Essay Blakes Use Symbolism - 1243 Words

In both poems Blake uses the common symbol of a flower to represent a woman to highlight the problem of this conception of the feminine. Though it’s the speaker of the Innocence poem â€Å"The Blossom,† the young flower stays stationary while observing the activity of two birds in the same area. The blossom watches the sparrow â€Å"Seek[s] [its] cradle narrow† or return to its nest, a representation of a male returning to his home (5). In the next stanza, the blossom notes a robin â€Å"sobbing† next to it (10). All of the action in the poem is carried out by the birds while the blossom remains stationary and only â€Å"Sees† and â€Å"Hears† (4, 10). Activity versus passivity in the poem aligns the birds with the masculine and the blossom with the feminine,†¦show more content†¦The blossom’s voice reflects the youthful and childlike mindset of the type of woman depicted through the flower. Simple adjectives are repeated more than once; the â€Å"Merry Merry Sparrow† of the first line and the â€Å"Pretty Pretty Robin† of the second stanza establish the innocent voice and also suggest that the innocence taints the speaker’s understanding of what’s going on (1, 6). The confusing depiction of the poem’s literal action gives the scene a disembodied tone; the speaker notes that a bird is â€Å"Near my Bosom† and active but fails to connect them in any way (6, 12). Further, the blossom refers to itself both in the first and third person, calling itself â€Å"A happy Blossom† as well as situating the birds near its bosom (3, 9). Not only does the blossom have a confused and fractured view of what goes on around it, but it also has a dissociated understanding of itself. This mindset reflects the consciousness of a woman in relation to sex. She doesn’t have a very solid understanding of what’s going on around her or to her, she just passively observ es and reports. The speaker’s voice also contributes to her characterization as a childlike woman in the singsong sound of the verse. Most of the lines are trochaic trimeter, a steady meter that seems more reserved for a children’s rhyme than a poem with such mature themes. It seems that Blake is calling attention to the fallacy of female sexual passivity: women are like flowers in thatShow MoreRelatedSymbolism In The Tyger By William Blake901 Words   |  4 Pagesmust be brought into question. William Blake’s poem â€Å"The Tyger† accurately portrays this reality and brings this thinking of God into the light with his poem. In â€Å"The Tyger†, William Blake uses rhyme scheme, figurative language, and symbolism to convey the question of why God would allow for there to be evil, and create evil Himself. Blake’s use of rhyme scheme throughout the poem adds a rhythm and set pattern in the poem. For example, in â€Å"The Tyger†, Blake uses the rhyme scheme AABB throughout theRead MoreThe Chimney Sweeper Essay765 Words   |  4 PagesChimney Sweeper by William Blake† In William Blake’s poem, the reader will read about the first person point of view of a child going through a neglected life of child labour and slavery. In the poem, â€Å"The Chimney Sweeper†, Blake’s use of onomatopoeia conveys the emotions of the character in the poem. William Blake uses symbolism in his poem which gives the reader a better understanding of the message he is trying to convey. As well, Blake’s use of colors and adjectives provides the reader contrastRead MoreHow Blake and Wordsworth Respond to Nature in their Poetry Essay771 Words   |  4 PagesWordsworths pleasant and simplistic life style in the country, contrasted with the harsh reality of life experienced by Blake in the City of London. This essay analyses how both poets expressed their very different views of London through their use of themes, word devices, structure and tone. Blake and Wordsworth were both born into the countryside lifestyle. Wordsworth spent all of his childhood living in the Lake District; this is reflected in his positive and naà ¯ve themesRead MoreEssay Imagery And Symbolism in William Blake’s The Tyger693 Words   |  3 PagesImagery And Symbolism in William Blake’s The Tyger â€Å"Can you give to the horse mightyness? Can you clothe its neck with a rustling mane? Can you cause it to leap like a locust?†(Job 39:19-20) William Blake’s The Tyger is reminiscent of when God questioned Job rhetorically about his creations, many of them being fearsome beasts such as the leviathan or the behemoth. Much like this speech from the old testament, The Tyger also uses a significant amount of imagery and symbolism which contributesRead MoreThe Romantic Poetry Of Blake And Shelley1494 Words   |  6 PagesContrary States of Human Existence expressed in the Romantic Poetry of Blake and Shelley The Romantic Period centered on creative imagination, nature, mythology, symbolism, feelings and intuition, freedom from laws, impulsiveness, simplistic language, personal experiences, democracy, and liberty, significant in various art forms including poetry. The development of the self and self-awareness became a major theme as the Romantic Period was seen as an unpredictable release of artistic energyRead More William Blakes The Chimney Sweeper Essay672 Words   |  3 PagesWilliam Blakes The Chimney Sweeper William Blakes The Chimney Sweeper, written in 1789, tells the story of what happened to many young boys during this time period. Often, boys as young as four and five were sold for the soul purpose of cleaning chimneys because of their small size. These children were exploited and lived a meager existence that was socially acceptable at the time. Blake voices the evils of this acceptance through point of view, symbolism, and his startling irony.   Ã‚  Ã‚  Ã‚  Ã‚  BlakeRead MoreIn Many Ways, Poetry Has The Ability To Shape The Minds1226 Words   |  5 PagesHis poetry has inspired much change in both the past and the present. An analysis of â€Å"The Chimney Sweeper,† one of Blake’s most popular works, can help many to understand the significance of his work in a time period when social riot was visible in the public’s eyes. By exploring the writing style, structure and imagery in this poem, as well as identifying the importance of symbolism, a conclusion can be made concerning the purpose of this poem. Learning more about William Blake may help readers toRead MoreThe Lamb And The Tyger By William Blake996 Words   |  4 Pagesthat are in earth, visible and invisible† (Colossians 1:16). William Blake wrote poems about this very subject. In his twin poems, â€Å"The Lamb† and â€Å"The Tyger†, Blake uses different literary techniques such as sound, imagery and symbolism to echo th e common theme of creation along with how it is viewed differently. William Blake’s use of sound in his poems, â€Å"The Lamb† and â€Å"The Tyger†, enhance the central idea of creation and the question of how one God can create such different creatures. Both poemsRead MoreAnalysis Of The Poem The Chimney Sweeper 1418 Words   |  6 PagesBlake’s poem â€Å"The Chimney Sweeper† is considered to be one of his finest, yet contradictory works of his life, as he provides a negative social perspective on the topic of child labour. Assisted through the use of various poetic techniques such as anecdotes, biblical illusion, symbolism, euphemism, metaphors, and rhyme, Blake was able to assertively convey his protest towards the laws against the use of young children in the British workforce. The theme of child innocence is also the other main exploredRead MoreThe Lamb by William Blake Analysis Essays983 Words   |  4 Pagespurity. Blake uses thee four times in his rhyming scheme, and he keeps to single syllables. Blake uses grammatical vocabulary instead of slang, and his choice of words, such as stream, delight, wool, bright, and tender, give the poem a peaceful, and innocent feel about it which gives way to a child-play poem with a naive but profound question, â€Å"who made thee?† There is also a joyous and harmonious flow due to the vocabulary and imagery in the poem which gives the reader a sense of Blake’s faith in

Valens and the Battle of Adrianople (Hadrianopolis)

Bad intelligence gathering and the unwarranted confidence of Emperor Valens (A.D. c. 328 - A.D. 378) led to the worst Roman defeat since Hannibals victory at the Battle of Cannae. On August 9, A.D. 378, Valens was killed and his army lost to an army of Goths led by Fritigern, whom Valens had given permission only two years earlier to settle in Roman territory. Division of Rome In 364, a year after the death of Julian, the apostate emperor, Valens was made co-emperor with his brother Valentinian. They chose to split the territory, with Valentinian taking the West and Valens the East—a division that was to continue. (Three years later Valentinian conferred the rank of co-Augustus on his young son Gratian who would take over as emperor in the West in 375 when his father died with his infant half-brother, Gratian, co-emperor, but only in name.) Valentinian had had a successful military career prior to being elected emperor, but Valens, who had only joined the military in the 360s, had not. Valens Tries to Reclaim Land Lost to the Persians Since his predecessor had lost eastern territory to the Persians (5 provinces on the eastern side of the Tigris, various forts and the cities of Nisibis, Singara and Castra Maurorum), Valens set out to reclaim it, but revolts within the Eastern Empire kept him from completing his plans. One of the revolts was caused by the usurper Procopius, a relative of the last of the line of Constantine, Julian. Because of a claimed relationship with the family of the still popular Constantine, Procopius persuaded many of Valens troops to defect, but in 366, Valens defeated Procopius and sent his head to his brother Valentinian. Valens Makes a Treaty With the Goths The Tervingi Goths led by their king Athanaric had planned to attack Valens territory, but when they learned of Procopius plans, they became his allies, instead. Following his defeat of Procopius, Valens intended to attack the Goths, but was prevented, first by their flight, and then by a spring flood the next year. However, Valens persisted and defeated the Tervingi (and the Greuthungi, both Goths) in 369. They concluded a treaty quickly which allowed Valens to set to work on the still missing eastern (Persian) territory. Trouble From the Goths and Huns Unfortunately, troubles throughout the empire diverted his attention. In 374 he had deployed troops to the west and was faced with a military manpower shortage. In 375 the Huns pushed the Goths out of their homelands. The Greuthungi and Tervingi Goths appealed to Valens for a place to live. Valens, seeing this as an opportunity to increase his military, agreed to admit into Thrace those Goths who were led by their chieftain Fritigern, but not the other groups of Goths, including those led by Athanaric, who had conspired against him before. Those who were excluded followed Fritigern, anyway. Imperial troops, under the leadership of Lupicinus and Maximus, managed the immigration, but badly—and with corruption. Jordanes explains how the Roman officials took advantage of the Goths. Soon famine and want came upon them, as often happens to a people not yet well settled in a country. Their princes and the leaders who ruled them in place of kings, that is Fritigern, Alatheus and Safrac, began to lament the plight of their army and begged Lupicinus and Maximus, the Roman commanders, to open a market. But to what will not the cursed lust for gold compel men to assent? The generals, swayed by avarice, sold them at a high price not only the flesh of sheep and oxen, but even the carcasses of dogs and unclean animals, so that a slave would be bartered for a loaf of bread or ten pounds of meat.—Jordanes Driven to revolt, the Goths defeated the Roman military units in Thrace in 377. In May 378, Valens aborted his eastern mission in order to deal with the uprising of Goths (aided by Huns and Alans). Their number, Valens was assured, was no more than 10,000. [W]hen the barbarians ... arrived within fifteen miles from the station of Nike, ... the emperor, with wanton impetuosity, resolved on attacking them instantly, because those who had been sent forward to reconnoiter—what led to such a mistake is unknown—affirmed that their entire body did not exceed ten thousand men.- Ammianus Marcellinus,  The Battle of Hadrianopolis Occupation Index - Ruler By August 9, 378, Valens was outside of one of the cities named for the Roman emperor Hadrian, Adrianople. There Valens pitched his camp, built palisades and waited for Emperor Gratian (who had been fighting the Germanic Alamanni)  to arrive with the Gallic army. Meanwhile, ambassadors from the Gothic leader Fritigern arrived asking for a truce, but Valens didnt trust them, and so he sent them back. The historian Ammianus Marcellinus, the source of the only detailed version of the battle, says some Roman princes advised Valens not to wait for Gratian, because if Gratian fought Valens would have to share the glory of victory. So on that August day Valens, thinking his troops more than equal to the reported troop numbers of the Goths, led the Roman imperial army into battle. Roman and Gothic soldiers met each other in a crowded, confused, and very bloody line of battle.   Our left wing had advanced actually up to the wagons, with the intent to push on still further if they were properly supported; but they were deserted by the rest of the cavalry, and so pressed upon by the superior numbers of the enemy, that they were overwhelmed and beaten down.... And by this time such clouds of dust arose that it was scarcely possible to see the sky, which resounded with horrible cries; and in consequence, the darts, which were bearing death on every side, reached their mark, and fell with deadly effect, because no one could see them beforehand so as to guard against them.-  Ammianus Marcellinus: The Battle of Hadrianopolis Amid the fighting, an additional contingent of Gothic troops arrived, far outnumbering the distressed Roman troops. Gothic victory was assured. Death of Valens Two-thirds of the Eastern army were killed, according to Ammianus, putting an end to 16 divisions. Valens was among the casualties. While, like most of the details of the battle, the details of Valens demise are not known with any certainty, it is thought that Valens was either killed towards the end of the battle or wounded, escaped to a nearby farm, and there was burned to death by Gothic marauders. A supposed survivor brought the story to the Romans. So momentous and disastrous was the Battle of Adrianople that Ammianus Marcellinus called it the beginning of evils for the Roman empire then and thereafter. It is worth noting that this catastrophic Roman defeat occurred in the Eastern Empire. Despite this fact, and the fact that among the precipitating factors for the fall of Rome, barbarian invasions must rank very high, the fall of Rome, barely a century later, in A.D. 476, did not occur within the Eastern Empire. The next emperor in the East was Theodosius I who conducted clean up operations for 3 years before concluding a peace treaty with the Goths. See Accession of Theodosius the Great. Source: De Imperatoribus Romanis Valens(campus.northpark.edu/history/WebChron/Mediterranean/Adrianople.html) Map of the Battle of Adrianople (www.romanempire.net/collapse/valens.html) Valens

Cache Childcare Level 2 Unit 1 Assignment - 2088 Words

CACHE Level 2 Award/Certificate/Diploma in Child Care and Education Question 1 D1: An example of a statutory provision for children under 5 years is a nursery. A nursery helps children learn to communicate, reach a certain level of independency and helps the children understand the stuff e.g. numbers, colours, fruits, animals etc. It also allows children to learn new things in a fun environment and at their own pace. A nursery helps to get children into a routine of a classroom. Nurseries often have designated times for different activities and helps the children learn the patience for sitting still and listening in a group. An example of a statutory provision for children of 5-7 years would be a GP. A GP does regular checks to ensure†¦show more content†¦Sometimes the family/carer of the child may be hurting them so its important to report any signs as early as possible so that the case can be looked further into without the possible abuse escalating. †¢ If a child is extremely disobedient, rude majority of the time, uncontrollable on a daily basis or maybe if the child isn’t developing properly it should be reported because the child may have a certain medical condition such as; autism or ADHD. The first signs of this usually show in young children and it is important to know exactly what’s going on so you don’t address the child in the wrong way or jeopardise the child’s learning. A1: It is extremely important to ensure confidentiality so that no staff, child or family member gets excluded in any situation. In a nursery everyone is working in best interest of every child, if a child has a certain disability or medical condition that everybody found out about, that child has a high chance of being treated differently and very unfairly. There are many examples of personal records which must be kept confidential such as; registration and admission forms, signed consents, information concerning the child and/or family, reports from meetings concerning the child from other agencies, observations from the staff on any confidential matter involving the child e.g.; development concerns or child protection matters, incident and accident logs. If a family member finds out that somethingShow MoreRelatedLearning and Social Care Essay examples30870 Words   |  124 PagesCACHE Qualification Specification CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE Level 3 Diploma for the Children and Young People’s Workforce (QCF) CACHE  © Copyright 2011 All rights reserved worldwide.    Reproduction by approved CACHE centres is permissible for internal use under the following conditions: CACHE has provided this Qualification Specification in Microsoft Word format to enable its Centres to use its content more flexibly within their ownRead MoreKeeping Children Safe5388 Words   |  22 PagesUnit 4 Assignment Keeping children safe E1 Identify legislation which influences healthy, safe and secure environments for early years settings And D1 Explain how the 5 pieces of legislation in E1 establish and maintain healthy, safe and secure environments Five main laws that underpin the provision of health, safe and secure environments for young children are: Health and Safety At Work Act 1974 Under the act 1974, both employers and employees have duties. Employers must produce a written policyRead MoreCashe Level 2 Essay example18123 Words   |  73 PagesCACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)  © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in MicrosoftRead MoreLevel 5 Unit 13587 Words   |  15 Pagesï » ¿ ASSIGNMENT CRITERIA TEMPLATE CACHE Level 5 Diploma in Leadership for Health and Social Care and Children and Young People’s Services (England) Unit SHC 52: Promote professional development Candidate’s Name: Registration number: The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflectRead MoreMarketing Management 14th Edition Test Bank Kotler Test Bank173911 Words   |  696 PagesMarketing Management, 14e (Kotler/Keller) Chapter 1 Defining Marketing for the 21st Century 1) Which of the following statements about marketing is true? A) It is of little importance when products are standardized. B) It can help create jobs in the economy by increasing demand for goods and services. C) It helps to build a loyal customer base but has no impact on a firms intangible assets. D) It is more important for bigger organizations than smaller ones. E) It is seldom used by nonprofit

Mahatma Gandhi A Leader Of Indian Freedom Struggle

Mohandas Karamchand Gandhi (M.K. Gandhi) who is also known as Mahatma Gandhi, is a great leader of Indian freedom struggle. While practicing the law his outlook got changed. He has turned into a servant leader. Since then, Gandhi personifies the qualities of a servant leader. He has demonstrated the principles of servant leadership. He believed in nonviolence (Ahimsa) and holding on to the truth (Satyagraha) throughout his life (Barnabas N Clifford, 2012). Servant Leadership Principles Followed by Gandhi Servant leadership follows 12 main principles. These include listening, empathy, healing, awareness, persuasion, conceptualization, foresight, stewardship, growth, building community, calling and nurturing the spirit (Spears, n.d.). Gandhi applied all these principles in different occasions. Application of the Servant Leadership Principles Gandhi made the Indian ambulance corps when he was in South Africa with other Indian volunteers, to take care and heal the injured Zulus of the Zulu rebellion (Barnabas N Clifford, 2012). He demonstrated his empathy, healing and an awareness of the needs of the people around him through this act. Gandhi gave up the pleasures in his life as a barrister when he recognized his calling to release the Indians in South Africa from racial discrimination. As a steward, he led the Indians to fight against this discrimination. He used the strategy of nonviolence and holding on to the truth in all his fights (Barnabas N Clifford, 2012).Show MoreRelatedGandhi : Gandhi And Essence Of His Movement1613 Words   |  7 PagesSecular Gandhi and Essence of his movement in Revolutionizing Congress Mahatma Gandhi was a political and spiritual leader, though not in a religious sense. He was a religious person but believed that all religions were equal and did not advocate on religion over another. Gandhi was born in 1869 in Porbandar on the Western coast of India and raised by Hindu parents, Mohandas Karamchand Gandhi found many opportunities in his youth to meet people of all faiths. He had many Christian and Muslim friendsRead MoreEssay about Gandhi and his passive Resistace to Great Britain in War I1040 Words   |  5 PagesMohandas Gandhi nbsp;nbsp;nbsp;nbsp;nbsp;Mohandas Karamchand Gandhi, also known as mahatma Gandhi, was a Indian nationalist leader, who established his countrys freedom through a nonviolent revolution. nbsp;nbsp;nbsp;nbsp;nbsp;Gandhi became a leader in a difficult struggle, the Indian campaign for home rule. He believed and dedicated his life to demonstrating that both individuals and nations owe it to themselves to stay free, and to allow the same freedom to others. Gandhi was one ofRead MoreGandhi : The World Of Mahatma Gandhi1320 Words   |  6 Pages 2016 Research Paper: Gandhi Mohandas Karamchand Ghandi, better known to the world as Mahatma Gandhi is one of the world’s main faces when we think or talk of the Indian independence movements, women’s rights and all around freedom for humanity. This individual used strategies and tactics of his own to achieve justice for the Indian culture while he was alive. Gandhi also worked to reform traditional Indian society in India as he was a mahatma, a Hindu term in the Hindu religion meaningRead MoreGandhi : Gandhi And Influential Religious Political Leaders Of The Twentieth Century1464 Words   |  6 PagesMohandas Karamchand Gandhi was one of the most admired and influential religious political leaders of the twentieth century. Gandhi is acknowledged as the Father of the Nation or Bapu due to his astonishing contributions towards the independence of India, by becoming an amazing freedom fighter who led India as a leader of Nationalism, against British rule. Gandhi was one of such that believed in no nviolence, the unity of people, and bringing spirituality upon Indian politics. He worked incrediblyRead MoreMahatma Gandhi Speech1443 Words   |  6 PagesMohan Das Gandhi was one of the greatest leaders of Indian independence movement. His full name was Mohandas Karamchand Gandhi. He was given the title of â€Å"Mahatma†. Mahatma means great soul. He was given the honorific title Bapu (Father). He was also called the Father of the Indian nation. Mahatma Gandhi was born on October 2, 1969. People in India celebrate October 2nd as Gandhi Jayanti, a national holiday. He was born and raised in a Hindu Merchant caste family in Porbandar, Gujarat. Gandhi belongedRead MoreEssay on Mahatma Gandhi1642 Words   |  7 PagesESSAY ON MAHATMA GANDHI Mahatma Gandhi was born in the Porbandar city of Gujarat in october 2nd, 1869. His father name is Karamchand Gandhi, the diwan of Porbandar, and his wife, Putlibai. Since his mother was a Hindu of the Pranami Vaishnava order, Gandhi learned the tenets of non-injury to living beings, vegetarianism, fasting, mutual tolerance, etc, at a very tender age. Mohandas was married at the age of 13 to Kasturba Makhanji and had four sons. He passed the matriculation exam at SamaldasRead MoreResearch Paper On Mahatma Gandhi792 Words   |  4 Pages Mahatma Gandhi Intro: Mahatma Gandhi was the primary leader of India’s Independence movement, He was the person who thought about India, and gave all the rights that India deserved, when the great britain took over India. Mahatma Gandhi was born on the 2nd of october, 1869, in a village called porbandar, gujarat, India. Mahatma Gandhi had an early life struggle, he had a south african journey, he created a salt march, he did all of this just for India’s Independence. Mahatma Gandhi’s real nameRead MoreMahatma Gandhi, Martin Luther King, and Nelson Mandela1504 Words   |  7 Pagesï » ¿Mahatma Gandhi, Martin Luther King, and Nelson Mandela Non-violence is a concept that people participate in social and political change without violence. It is a form of social and political change between passive acceptances and armed struggle. Non-violence way to participate in the social and political change is including nonviolent civil disobedience against, acts of civil disobedience or other powerful influence uncooperative antagonistic form; it is similar with pacifism, but it is notRead MoreMahatma Gandhi : An Ethical Leader1292 Words   |  6 Pagesdirty, the ocean does not become dirty† (Mahatma Gandhi). This is one of the many inspirational quotes derived from one of the many more teachings Mahatma Gandhi accomplished throughout his life time. To become a leader one must be great, whether born gifted or to eventually achieve greatness. To become an ethical leader one must surpass the expectations that even society has set forth. Mahatma Gandhi has been viewed by most as a definite ethical leader. He has set the bar hi gh with his words andRead MoreMahatma Gandhi And The Indian National Congress1264 Words   |  6 PagesMahatma Gandhi is a non-violent protestor who joined a party called the Indian National Congress. Gandhi is known for his famous speeches and how he peacefully protested to gain his freedom and equal rights for all his fellow people in India from the British. Gandhi’s passion for wanting equal rights led everyone to freedom in India in 1947 when Gandhi was 78. In South Asia a person regarded with reverence or loving respect; a holy person or sage. Gandhi was born on October 2nd 1869 in Probander

How far is it right to see Anthem for Doomed Youth as entirely a poem of protest and criticism Essay Example For Students

How far is it right to see Anthem for Doomed Youth as entirely a poem of  protest and criticism? Essay Although I believe that Anthem for Doomed Youth is a poem that contains strong opinion from Owen, I do not think that it was aimed to be entirely a poem of protest, or of criticism. However, from the title of the poem, it is easy to see how it could be immediately viewed as such. The use of the word Anthem to describe the poem gives the impression that Owen wishes to make a point, as it is a strong word that implies anger. As well as this, Anthem is generally used to represent a group of people, rather than individuals, such as a National Anthem which represents a country, and because of this the reader begins to see where Owen might be trying to make a point it seems to be the beginning of a strong statement throughout the poem. However, although some readers may believe Owen used this word to show his criticism of the system, I believe he also used it as an anthem has a strong link to honour the National Anthem is always played when someone (an athlete, for example) has achieved something to be proud of. I think that Owen was trying to link the poem to honour even from the title, as well as making a strong statement even before the reader has started the poem. However, when the word Anthem is combined with Doomed Youth makes it seem slightly sarcastic as if Owen is almost mocking the idea of honour itself. The strong statement in the title is continued by Owen into the opening stanza of the poem in the first line, the soldiers are called cattle. Straightaway, this word tells the reader than Owen is angry at something, as cattle is a strong and harsh word to use to describe soldiers fighting for the country. As well as this, it again groups all the soldiers together, rather than acknowledging them as individual people. Again, this could easily imply that Owen is trying to make a point about something, as it is a recurring theme throughout the poem, as if he wants the idea to remain in the readers mind. Referring to the soldiers specifically as cattle also has an effect; cattle need to die for others (in that we need to eat meet to survive), and in making this link I believe that Owen wants us to think about why these soldiers are going to fight, and effectively makes us feel guilty. In linking them to animals, Owen also implies that he feels the soldiers are stupid another sign that p erhaps he is trying to make a point as it would have been a rare opinion to think ill of your soldiers. Phrasing the first line as a question also makes the first line sound very aggressive, almost as if Owen is accusing the reader of something. This makes the line sound very harsh, and adds to the tone already created in the poem, which is a strong feeling of anger. This is a very clever opening line technique, as it grabs attention and makes the reader involved from the very first line, as they are questioning their own feelings. Overall, the first stanza appears to contain a lot of anger there are strong sounds throughout, for example rifles rapid rattle, which gives the impression that a speaker saying these words would almost be spitting them out. The alliteration also sounds like a stutter, which gives the impression that a speaker would perhaps be overcome with the anger he feels. The adjectives used in the first stanza are very dark and depressing, for example monstrous, which give the first stanza overall a very depressing feel. As well as the anger shown, the first stanza contains many allusions that Owen is not happy with the attitudes of the public towards soldiers, despite appearing to think little of them himself at first. The repeated use of the word only at the start of successive lines implies that Owen feels soldiers are not really given enough of anything for example honour, respect and support. The way that the word is repeated emphasises this, as if Owen has at the back of his mind consta ntly how soldiers deserve more than they receive for what they risk. He also mentions the soldiers hasty orisons. I believe that inputting hasty here, again shows that Owen feels what they receive is inadequate he could have easily omitted this word. By writing it here it draws the readers attention to the fact that the soldiers do not even have enough time to complete their prayers, which may contribute to the feeling of injustice for the soldiers. In this respect, I believe that it is a poem of criticism as I feel Owen is condemning the attitude towards the soldiers. Along with anger, there is a strong sense of mocking in the first stanza Owen uses words that have trivial connotations for example shrill and patter. This implies that he is mocking the overall attitude to war, and the attitude towards dying for your country. As a result of this, the opening stanza also comes across as very bitter and resentful, which the reader feels increases the likelihood that Owen is trying to make a point with this poem. The reader also recognises the anger as we realise that Owen would probably have fou ght in the war himself, and so the feelings would seem a lot more important and personal to him, which is perhaps why they seem so intense. Search for My Tongue SummaryThe language overall in the second stanza is much more gentle and calm, especially when compared to the language in the first. As seen earlier, in the first stanza there are many strong words and sounds which gave the verse its feeling of anger. The language here also creates the tone; the sounds are much softer and contribute largely to the overall feeling. Examples of these words are shine, glimmers, and tenderness. These words give a much more positive feeling to this part of the poem, due to the connotations they have, for example shine and glimmers both have strong associations with light, which is why they have this effect. They also allow the reader to feel more reflective about the poem, as the slower pace and calmer feeling allow the reader to take time to evaluate how they feel. The sounds of the words are also a lot softer, which contribute to the calm feeling in this area of the poem. I believe that this really turns opinion against Anthem be ing entirely a protest of criticism because this area of the poem doesnt appear to be arguing the point that has been shown to us so far by Owen. The last line in this stanza is perhaps the best example of the different language the use of the word dusk is probably the most positive word possible to use all the alternatives, such as darkness, night, black and so on are all considerably more depressing. This shows the change in attitude Owen has had from the first stanza, where many of the words were probably chosen for dramatic effect. The phrase a drawing-down of blinds is also a contrast from the first stanza; it is quite a comforting phrase (considering that it refers to death) and is more synonymous to sleep than to death. Again, this shows the contrast because previously I believe Owen would have chosen the phrase to create the most impact, in order to give his protest more force. Although, even in this line, it would be possible to see Owen as trying to show his protest once more; by putting each in the line it could be seen as trying to make the point that the death will happen over and over again. However, I believe that it just makes this line more personal, as to me each separates each soldiers death out from the mass death happening every day. The tone of the poem overall changes often; however I believe by the end of the poem the initial anger has almost been forgotten due to the very different second stanza. It is almost like a continuous thought process; as if Owen is writing down his feelings as they occur to him. For example, the first line of the second stanza is What candles may be held to speed them all? It is this line where the reader sees the change in the tone of the poem; it is here when Owen appears to have a change of heart, very suddenly. It is as if it is here when Owen realises what true honour is at this precise point in the poem, and this would explain why he goes from writing to make a point with so much anger becoming seemingly more reflective about everything. The question mark also implies that he really does not know the answer, making it seem more like an overall though, and an exploration of his feelings rather than a true protest poem. I believe that this would explain the sudden change in the l anguage of the poem. The main emotion changes three times in this poem; from anger, to sadness, to acceptance, and I believe that this could have been intentional by Owen, as it represents the mourning process after the death of a loved one. It is effective overall because he does it subtly constructing the poem so that it could be used as a thought process means that there are multiple ways of viewing it, giving the reader the chance to think for themselves. I believe that although Owen does make individual points throughout the poem, that this overall was his main aim rather than to make a protest or criticise. It appears, although there is some criticism towards the beginning of the poem, that it is more a reflection of the feelings of Owen himself.

Extraction from nutmeg free essay sample

The purpose of this experiment was to illustrate the extraction of a solid natural product from its natural source by partition with the aid of an organic solvent. Extraction is the process by which a compound or mixtures of, is transferred by separation from one phase into another. In this case, the major triglyceride contains a single fatty acid identified as myristic acid. It is a substituent of the triglyceride called trimyristin, which embodies 20-25% of the dried weight of ground nutmeg we will eventually use in this experiment. The purpose of this lab is to extract trimyristin from nutmeg with the organic substance, diethyl ether, to evidently produce trimyristin with a small portion of myristicin (solid-liquid extraction). Also, it is good to know that due to impurity the best way purify the product of trimyristin is by recrystallization through hot acetone. NATURE OF REACTION: Power state Trimyristin Myristic acid (tetradecanoic acid) NATURE/MECHANISM OF REACTION: The temperature range should be between 56-57 Â °C. We will write a custom essay sample on Extraction from nutmeg or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The organic solvents that were used in the experiment were diethyl ether, methylene chloride and ethyl acetate. It is advised to know that when ethyl acetate and water are mixed, the water will eventually separate into two distinct phases. Theoretical Yield, Percent Yield and Discussion: The weight of the product is determined to be 0.78g The weight of the mixture is determined to be 1.00g or The % yield is then calculated to be 78% Melting point of product (determined) = 50-51Â °C CONCLUSION: As seen from the discussion on the chemical composition of nutmeg, the most abundant individual compound in nutmeg is trimyristin, it is also evident that my yield percentage was certainly not 100. This is a result of a loss of the samples during the partition process, reflux, as well as recrystallization. Some excess in residue were probably disregarded. It was also proven that trimyristin is soluble in acetone, the substance we used for recrystallization. The relative abundance of trimyristin in nutmeg makes it a potentially necessary substance to partition.