Sunday, May 24, 2020
Analysis of Dulce et Decorum Est by Wilfred Owen In the poem, Dulce et Decorum Est written by Wilfred Owen, the speaker appears to be a soldier in the army, warning young people eager for war, Ã¢â¬Å"children ardent for some desperate glory,Ã¢â¬ that war is not what it seems. The soldier explains to the reader through first hand experience that fighting for oneÃ¢â¬â¢s country is not as glorious a task as it may appear to be. One shouldnÃ¢â¬â¢t believe the lie that is told about how it is sweet and proper to die for oneÃ¢â¬â¢s country. The poem takes place during a war, while the men are marching and death surrounds them. Throughout the length of the poem, the speaker has a morose tone, as anyone witnessing so muchÃ¢â¬ ¦show more contentÃ¢â¬ ¦Despite the change in length of the stanza at the end, every other line continues to rhyme, giving the poem a rhyming scheme of ababcdcd. Overall, the poem can be classified as a narrative iambic pentameter. The poem begins by setting up the context; tired and hungry soldier s marching on towards a resting point somewhere in the distance. Many of the men march half-asleep, while others are missing boots, bleeding, or limping, but all tired. All of a sudden, the poem changes from past tense to present tense. The soldiers are no longer generalized as a group. A first person point of view is introduced as there are gas shells falling and everyone is alerted. Despite this the weary soldiers are still fumbling around, as if woken from a deep slumber. While most of the men strap on their helmets or what seems to be gas masks, one does not get it in time and he slowly dies. The manÃ¢â¬â¢s death greatly affects the speaker, and now this haunts him. This dead man is now flung into a wagon, and the whites of his eyes are seen. There is blood dripping from his mouth, tasting bitter. The narrator of the poem now warns children that if they were here, they would not believe the lie that it is great to fight for your country. Wilfred Owen employs sensory language throughout the poem. Words such as Ã¢â¬Å"knock-kneed,Ã¢â¬ Ã¢â¬Å"blood-shod,Ã¢â¬ Show MoreRelatedEssay on Analysis of Dulce Et Decorum Est by Wilfred Owen795 Words Ã |Ã 4 PagesAnalysis of Dulce Et Decorum Est by Wilfred Owen The First World War saw the introduction of many new warfare technologies across its theatres due to industrial competition between rival nations. One of the most feared weapons amongst soldiers on both sides was gas. The usage of chlorine, phosgene and mustard gas caused the death of thousands of men by suffocation. Wilfred Owens poem Dulce Et Decorum Est gives a detailed description of a soldier dying from a gas attackRead MoreAnalysis Of Wilfred Owen s Poem Dulce Et Decorum Est1692 Words Ã |Ã 7 Pagesare now studying Protest and Resistance poetry. The protest poem Ã¢â¬ËDulce et Decorum EstÃ¢â¬â¢, written by Wilfred Owen, challenges the dominant World War One ideologies of militarism and nationalism. You will find that this poem is a great example as it defies the dominant values and beliefs of war in Britain. Wilfred Owen LetÃ¢â¬â¢s discuss the poet. Wilfred Owen was one of the leading voices of the first world war. In January 1917, Owen was deployed but he was innocent to the realism of war. In April,Read MoreAnalysis Of Dulce Et Decorum Est By Wilfred Owen736 Words Ã |Ã 3 PagesDulce et Decorum Est, a poem by Wilfred Owen, explores the numerous horrors and cruel difficulties of WWI. It is a painful, emotional and blunt depiction of the horrible conditions and distressing experiences which had a permanent effect on the soldiers. Ã¢â¬Å" Dulce et Decorum estÃ¢â¬ is short for the Latin saying Ã¢â¬Å" Dulce est Decorum est Pro Patria MoriÃ¢â¬ which translates to, Ã¢â¬Å" It is sweet and honorable to die for your country.Ã¢â¬ . Owen seeks to persuade the reader that it is far from honorable to die forRead MoreAnalysis Of Dulce Et Decorum Est By Wilfred Owen1688 Words Ã |Ã 7 PagesDulce Et Decorum Est This poem is a reflection of the nightmarish experience that Wilfred Owen had encountered during his experiences fighting in France during WW1. This poem deals with both sadness and loss. The actual form of this poem consists of a rhyme scheme that goes ABAB CDCD EFEF. The meter of the poem consists of five beats that contain a short, unstressed syllable followed along by a longer, stressed syllable. Therefore, the meter of this poem is an iambic pentameter. EX: Knock kneedRead MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est938 Words Ã |Ã 4 Pagessocial aspects thanks to many of the war poets during that time period. Wilfred Owen is known to be one of the most famous war poets during the twentieth century especially during the First World War when he wrote Ã¢â¬Å"Dulce et Decorum EstÃ¢â¬ . His poem details the horrors these soldiers faced in the trenches during World War 1 and conveys the hidden meaning that Ã¢â¬Å"it is sweet and honorableÃ¢â¬ to die for oneÃ¢â¬â¢s country is untrue. Owen is able to deliver his message and express his ideas against this cruel warRead MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est994 Words Ã |Ã 4 Pageswill continue to haunt them. The memories of killing, friends being killed, almosts, etc. War contains many horrors like these. The saying, Ã¢â¬Å"Dulce et decorum est pro patria mori,Ã¢â¬ was once believed; it means that it is sweet and fitting to die for oneÃ¢â¬â¢s country. Because Wilfred Owen knew the horrors, he opposes this saying in his poem Ã¢â¬Å"Dulce Et Decorum Est.Ã¢â¬ The narrator provides vivid images of his experience in WWI which includes both the exhaustion the soldiers endured while walking to their nextRead MoreAnalysis Of Wilfred Owen s `` Dulce Et Decorum Est ``1256 Words Ã |Ã 6 PagesWilfred Owen is remembered as one of the greatest poets to capture the war in words. His work was described as Ã¢â¬Å"the finest written by any English poet of the first War and probably the greatest poems about war in our literatureÃ¢â¬ (Lewis 11) despite him only having had 4 poems published in his lifetime, though he did write many more. His poems truly did capture the terror and harsh truth of the hardships the soldiers faced in the trenches everyday during World War I, evident in Ã¢â¬Å"Du lce Et Decorum EstÃ¢â¬ Read MoreAnalysis Of Wilfred Owen s Dulce Et Decorum Est1015 Words Ã |Ã 5 PagesWilfred Owen was born in Oswestry, England, on March 18, 1893. He became widely recognized as a British poet for his experience and impressions upon World War I. He was the eldest out of the four in his family. His father worked on the railway, and his mother was strict in her religious beliefs, yet still had affection for her children. At OwenÃ¢â¬â¢s christian household, they practiced biblical themes and teachings. They seem to be a very close-knit family and protect each other. He also utilized ChristianRead MorePoem Analysis : Dulce Et Decorum Est Written By Wilfred Owen1507 Words Ã |Ã 7 Pagesof hell and opens a vein that bleeds a nation to death.Ã¢â¬ World War one has affected each and every one of us. Death did not only affect the afflicted with it, but also the ones surrounded by it. This is clearly shown in the poem Dulce ET Decorum EST written by Wilfred O wen. The author has portrayed this idea through the clever use of several language techniques with the main ones being metaphors, similes and onomatopoeia which will be covered throughout the rest of the essay. Through the use of theseRead MoreAnalysis Of Wilfred Owen s Anthem For Doomed Youth And Dulce Et Decorum Est1224 Words Ã |Ã 5 Pagesa time afterwards. Wilfred Owen was a poet who became well renowned after World War I where he unfortunately died in battle. Anthem for Doomed Youth (Anthem) and Dulce Et Decorum Est (Dulce) by Wilfred Owen both portray various themes including horrors of war, the futility of war and the pity and sadness of war. War is full of horrendous acts that every side of war commits, even if it is for their own reasons which to them seem honourable, but Owen tells a different story. Dulce depicts the many terrors
Wednesday, May 13, 2020
For each number below, two forms are shown for German language learners: Kardinalzahl (CardinalÃ number: 1, 2, 3, etc.)Ordinalzahl (OrdinalÃ number: 1st, 2nd, 3rd, etc.) Notes on Fractions, Decimals, Articles, and Gender In some cases, aÃ fractionalÃ number (Bruchzahl: 1/2, 1/5, 1/100) is also given. To make fractions (BrÃ ¼che) for five and above, just add -elÃ to the number, or -telÃ if the number does not end in t: achtÃ Ã elÃ Ã achtelÃ (an eighth)zehnÃ Ã telÃ Ã zehntelÃ (a tenth) For Dezimalzahlen (decimal numbers), Germans use das Komma (a comma), not a decimal point: 0.638 0,638 (null Komma sechs drei acht)1.08 1,08 (eins Komma null acht) Fun Fact The German expression in null Komma nichts (Ã¢â¬Å"in zero point zeroÃ¢â¬ ) means in an instant or in a flash. Although the masculine (calendar date) form is shown for the ordinal numbers, they can also be feminine (die), neuter (das) or plural, depending on the noun they are used with: das erste AutoÃ (the first car)die zweite TÃ ¼rÃ (the second door)die ersten MenschenÃ (the first humans) When referring to individual numbers in German, you say die zwei (two) or die einundzwanzig (twenty-one), short for die Nummer/Zahl. An example would be naming the winning numbers for the lottery on television. Numbers From One to Ten (1-10) 0:Ã nullÃ (zero or nought)1:Ã eins (one)der erste,Ã der 1.Ã (first)Time Construction: no ending on ein in ein Uhr (one oclock); but eine Uhr (one clock or a clock)Ã with -e ending on the article eineDate Construction: am ersten (on the first);Ã am ersten Mai orÃ am 1. Mai (on May first, on the first of May, on 1 May, or on May 1st)2:Ã zwei (two); the alternative formÃ zwoÃ is often used to avoid confusion withÃ dreider zweite,Ã der 2.Ã (second)halb, die HÃ ¤lfteÃ (half or one-half)Time Construction: zwei Uhr (two oclock), but zwei Uhren (two clocks)3:Ã drei (three)der dritte,Ã der 3.Ã (third)drittelÃ (one third or a third)4:Ã vier (four)der vierteÃ (fourth)viertel-, das ViertelÃ (one fourth, one quarter, a fourth, a quarter or quarter)5:Ã fÃ ¼nf (five)der fÃ ¼nfteÃ (fifth)6:Ã sechs (six)der sechsteÃ (sixth)7:Ã sieben (seven)der siebteÃ (seventh)8:Ã acht (eight)der achteÃ (eighth)9:Ã neun (nine)der neunteÃ (ninth) 10s, Tens, or Teens 10: zehn (ten)der zehnte,Ã der 10.Ã (tenth)11: elf (eleven)der elfte,Ã der 11.Ã (eleventh)12: zwÃ ¶lf (twelve)der zwÃ ¶lfte,Ã der 12.Ã (twelfth)13: dreizehn (thirteen)der dreizehnte,Ã der 13.Ã (thirteenth)am dreizehnten (on the thirteenth)14: vierzehn (fourteen)der vierzehnte,Ã der 14.Ã (fourteenth)am vierzehnten (on the fourteenth)15: fÃ ¼nfzehn (fifteen)der fÃ ¼nfzehnte,Ã der 15.Ã (fifteenth)am fÃ ¼nfzehnten (on the fifteenth)16: sechzehn (sixteen)der sechzehnte,Ã der 16.Ã (sixteenth)17: siebzehn (seventeen)der siebzehnte,Ã der 17.Ã (seventeenth)18: achtzehn (eighteen)der achtzehnte,Ã der 18.Ã (eighteenth)19: neunzehn (nineteen)der neunzehnte,Ã der 19.Ã (nineteenth) 20s or Twenties In German, to say in the twenties, short for the 1920s, you say in den zwanziger Jahren. The same method is used for the following decades. The 1900s and the teens are a little different. 20: zwanzig (twenty)der zwanzigste, der 20.Ã (twentieth)am zwanzigsten Juni, am 20. JuniÃ (on the twentieth of June or on June 20th)21: einundzwanzig (twenty-one)der einundzwanzigste,Ã der 21.Ã (twenty-first)am einundzwanzigsten Juni,Ã am 21. JuniÃ (on the twenty-first of June or on June 21st)22: zweiundzwanzig (twenty-two)der zweiundzwanzigste,Ã der 22.Ã (twenty-second)23: dreiundzwanzig (twenty-three)der dreiundzwanzigste,Ã der 23.Ã (twenty-third)24: vierundzwanzig (twenty-four)der vierundzwanzigste,Ã der 24.Ã (twenty-fourth)25: fÃ ¼nfundzwanzig (twenty-five)der fÃ ¼nfundzwanzigste,Ã der 25.Ã (twenty-fifth)26: sechsundzwanzig (twenty-six)der sechsundzwanzigste,Ã der 26.Ã (twenty-sixth)27: siebenundzwanzig (twenty-seven)der siebenundzwanzigste,Ã der 27.Ã (twenty-seventh)28: achtundzwanzig (twenty-eight)der achtundzwanzigste,Ã der 28.Ã (twenty-eighth)29: neunundzwanzig (twenty-nine)der neunundzwanzigste,Ã der 29.Ã (twenty-ninth) 30s or Thirties Note that unlike the other tens,Ã dreiÃÅ¸igÃ has no z in its spelling. 30:Ã dreiÃÅ¸ig (thirty)der dreiÃÅ¸igste,Ã der 30.Ã (thirtieth)31:Ã einunddreiÃÅ¸ig (thirty-one)der einunddreiÃÅ¸igste,Ã der 31.Ã (thirty-first)32:Ã zweiunddreiÃÅ¸ig (thirty-two)der zweiunddreiÃÅ¸igste,Ã der 32.Ã (thirty-second)33:Ã dreiunddreiÃÅ¸ig (thirty-three)der dreiunddreiÃÅ¸igste,Ã der 33.Ã (thirty-third)34 to 39: consistent with the system from the 20s 40s or Forties 40:Ã vierzig (forty)der vierzigste,Ã der 40.Ã (fortieth)41:Ã einundvierzig (forty-one)der einundvierzigste,Ã der 41.Ã (forty-first)42:Ã zweiundvierzig (forty-two)der zweiundvierzigste,Ã der 42.Ã (forty-second)43:Ã dreiundvierzig (forty-three)der dreiundvierzigste,Ã der 43.Ã (forty-third)44 to 49: consistent with previous systems 50s or Fifties 50:Ã fÃ ¼nfzig (fifty)der fÃ ¼nfzigste,Ã der 50.Ã (fiftieth)51:Ã einundfÃ ¼nfzig (fifty-one)der einundfÃ ¼nfzigste,Ã der 51.Ã (fifty-first)52:Ã zweiundfÃ ¼nfzig (fifty-two)der zweiundfÃ ¼nfzigste,Ã der 52.Ã (fifty-second)53:Ã dreiundfÃ ¼nfzig (fifty-three)der dreiundfÃ ¼nfzigste,Ã der 53.Ã (fifty-third)54 to 59: consistent with previous systems 60s or Sixties 60:Ã sechzig (sixty)der sechzigste,Ã der 60.Ã (sixtieth)61:Ã einundsechzig (sixty-one)der einundsechzigste,Ã der 61.Ã (sixty-first)62:Ã zweiundsechzig (sixty-two)der zweiundsechzigste,Ã der 62.Ã (sixty-second)63:Ã dreiundsechzig (sixty-three)der dreiundsechzigste,Ã der 63.Ã (sixty-third)64 to 69: consistent with previous systems 70s or Seventies 70:Ã siebzig (seventy)der siebzigste,Ã der 70.Ã (seventieth)71:Ã einundsiebzig (seventy-one)der einundsiebzigste,Ã der 71.Ã (seventy-first)72:Ã zweiundsiebzig (seventy-two)der zweiundsiebzigste,Ã der 72.Ã (seventy-second)73:Ã dreiundsiebzig (seventy-three)der dreiundsiebzigste,Ã der 73.Ã (seventy-third)74 to 79: consistent with previous systems 80s or Eighties 80:Ã achtzig (eighty)der achtzigste,Ã der 80.Ã (eightieth)81:Ã einundachtzig (eighty-one)der einundachtzigste,Ã der 81.Ã (eighty-first)82:Ã zweiundachtzig (eighty-two)der zweiundachtzigste,Ã der 82.Ã (eighty-second)83:Ã dreiundachtzig (eighty-three)der dreiundachtzigste,Ã der 83.Ã (eighty-third)84 to 89: consistent with previous systems 90s or Nineties 90:Ã neunzig (ninety)der neunzigste,Ã der 90.Ã (ninetieth)91:Ã einundneunzig (ninety-one)der einundneunzigste,Ã der 91.Ã (ninety-first)92:Ã zweiundneunzig (ninety-two)der zweiundneunzigste,Ã der 92.Ã (ninety-second)93:Ã dreiundneunzig (ninety-three)der dreiundneunzigste,Ã der 93.Ã (ninety-third)94 to 99: consistent with previous systems 100s or One Hundreds 100: hundertÃ orÃ einhundert (hundred, a hundred or one hundred)der hundertste,Ã der 100.Ã (hundredth)(ein) hundertstelÃ (one-hundredth or one out of one hundred)101: hunderteins (hundred-and-one)der hunderterste,Ã der 101.Ã (hundred-and-first)102: hundertzwei (hundred-and-two)der hundertzweite,Ã der 102.Ã (hundred-and-second)103: hundertdrei (hundred-and-three)der hundertdritte,Ã der 103.Ã (hundred-and-third)104 to 199: continue in the same way 200s or Two Hundreds, and Other Hundreds 200:Ã zweihundert (two hundred)der zweihundertste,Ã der 200.Ã (two-hundredth)201:Ã zweihunderteins (two-hundred-and-one)der zweihunderterste,Ã der 201.Ã (two-hundred-and-first)202:Ã zweihundertzwei (two-hundred-and-two)der zweihundertzweite,Ã der 202.Ã (two-hundred-and-second)203:Ã zweihundertdrei (two-hundred-and-three)der zweihundertdritte,Ã der 203.Ã (two-hundred-and-third)204 to 899: continue in the same way 900s or Nine Hundreds 900:Ã neunhundertÃ (nine-hundred)der neunhundertste,Ã der 900.Ã (nine-hundredth)901:Ã neunhunderteinsder neunhunderterste,Ã der 901.Ã (nine-hundred-and-one)902 to 997: continue in the same way998:Ã neunhundertachtundneunzigÃ (nine-hundred-ninety-eight)der neunhundertachtundneunzigste,Ã der 998.Ã (nine-hundred-ninety-eighth)999:Ã neunhundertneunundneunzigÃ (nine-hundred-ninety-nine)der neunhundertneunundneunzigste,Ã der 999.Ã (nine-hundred-ninety-ninth) 1000s or One Thousands In German, one thousand is written or printed as either 1000, 1.000 or 1 000,Ã using a Punkt (decimal point) or a space instead of a comma. This also applies to all German numbers above 1,000. 1000:Ã tausendÃ orÃ eintausend (thousand, a thousand, or one thousand)der tausendste,Ã der 1000.Ã (thousandth)tausendstelÃ (one-thousandth or one out of a thousand)1001:Ã tausendeins (thousand-one or one-thousand-and-one)der tausenderste,Ã der 1001.Ã (thousand-first)1002:Ã tausendzwei (thousand-two)der tausendzweite,Ã der 1002.Ã (thousand-second)1003 to 1999:Ã continue in the same way Fun Fact 1001 Arabian Nights becomes Tausendundeine Arabische Nacht, but its 1001 NÃ ¤chte (tausendeine NÃ ¤chte) otherwise. 2000s or Two Thousands, and Other Thousands 2000:Ã zweitausend (two-thousand)der zweitausendste,Ã der 2000.Ã (two-thousandth)2001:Ã zweitausendeins (two-thousand-one or two-thousand-and-one)der zweitausenderste,Ã der 2001.Ã (two-thousand-first)2002:Ã zweitausendzwei (two-thousand-two)der zweitausendzweite,Ã der 2002.Ã (two-thousand-second)2003:Ã zweitausenddrei (two-thousand-three)der zweitausenddritte,Ã der 2003.Ã (two-thousand-third)2004:Ã zweitausendvier (two-thousand-four)der zweitausendvierte,Ã der 2004.Ã (two-thousand-fourth)2005 to 9998: continue in the same way9999:Ã neuntausendneunhundertneunundneunzig (nine-thousand-nine-hundred-ninety-nine)der neuntausendneunhundertneunundneunzigste,Ã der 9.999. (nine-thousand-nine-hundred-ninety-ninth) Talking About Jahre (Years) For the years 1100 to 1999 in German, you must say theÃ hundert rather than the tausend, as for 1152 (elfhundertzweiundfÃ ¼nfzig) or 1864 (achtzehnhundertvierundsechzig). 1100:Ã elfhundertÃ (year, number)tausendeinhundertÃ (number only)1200:Ã zwÃ ¶lfhundertÃ (year, number)tausendzweihundertÃ (number only)1800:Ã achtzehnhundertÃ (year, number)1900:Ã neunzehnhundertÃ (year, number)2000:Ã zweitausendÃ (year, number) In the year 2001 can be spoken or written in German as im Jahre 2001 or im Jahr 2001 (zweitausendeins). The phrase im Jahre means in the year, as in: Im Jahre 1350 (dreizehnhundertfÃ ¼nfzig) (In the year 1350). If the word Jahr is left out, then the year is used by itself, with no im (in the). For example: Er ist im Jahre 2001 geboren. | Er ist 2001 geboren. (He was born in (the year) 2001.)Er ist im Jahre 1958 geboren. | Er ist 1958 geboren. (He was born in 1958.)Kolumbus hat 1492 (vierzehnhundertzweiundneunzig) Amerika entdeckt. (Columbus discovered America in 1492) To convey the Christian calendar use of A.D. (anno domini, year of our Lord) and B.C. (Before Christ), German usesÃ n.Chr.Ã (nach Christus) for A.D. andÃ v.Chr.Ã (vor Christus for B.C. C.E. and B.C.E., for Common Era and Before Common Era, were used mostly in East Germany like so:Ã u.Z. (unserer Zeitrechnung) for C.E., and v.u.Z. (vor unserer Zeitrechnung) for B.C.E. 10,000 and Up 10,000:Ã zehntausend (ten-thousand)der zehntausendste,Ã der 10.000.Ã (ten-thousandth)20,000:Ã zwanzigtausend (twenty-thousand)der zwanzigtausendste,Ã der 20.000.Ã (twenty-thousandth)100,000:Ã hunderttausend (hundred-thousand)der hunderttausendste,Ã der 100.000. (hundred-thousandth)1,000,000: (eine) Million (million, one million, or a million)der millionste,Ã der 1.000.000.Ã (millionth)2,000,000: zwei Millionen (two million)der zweimillionste,Ã der 2.000.000. (two-millionth)1,000,000,000: (eine) Milliarde (billion, one billion, or a billion)der milliardste, der 1,000,000,000. (the billionth)1,000,000,000,000: (eine) Billion (trillion, one trillion, or a trillion)der billionste, der 1,000,000,000,000Ã (the trillionth) Fun Fact In German, one million isÃ eine Million, but two million isÃ zwei MillionenÃ (two millions). An American billion is a German Milliarde. A German Billion is an American trillion.Ã¢â¬â¹ Mathematische AusdrÃ ¼cke (German Math Terms) German English addieren "add" die Algebra "algebra" das Differentialrechnendas Integralrechnen "calculus" dividieren "divide" durchzehn durch zwei (10/2) "divided by""ten divided by two" istgleichfÃ ¼nf und sechs ist elf "equals""five plus six equals eleven" die Gleichunge Gleichungsformel "equation" die Formel "formula" die Geometrie "geometry" minusweniger "minus""less" multiplizieren "multiply" plusundzwei und/plus zwei "plus""and""two plus two" subtrahieren "subtract" die Trigonometrie "trigonometry"
Wednesday, May 6, 2020
The Baby Boom was one of the most important events in Canadian history and continues to Impact how we live our lives today. After World War 2 ended, between the years of 1945 and 1 965, there was a huge increase in population known as the Baby Boom. The Baby Boom occurred because soldiers came home from war with a victory and were flnally ready to start a family with their wives or girlfriends In a time when there was a good economy. We will write a custom essay sample on The Baby Boom or any similar topic only for you Order Now In 1959, 20 percent of all women who were in their twenties had babies and the average family had three to four children (1 ). Around 1961, births per 1000 women aged 15-49 hit almost 4,000 (5). In total, more than 8. 2 babies had been born during the baby boom in Canada (2). These statistics give you an indication about how densely and quickly the population increased and how this bulge in the population could not be Ignored through the years, Many events In history have helped shape Canada into the country it is today, but nothing has made such an impact on how we have lived, live now, and will continue to live as much as the baby boom has. The Baby Boom created an overwhelming demand for homes ecause of expanding families needing more room for their newborn children, this demand led to something called Ã¢â¬Å"SuburbiaÃ¢â¬ . More than 1. 1 million housing units were bullt In the 1950Ã¢â¬â¢s (3) to adjust to all of the new families who needed homes Ã¢â¬â this began the first decade of Ã¢â¬Å"urban sprawlÃ¢â¬ . There would also be a big huge demand for nurses, school teachers, doctors and such to take care of the huge amount of new kids born as a result of the Baby Boom. CanadaS economy had gone from making Bren Machine Guns Just a few years earlier for the war to making baby arriages, baby clothes, new cars, and bunk beds for all the new children that had lust recently entered Into the world. A few years later. during the 1950S, when the Ã¢â¬Å"baby boomersÃ¢â¬ started to become teenagers, society had to adjust accordingly as well. Many communities began to build new arenas, recreational facilities, organizations, and Ã¢â¬Å"teenager hangoutsÃ¢â¬ in order to make up for the huge amount of adolescents roaming their society. In the same time period the baby boomers also began to greatly influence music culture and such. Teenagers tended to listen to the ig rock and roll stars at the time, Including Chuck Berry, Elvis Presley and OttawaÃ¢â¬â¢s very own Paul Anka (4). Marketers began to realize that the more they used these songs, the more money they would make. That being said, the baby boomers virtually catered to not only the music Industry, but things such as film and books as well. The baby boomers were controlling the way the 50Ã¢â¬â¢s and 60Ã¢â¬â¢s would later be viewed and talked about in the future. The Baby Boomers are affecting todays communities. The average baby boomer would be around 65 years old this year. Today, they donÃ¢â¬â¢t ecessarily rule the media world, but they do have a huge impact on Job openings for young people. The baby boomers are occupying all of the big Jobs of today, making it harder for younger people to find Jobs that pay well to support their families. Luckily for teenagers of today, soon the baby boomers will be retiring all at once, leaving a huge amount of Job openings in their path. Once the baby boomers retire and Decome seniors, tne taxes may De Torcea to Increase In order to cater to tne needs 0T the huge amount of elderly and their requirements, such as government pensions, nd Medicare. There might also be smaller changes that the average person wouldnÃ¢â¬â¢t notice, such as the demand for soccer fields and hockey arenas may decrease and golf courses could become more popular. If the Baby Boom from 1945- 1965 didnÃ¢â¬â¢t happen, the world today, leading up to today, and even the future, would be very different from the way we live now. When the baby boomers were originally born, they required a huge amount of new housing and supplies, as well as causing a vast increase in population in a very short period of time. When the baby boomers grew up to be teenagers, they virtually controlled the media scene and also required a lot of new buildings and things to be built. Even now, when they are almost seniors in our society, they control a lot of things, one of the bigger things being employment. The Baby Boom happened around 55 years ago, and it still is showing impact on CanadaÃ¢â¬â¢s development today. There are many other events in CanadaÃ¢â¬â¢s history that contributed to CanadaÃ¢â¬â¢s development but nothing continues to have as much of a significant impact as the Baby Boom does. How to cite The Baby Boom, Papers
Monday, May 4, 2020
Assignment Poetry Essay He is not in touch with the world anymore. He is deprived of everything. This is reality the end of his life for him. His romantic love and he being a famous poet are not so important anymore and are meaningless because he will die soon. QUESTION 7 John Keats was a doctor when he gave up his career to write poetry. He was 25 years old when he died of tuberculosis from nursing his mother and brother of the disease. He was quiet a renowned poet by his time. His deteriorating health was what prompted him to write this poem When I have fears that I may cease to be in 1818. E knows his time is drawing nearer and takes in a negative outlook of life. He puts his words to the feelings and emotions when dealing with death. He uses punctuation, enjambment (13) metaphors to his choice of imagery in this sonnet. He is very strict in structuring his creative imagination and deep emotions in this sonnet. This sonnet deals with Skates concern of his own mortality as well as his concerns for the lon gevity and appreciation of his work. What I have fears covers many points on the poets fears of dying young in this poem. John Keats fear of dying and is inability to write down all the rich poems he any books as possible giving people his knowledge and ideas. In his poem there is the use of metaphors and structures depicting his fear and losses. He also wants to love and give love to someone. His dreams of fulfilling his ambitions will be cut short because of the reality he will die soon. This poem has a rhyme scheme of Shakespearean. It consists of 3 quatrains and a couplet. In line 4 he compares himself to nature the field of grain. Just as seeds are sown and grain is ready to be harvested. His growth of life at his mature age will be cut down like that of the grain. He will die soon. He wants to experience life through other peoples experiences. He compares himself to a star in the night. A star symbolizes the end of a day and darkness. His life is compared to that darkness. The star shines bright and he thinks he has hope but behind that the star he knows that he doesnt have hope at all. A dark cloud hangs over his life by sadness, of his death soon. He wants to love someone and to receive love back and he knows that this is unreachable to him Just as the clouds and shadows are. He hopes for A magic hand of chance (8) a miracle waiting to happen to him. He will never get that chance. He also wants to meet his ultimate love interest and his love of poems until he writes that one ultimate poem before he dies. In line (10) he will never see love again. His love of writing his poems and the fact that he would never get the time, to complete all of this. He would love to meet someone where two worlds could become one. He is scarified in fulfilling that need as there is not enough time for him to love someone and share his life with. In the last two lines of his poem you SE there is an enjambment (13). The whole sonnet changes completely in these lines. There is hard hitting reality revealed by the poet. He stands alone in this wide world because he will die alone and no body will be with him. In the end romance and his fame mean nothing anymore because he is going to die anyway. Nothingness means he is deprived of his life at a young prime age and of love, and his passion to write books and poetry has taken away. There is no resolution for him in this sonnet, because he is at the end of line in his life, he will sink. He will die soon.
Sunday, March 29, 2020
An overview of the inexpensive services that Greyhound has to offer and suggestions on ways it can improve its service given new security concerns. This paper summarizes the services of the American Greyhound Bus Service which is a part of the travel services industry, providing intercity travel within the United States as well as travel packages and mail services. The paper discusses what has happened to the company since the terrorist attacks of September 11th, citing positive aspects such as safety since people are feeling less safe in the air and more safe on the roads. In regards to the environment, Greyhound reports that one Greyhound bus takes 17 cars off the road and achieves 162 passenger miles per gallon of fuel. (Greyhound Facts Figures) The main issue effecting Greyhound is how the events of September 11 impact upon it. Since September 11 there is a new fear of flying. This is likely to increase the number of people choosing bus travel over air travel. We will write a custom essay sample on Greyhound Transport: What Happened after September 11? or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It also means that many people in the United States will choose holidays within the United States instead of overseas travel. The downside is that there will be less overseas visitors traveling within the United States. It has already been noted however, that the majority of Greyhound customers are Americans traveling to visit family and friends. Overall then, we would expect demand for bus travel to increase. This brings with it both opportunities and problems. This is a changing environment for Greyhound. This report will focus on how Greyhound can respond to these changes and specifically how the problems they create can be predicted so that the opportunities presented can be fully utilized. Five of these problems will now be discussed in turn.
Saturday, March 7, 2020
How would an audience respond to An Inspector Calls in performance Essays How would an audience respond to An Inspector Calls in performance Paper How would an audience respond to An Inspector Calls in performance Paper Essay Topic: Literature An Inspector Calls is a typical play of the late 19th/early 20th century period. It explores in depth what hides behind the respectable front of a middle class family. This type of play was most probably written originally for the working class. I do not think it would have gone down very well with the middle class because the play uncovers the unpleasant truths of combining too much money with lots of free time. This results in controversial behaviour consisting of drunkenness, adultery and theft which are all portrayed in An Inspector Calls. An audience would enjoy An Inspector Calls because seeing the elite of society having their reputation and lives disgraced would fill them with gratification that money and power does not always bring happiness. It would also make the audience be grateful for what they have, even if it is just a simple, honest life. Generally, people watching this play in theatre would probably feel sorrow for the family and especially characters like Sheila and Eric who were obviously very shaken up by the whole ordeal. The story reflects, to an extent a melancholy atmosphere and I feel an audience would probably become very understanding and show compassion for the characters. This would be brought out more in the theatre because the atmosphere is charged and the audience is allowed to let their emotions run free. At the beginning of the play the family are all in a pleasant frame of mind. They are all in evening dress, which signifies they are all of middle class- [Act 1 scene directions] All five are in evening dress of the period. The family members are very sure of themselves and act confidently around each other at the beginning. The Birlings and Gerald are drinking port and are taking advantage of having their parlourmaid, Edna, on hand- Giving us the port, Edna? . The audience will gain from this the impression that the Birlings are rather dependent on their servants. There is an excited atmosphere at the beginning of the play due to the engagement of Gerald and Sheila. This would reflect upon the audience, making them eager to see what lies in the future for the family. When Birling starts to talk about a possible merge with Crofts Limited the audience realizes that he is very enthusiastic about his business and is also quite selfish because even though he makes out the most important thing is the happiness of Gerald and Sheila, he is just interested in making a profit with a business merge. The audiences opinion of him will deteriorate even more when they hear the way he treated Eva Smith. The theatre would bring out these opinions and feelings because the actors are much more interactive with the audience than in a film. The theatre, depending on the play encourages the audience to become involved. When the inspector enters, he treats the family with the respect a middle class family deserves, for example Thank you sir. Yes, sir. Only recently transferred and Id like some information, if you dont mind, Mr. Birling. This will make the audience think he is a typical inspector of the period, and greatly conceals what is to come. As the story progresses the inspector becomes more and more commanding, for example [massively taking charge] Allow me, Miss Birling. Cutting in] Isnt he used to drinking? and [cutting in, with authority] He must wait his turn. The audience may be a little startled by the tone the inspector is taking with the family, and may suspect an imposter as the Birlings do towards the end after being informed by Gerald. Personally I did not suspect the inspector being anything other than what he appeared as. For the actors who are playing major parts such as Birling and Inspector Goole remembering all the lines can be hard. People enjoy and prefer the theatre because they are seeing the actors at their best. In a film if an actor forgets his lines then that section can be cut and then another take can be filmed, however in a theatre there is no going back so the actors must be on top form. This is often a main reason for why people go to the theatre. As the play draws to an end the audience will realize that the inspector is some sort of phantom or voice of the familys conscience [Rather savagely, to Birling] you started it. But just remember this. You mean you stole the money? These are all good examples of the inspector prodding the consciences of the family. In fact most of the inspectors statements and questions are imposing, and reveal the guilty conscience of the family. I think J. B. Priestley intentionally made the inspector sound more commanding as the family became more guilty and conscious of what they had done. As the family became more nervous about what would happen to their reputation and got more scared their conscience got harsher on them. When the family becomes more unhappy and depressed I feel the audience would reflect the same feelings. This relates to what J. B. Priestley said- You cannot be happy when you are surrounded by people who are unhappy. J. B. Priestleys language is a mixture of the real at the beginning and the supernatural as the play draws to an end. When the family begins to realize they have all crossed paths with Eva Smith the element of supernatural is interlaced with the action. At this point the audience would find the actors extremely exciting to watch because this is when the plot thickens. The tense, thrilling portrayal of the characters situation is one of the main reasons to why people go to the theatre. I think the audience would be quick to pick up the mystical twist, however I feel the end is extremely unpredictable. This is a good style to use in writing and shows J. B. Priestleys skill in stagecraft because as the play progresses the audience will probably feel that what is to come is rather predictable, until the Birlings discover the inspector had disappeared. This part is extremely effective because it would leave the twist in the audiences mind long after the curtain falls. Birlings ambition to be a respected social role model, a prosperous businessman and to finally receive a knighthood for all of his hard work on behalf of the local council drives him to all extremes. His hopes for his business is to keep the wages he is paying his employees as low as possible so that he can hold competitive prices and gain as much profit as possible. Unfortunately Eva Smith was a strong willed young lady whom stood up for her rights and revolted against Birlings preposterous wages. This was not wise and due to Birlings headstrong outlook on life he refused her proposal for higher wages and had her sacked with the attitude that many women would give their right arm for her job. This careless attitude was what started Eva Smith off with her long line of failure and depression. Birlings ambition gets in the way of him being a good father and a traditional family man. This results in his family acting very dysfunctional. The audience would gain the impression from his pompous, selfish attitude that he is an extremely disrespectful, bitter and poor father. One of the messages of the story is that private behaviour can have public consequences. The audience would notice that the familys horrible, disrespectful behaviour drove Eva Smith to suicide. Each member knew nothing of each others involvement with the victim until their conscience pricked them. They realized their reputation would be damaged after they received the phone call off the genuine police officer. I feel J. B. Priestley intended this message to be conveyed so that the upper and middle classes would pay more consideration to others and be more careful not to affect anyone as Eva Smith was. This message can be portrayed on stage because the emotion is happening there and then and is not recorded as in films. I believe J. B. Priestley wrote An Inspector Calls to make a plea for a change in human nature and society. By basing the story around a snobbish middle class family, Priestley was allowed to go to great lengths in making the family sound purposely abrupt and disrespectful to others. They sometimes went too far in their blatant disregard for others, however this was intentional by Priestley because no other characters could be too shallow or obnoxious to enforce his point that people are fast becoming unsociable. Priestley uses the inspector to convey his messages. When the inspector says Youre offering money at the wrong time. This was Priestleys way in saying that once you make a mistake and recognize what you have done wrong, you should try to put matters straight before the chance is lost, as with Birling. J. B. Priestleys play presents the audience with a fascinating study of guilt and innocence, and prejudice and hypocrisy. The sharply-defined characters of the Birling family and Gerald Croft, the enigmatic and puzzling figure of Inspector Goole and the shadowy figure in the background of Eva Smith would never fail to engage the audience and make them realize that peoples standards need to be improved before it is too late. Sheila and Eric are obviously much more shocked by the part they played in Eva Smiths suicide than the rest of the family. J. B. Priestley may have purposely highlighted the two younger characters in the play to convey his point that the younger generation must try to be apply a more moralistic and civil attitude to life as Sheila and Eric did towards the end, otherwise the future that lies ahead is going to be quite disenchanting. This is meant to appeal to the younger or more optimistic members of the audience. The hidden message might also be interpreted differently. The audience may feel that the play reflects a brighter future for the younger generation. The message is also another sign of J. B. Priestleys skill in writing for it deals with a serious matter involving the future generation. J. B. Priestley wrote the play in 1945, however the play is set in the year 1912. In my opinion I think he could see that the youth had changed since 1912 and maybe wanted to show how different Sheila and Eric were in 1912 compared to the youth in the year the play was written. This message would also apply to the youth of today. At the beginning of An Inspector Calls, Birling is as usual giving his opinion of where Britain is heading. And were in for a time of steadily increasing prosperity. He feels Britain is heading for a period of relative social and economic stability. Little does he know, Britain was about to be launched into world war one. It is ironic that the audience knows what is to happen to the country before any of the characters do. This makes the play almost comical in stages because Birling is constantly enforcing his views on future prosperity and likes to believe he is right when in fact the audience knows he will soon be sinking into recession. The good thing about telling a story that is set before a major event such as world war one is that the audience is instantly given extra background information on the surroundings in which the story is set. I find this would help because people genuinely respond better to subjects they already know a little about. So the audience would be able to immerse themselves into the play more easily. The play seems to suggest that the lower classes will never succeed when coming up against bigger fish. This refers to how Eva Smith was treated by all the members in the Birling family and Gerald Croft. She was sacked due to Birling and Sheila. She was used by Eric and turned away in her hour of need by Mrs. Birling. Gerald also used her for his mistress and even though he had sincere feelings for her, she still knew they could never continue their relationship due to the circumstances so this also contributed to messing up her life. Once the audience had seen the way Eva Smith had been treated they would have felt very bitter towards the Birlings and Gerald and incredibly sorry for Eva Smith who had had her life torn apart. This would have made the audience feel sad for Eva and maybe for Sheila and Eric who had recognized what they had done wrong and shown genuine guilt because of it. The end of the play where most of the characters were either feeling sorry for themselves or miserable about what they had done would reflect on the audience and they would also feel quite upset by the whole scenario. This backs up J. B. Priestleys statement You cannot be happy when you are surrounded by people who are unhappy.
Thursday, February 20, 2020
Discussion Questions - Essay Example (word count 105) Personality measurements can be used when an applicant is interested in employment. Tests have been developed that can determine certain factors of personality that are common for certain behaviors. As well, the ability to lead and make effective decisions can be made by the use of such tests. In the hiring practices in companies I have worked for these tests have been used. However, I have never seen an instance where the test actually excluded anyone from an interview or from being hired. It appears that these tests are given at the insistence of corporate, however there is no real substitute for human evaluation. (word count 104) Psychoanalytical theory uses the experiences of an individual to explain the development of abnormal behaviors. The way in which this has value is in understanding that not all behavior is derived from a physiological source, but can be developed from adverse experiences. When developing a clinical study about behavior, theories of origin can provide insight and dimension. However, psychoanalytical theory does not allow for the chemical imbalances that can influence psychological development. Using just this theory to analyze behavior is limiting and without the depth that influential physiological elements can provide within the context of developing a case study on an individual. (word count 102) Freud divided the personality into the Id, the Ego, and the Superego. The Id is the unconscious drive for basic needs in which pleasure is the driving motivation. The Ego is the conscious force that can temper the drives of the Id with reason and acknowledgement of consequences. The Superego creates a balance between the conscious and the unconscious, inhibiting drives that could be counterproductive. An understanding of this could allow for an employer to develop motivational strategies that