time but, she still continued on with her life in the form of education. Hulga reserved, spent most of her time alone, leading the reader to believe that she did not need anyone in particular in her life to make her feel as if she was important. But, with insight from this particular scene. the reader can see that she is a pure vulnerable and weak human being for she does not know how to conduct herself in such a situation out of her control; Leading to the theme people are not who they appear to be. Hulga appears to be strong and independent when in reality she is a weak human being. O’Connor’s didactic literature uses character analysis to portray the theme people are not who they appear to be using a 32 year old woman who is disabled and an atheist. O’Connor portrays Hulga to be experienced and strong but when placed in a situation that is unfamiliar to a person, her true colors shows and the reader sees her for who she really is. A well-educated but inexperienced, childish and weak human being, leading to the lesson, people are not who they appear to be.

Death in the Woods essays

Death in the Woods essays In his story Death in the Woods, Sherwood Anderson observes one womans life and thereby gains a greater appreciation for his own. After reading this story, the theme appears to be that life is a precious gift, which we are given, but too often take for granted. We are put on this earth for a reason, to make a difference in the world and to leave an everlasting impression of the fact that we were here on a mission. We grow from infancy, learning and nurturing, developing into adulthood and making choices. Then just when we think weve discovered the mysteries of life, death ends the cycle. In a cycle of being nurtured and nurturing others, we lose sight of the fact that our life depends on how we live it. As the story begins, the narrator introduces us to an old woman; one whom everyone sees, but nobody knows or understands. People drive right down a road and never notice an old woman like that (48). Although she is described as the old woman numerous times, she is revered as strong, not as frail as people would associate with those who are aged. Her tenacity is keenly demonstrated as she diligently labors to feed a farm. This is her job, and she does it without complaint. Somehow, she succeeds in making an impossible task happen. Her burden is physically exhausting and yet she never disappoints anyone in the process. As the story progresses, we learn more of the old womans life. We learn of the old womans neglectful and abusive husband and son, who seemingly embody the worst traits in all of us. They both treated the woman with complete disrespect, and yet expected her to continue serving their endless needs. Even after continuous verbal as well as physical abuse, she continued to feed them, as well as every other mouth on their dismal farm. If only they were more selfless and willing to aid her, she would have undoubtedly been able to provide much more fo...

Definition of the Triangle Trade (Rum and Slave Trade)

Definition of the Triangle Trade (Rum and Slave Trade) In the 1560’s, Sir John Hawkins pioneered the way for the slave triangle that would take place between England, Africa, and North America.   While the origins of the slave trade from Africa can be traced back to days of the Roman Empire, Hawkins voyages were the first for England. The country would see slave trade flourish through more than 10,000 recorded voyages up through March 1807 when the British Parliament abolished it throughout the British Empire and specifically across the Atlantic with the passage of the Slave Trade Act. Hawkins was very cognizant of the profits that could be made from the slave trade and he personally made three voyages. Hawkins was from Plymouth, Devon, England and was cousins with Sir Francis Drake. It is alleged that Hawkins was the first individual to make a profit from each leg of the triangular trade. This triangular trade consisted of English goods such as copper, cloth, fur and beads being traded on the African for slaves who were then trafficked on what has become to be known as the infamous Middle Passage. This brought them across the Atlantic Ocean to then be traded for goods that had been produced in the New World, and these goods were then transported back to England. There was also a variation of this system of trade that was very commonplace during the  colonial era in American History. New Englanders traded extensively, exporting  many commodities  such as fish, whale oil, furs, and rum and followed the following pattern that occurred as follows: New Englanders manufactured and shipped rum to the west coast of Africa in exchange for slaves.The slaves were taken on the Middle Passage to the West Indies where they were sold for molasses and money.The molasses would be sent to New England to make rum and start the entire system of trade all over again. In the colonial era, the various colonies played different roles in what was produced and used for trade purposes in this triangular trade. Massachusetts and Rhode Island were known to produce the highest quality rum from the molasses and sugars that had been imported from the West Indies.   The distilleries from these two colonies would prove to be vital to the continued triangular slave trade that was extremely profitable. Virginia’s tobacco and hemp production also played a major role as well as cotton from the southern colonies.   Any cash crop and raw materials that the colonies could produce were more than welcome in England as well as throughout the rest of Europe for trade. But these types of goods and commodities were labor intensive, so the colonies relied on the use of slave for their production that in turn helped to fuel the necessity of continuing the trade triangle. Since this era is generally considered to be the age of sail, the routes that were used were chosen due to the prevailing wind and current patterns. This meant that is was more efficient for the countries situated in Western Europe to first sail southward until they reached the area known for the â€Å"trade winds† before heading west towards the Caribbean in lieu of sailing a straight course to the American colonies. Then for the return trip to England, the ships would travel the Gulf Stream and head in a Northeast direction utilizing the prevailing winds from the west to power their sails. It is important to note that the triangle trade was not an official or rigid system of trade, but instead a name that has been given to this triangular route of trade that existed between these three places across the Atlantic. Further, other triangle-shaped trade routes existed at this time. However, when individuals speak of the triangle trade, they are typically referring to this system.

The Iraq War Vietnam Revisited Essay Example | Topics and Well Written Essays - 2750 words

The Iraq War Vietnam Revisited - Essay Example is making attempts to form an Iraqi legitimate state contrary to a background of insurgency, resulting in American death tolls and slight approval at home" (Grigg 12). "In Vietnam, we were making attempts to support the government that possessed too little legitimacy. But in Iraq, we're making attempts to form a government as well as back it up in such a way that it can advance legitimacy. And the things are utterly difficult to fulfill," explained W. Andrew Terrill (29). American policymakers have turned down ideas that Iraq, currently a major American battle-front front against terrorism, represents a Vietnam-like morass for 135,000 American troops that are inside the country. Though, for example, Terrill and Record consider there are very few war similarities between Iraq and Vietnam, when Communist armed forces supported by the U.S.S.R. and China defeated 500,000 U American troops (20). Despite this facts and ideas the authors of the report called Iraq and Vietnam: Differences, Similarities and Insights caution against dreadful after-effects in the case when the Vietnamese political lessons leave unnoticed. "Reiteration of those Iraqi debacles might result in pernicious after-effects for the American foreign policy," they add (57). The Vietnam War took the lives of not only 58,000 Americans but of 3,000,000 Vietnamese as well. Undoubtedly neither the U.S.A. nor the Iraqi people nor the rest of the world wants to see such horror events once again. Some experts consider that resemblance between Iraq and Vietnam is shallow but at the same time deep. This shallow resemblance is fully understandable and must serve just to attract our attention. Though the deeper resemblance must form policy and compel to choose alternatives that should appeal to our fears if they can result in the outcome possibly even more disastrous than during the Vietnam War (Hanson 33). America's involvement in Vietnam has, as a result, attracted much critical scrutiny, frequently addressed to the question, "Who was guilty" - "Who led the United States into this tragedy" A more enlightening question, it seems, is "How and why did this tragedy occur" The study of Vietnam should be a search for explanation and understanding, rather than for scapegoats. Focusing on one important period in this long and complicated story-the brief but critical months from November 1964 to July 1965, when America crossed the threshold from limited to large-scale war in Vietnam - helps to answer that question. For the crucial decisions of this period resulted from the interplay of longstanding ideological attitudes, diplomatic assumptions, and political pressures with decisive contemporaneous events in America and Vietnam (Powell 73). Victory in World War II produced a sea change in America's perception of its role in world affairs. Political leaders of both parties embraced a sweepingly new vision of the

JOURNAL REFLECTIVING USE SELF AWRENESS IN HELPING WORK Coursework

JOURNAL REFLECTIVING USE SELF AWRENESS IN HELPING WORK - Coursework Example Self-awareness entails consciousness of communication styles and how they affect the clients’ perceptions of counsellors’ professional abilities and empathy. Self-aware counsellors know how to choose proper communication styles that are best for clients, in order to make them feel that client welfare is their counsellors’ main priority (Uhlemann and Jordan, 2012, p.71). Some self-awareness practices involve appropriate sitting position and distance and eye-contact considerations. Counsellors should be able to sit at the right position and distance that respect clients’ personal space. They must be close enough though to easily show their empathy for them. Counsellors should also be able to know how comfortable clients are with eye contact through observing their nonverbal reactions to it, although many people trust others who can see them literally eye-to-eye. Being aware of these behaviours can make clients feel more comfortable in communicating with thei r counsellors and improve the ease of establishing counsellor-client trust. Besides communication behaviours, self-awareness also means being aware of their strengths and weakness, including biases and limitations. Self-aware counsellors recognize their skills and abilities (Uhlemann and Jordan, 2012, p.71). They know how to be concrete and specific with their advice and how to help their clients improve their ability to make action plans. An example of strength is being able to discuss various coping options for clients because of the knowledge of different coping mechanisms across cultures. Apart from strengths, self-aware counsellors know their weaknesses. An example of a weakness is getting frustrated with female clients who cannot leave their irresponsible husbands, even when these men are violent and unfaithful. Some counsellors may sense anger and frustration in their voices and behaviours when they hear about men taking advantage of these