The poem Whos for the game. Essay - 1102 Words

The poem Whos for the game. Who would much rather come back with a crutch, than lie low and be out of the fun? Throughout the poem Whos for the game, Jessie Pope convinces many soldiers to go to war by asking questions in every stanza. Whos for the game, the biggest thetas played, the red crashing game of a fight?, she asks the reader in an excited tone, allowing the soldier to have a very positive effect on war. Who wants to play in this fight?, as if to say that the idea of war was nothing more than a boxing game, which was a common sport in the era of world war two. Most classes (even those who were rich) had more or less of an idea on the rules concerning this particular sport, and were familiar with it. The†¦show more content†¦The language of Jessie Pope is very informal as it is directed to young men, who in the era of World war two were very young (aged 16 and over) and uneducated. Who knows it wont be a picnic - not much -. This use of improper slang language could attract the attention of the young and uneducated man partially because she shares the same common speech with him making him feel more comfortable with the poem. Less able soldiers may raise their heads in marvel to the poem purely due to the continuous tempo. Use of the word lads, is what a higher figure of authority would call a boy e.g. a mother or father. This is showing that she has authority and is telling the boys what to do rather than giving them an option. Owen, unlike Pope has used similes to give a more effective description of how the soldiers feel and look like. Drunk with fatigue, deaf even to the hoots, Owen suggests that as alcohol makes one drunk and unbalanced on the feet, so does the large amounts of fatigue that the soldiers have received. Obscene as cancer, bitter as the cud, Owen uses the word cancer as he feels that there is nothing that can stop the man from dying, a small glimmer of hope but other than that it seems to be incurable. He has also used visual and sound effects rather than rhyme. If you could hear at ,every jolt, the blood, using the world jolt he gives aShow MoreRelated Jessie Popes Attitude toward War in the Poem Whos For the Game1196 Words   |  5 Pages Jessie Pope was a journalist who wrote recruitment poems for the Daily Mail during the First World War. The poems she did write were positive propaganda poems for the war; her objective was to stimulate patriotism in the readers so that the men would join the forces. Pope wrote a persuasive poem where she compared war to a game. This is illustrated in the title Whos for the game? It shows that her attitude toward war was that it was a great big event that everyoneRead More Comparing War in the Poems, Dulce et Decorum est and Who’s for the Game?1540 Words   |  7 PagesThe two poems, Dulce et decorum est and Whos for the game? are both very different war poems. Although they were both written about the First World War, they both had different purposes. The poems have aspects in which they are similar, but they also have very big differences. One similarity between the two poems is that they both have titles which express positive feelings about war. However, the titles are both used in different ways; Whos for the game? is an extended metaphor, as itRead MoreWilfred Owen s `` Dulce Et Decorum Est And Who s For The Game?1729 Words   |  7 PagesTwo poems, written during the First World War – one which its sole purpose was for propaganda (which is known for its romanticisation of war and lies) and one which tries to expose the truth. Normally, there wouldn’t be any similarities between two such poems that appear to be complete opposites – but what if there was? Despite the obvious similarities and differences, for example: ‘Dulce et Decorum Est’ was written by a man named Wilfred Owen – a soldier in World War One – and ‘Who’s For the GameRead MoreCompare How ‘Who’s for the Game?’ and ‘Dulce Et Decorum Est’ Present War and How They Reflect the Authors View Point925 Words   |  4 PagesCompare how ‘Who’s for the Game?’ and ‘Dulce et Decorum Est’ present war and how they reflect the authors view point. ‘Who’s for the Game?’ was written by Jessie Pope in 1915 (At the beginning of the First World War). Jessie Pope was an English poet who began writing for Punch; between 1902 and 1922 she supplied 170 poems to the magazine. She was a prolific writer of humorous verse, articles, and short stories, which were published in many newspapers including the Daily Mail, the Daily ExpressRead MoreAttitudes To The War in Whos For The Game? and Dulce Et Decorum Est1068 Words   |  5 Pages‘Who’s for the Game?’ and ‘Dulce Et Decorum Est’ Q: Compare the attitudes to the war and its presentation in the 2 poems ‘Who’s For The Game?’ and ‘Dulce Et Decorum Est’. Include an analysis of the language used and its structure. In the two poems ‘Who’s For the Game?’ and ‘Dulce Et Decorum Est’, there are many fundamental differences which set the two poems in two different places in a reader’s mind – the way they interpret the poem. I will be explaining how these essential differencesRead MoreEssay Comparison of Three First World War Poems1162 Words   |  5 PagesComparison of Three First World War Poems The three poems that I will be studying in this essay are â€Å"Dulce Et Decorum Est† by Wilfred Owen, â€Å"Comrades: An Episode† by Robert Nichols and â€Å"Who’s For The Game?† by Jessie Pope. These poems are about the First World War and two of them seem to have a negative attitude criticising and downgrading the so-called spectacular experience of the First World War. In â€Å"Dulce Et Decorum Est† Wilfred Owen seems to mention good aspectsRead MoreWho s For The Game?1531 Words   |  7 PagesWithin this essay, I will be comparing two very different poems; the propaganda and pro-establishment poem ‘Who’s for the game? written in 1916 by Jessie Pope which attempted to recruit men to the army by creating an unrealistic, glorified image of war and Dulce et decorum est written by Wilfred Owen in October 1917 which provides a horrific yet realistic insight into life as a solider. Within Who s for the game? , Pope uses various poetic devices to create a jovial, ebullient imageRead MoreWomen Poetry of world war one1575 Words   |  7 PagesJingoism even in some of the poems written by women. Among the jingo-writers were writers like Jessie Pope who wrote two such poems- The Call and Who’s for the Game? In ‘Who’s for the Game?’ Pope was trying to bring out the image that war was fun and full of glory that any young man could earn if only he had the courage- ‘The red crashing game of a fight? Who’ll grip and tackle the job unafraid?’ By using the words like ‘game’, ‘the biggest that’s played’ and ‘game of a fight’ she makes fightingRead MoreComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est506 Words   |  3 PagesComparing Jessie Owenss Whos for the Game and Wilfred Owens Dulce Est Decorum Est In Jessie Popes Whos for the Game? the presentation of war is quite different to what you might expect. This poem is a recruiting poem with the aim of encouraging men to volunteer to join the forces. It was written at the beginning of the First World War and therefore the true disastrous effects of the war had not been experienced. Those left behind, women, children and exempt men, wereRead MoreDulce Et Decorum Est Comparison with Whos for the Game1550 Words   |  7 Pages The poems I have chosen to compare in this essay are Wilfred Owens â€Å"Dulce Et Decorum Est† and Jessie Popes â€Å"Whos For The Game?†. The two poems I have chosen to compare are both about the first world war. Yet the two poems have very different opinions on the Great War. My first poem, Dulce et decorum, is against the war and the injustice of it all. It is narrated by one of the soldiers who is fighting in the Great War and having to face the horrors of war. On the contrary my second poem, Whos

The Genocide of the Native Culture - 2226 Words

The Genocide of the Native Culture The thinking of a dominant white society and the savageness of Native culture is the background of the on-going struggle against cultural genocide of First Nations people all across Canada. The first European settlers in Canada viewed the inhabiting First Nations people as uncivilized, and they felt that they needed to be educated in their â€Å"civilized† ways. This thinking started the cultural genocide of the Native culture. This paper will focus on the ways in which Native people have been pushed towards the dominating Euro-Canadian ways through the 60s scoop, residential schools, reproduction rights for Native women, and the Indian Act. The 60s scoop is the adoption of First Nation and Metis children†¦show more content†¦The children were taught to follow and not question the belief in the moral and intellectual superiority of white culture, and to reject all aspects of their native lives (Claes amp; Clifton, 1998). The government s missions for the Native children ranged from assimilation, to make Indians indistinguishable from Europeans, segregation, to education native people and restrict their life in their own communities, and integration, for native people to be absorbed into mainstream institutions and society (Claes amp; Clifton, 1998). Although the goals of the residential schools changed over time, one thing always stayed the same, the genocide of the Native culture. There has already been steps to help these children that faced the abuse of the residential schools. Prime Minister Stephen Harper approved the Indian Residential Schools Settlement Agreement and a total of $1.9 billion in payments to former students (Anderson, 2012). Also, the Agreement promised $60 million for a five-year Truth and Reconciliation Commission and $145 million for commemoration and healing events (Residential Schools Settlement, 2008). Another important element was the public apology to the victims of residential schools by Prime Minister Stephen Harper, on 11 June 2008. Although these are huge steps to try and fix the mistake that the government made with these residential schools, some of theShow MoreRelatedThe Death Toll Of The Genocide852 Words   |  4 Pagesrituals), is known as genocide, and this term did not exist before 1944. Usually the death toll of the genocide is in thousands and in some cases in millions. According to the Canadian scholars, Frank Chalk and Kurt Jonassohn, they have identified four main types of genocide: first, Ideological: this type of genocide is committed in an effort to achieve an ideal social structure in which all members of society are alike or hold the same belief. For example the Armenian genocide in 1915, when the leadersRead MoreA Little Matter Of Genocide856 Words   |  4 PagesThe number of Native Americans throughout American from the time of the Europeans arriving to now has dramatically dropped. As churchill argues in, A Little Matter of Genocide, it was not just a coincidence so many of these indigenous people died, it was genocide. Genocide is the deliberate killing attempt to wipe out a religion, race, or culture of people. However, it was not all Europeans who participated in this effort to kill off the natives. Churchill argues that the number of indigenousRead MoreThe American Holocaust : The Conquest Of The New World1183 Words   |  5 Pageslearn about native American destruction. I do however believe that the Native American population and its history is very underrepresented and largely unrecognized. Stannard presents the information in the form of a straight up history book, where in the beginning he introduces an overview of the culture of the native Americans as they existed before the European arrival in 1492 as context to what was lost in the violence and disease that killed almost all Native Americans and their culture. I thinkRead MoreThe World Of The Holocaust910 Words   |  4 PagesWhat is genocide? Where did it come from? Most people living in the U.S. have little to know clue what genocide’s definition is. Some Americans miss use the word throwing it around lightly not knowing it origin. Genocide is a word that was created after the Holocaust by the United Nations . The creation of this word was intended to define the act of extermination of a country, ethnic, or religious group. It is a shame the creation of this word had to come into the world. In this paper I will addressRead MoreNative American Genocide Essays1362 Words   |  6 Pagesimposing measures intended to prevent births within the group;bre. forcibly transferring children of the group to another group.br(Destexhe).brbrIn this paper, I will argue that the act of genocide as here defined, has been committed by the United States of America, upon the tribes and cultures of Native Americans, through mass indoctrination of its youths. Primary support will be drawn from Jorge Noriegas work, American Indian Education in the United States. The paper will then culminate withRead MoreHow is the extinguishing of the Jewish and Native American races similar?1743 Words   |  7 PagesI will be researching extinguishing of the Jewish and Native American races; the reasoning behind the atrocit ies, the suffering, and the aftermath. Both groups of people were stripped of their rights. The Native Americans were simply denied their rights and in Germany, during World War II, the Jewish population’s rights were taken away. The plight of the Native American expanded over a longer time period, but there race was practically eradicated. The systematic state-sponsored murder of six millionRead MoreAmerican Imperialism : America s Quest For Dominance1223 Words   |  5 Pagesof a country we know today as America was started with a few different ideologies. One of them is a new start away from Britain and the other was the continued encroachment against the native population. It started off with the need of survival and it continued until the destruction of an entire people and culture was nearly complete. Soon, after the civil war Americans began pushing west in the name of â€Å"manifest destiny, the belief that the United States had a ‘God-given’ right to a ggressively spreadRead MoreThe Genocide Of The Native Americans1516 Words   |  7 PagesCristina Savaglio Prof. Di Lorenzo History 203 24 November 2014 The Genocide of the Native Americans Early European colonization of the Americas was initially marked by both exchange and conflict. When the English colonists arrived in the Americas most Indian tribes welcomed them. Many Indians believed the settling colonists would assist in protecting their tribe from other powerful tribes in the area, because the colonists had access to weapons. In exchange for this added protection, the IndiansRead MoreFilm Analysis : Rabbit Proof Fence1499 Words   |  6 Pages The Drama film Rabbit-Proof Fence, directed by Phillip Noyce, was based on the book by Doris Pilkington which retold the true story of how three young Aboriginal girls escaped the Moore River Native Settlement, after being kidnapped from home. In Western Australia, there was a government policy that would send half-caste children to this settlement to save them from themselves because they did not want a third unwanted race. Half-caste is referred to mixed-blooded children. Mr. A.O. Neville,Read MoreThe Other Side Of Am erica1518 Words   |  7 Pagesis more common than to hear them talk of extirpating them totally from the face of the earth, men women, and children† (Lewy). A genocide that is given little attention in America’s textbooks is the American Indian Genocide, which was led by white settlers. America’s true colors were shown in their infamous actions, which spanned hundreds of years. Throughout this genocide, America showed a hypocritical side—along with a violent and twisted personality—that is not widely known. The War with â€Å"Savages†

Stairway to Heaven Analysis free essay sample

Stairway to Heaven Is a song that appears to have a little bit of everything that one would look for In music. Although It ;s greatly varied with many tempos and rhythms, it still produces a sound that people find enjoyable and among the most popular. As mentioned before, Stairway to Heaven can be divided into a number of sections. The first section lasts for about the first two minutes of the song. In this section, the dynamic is piano-like and the tempo is quite slow, ranging from largo to adagio.An acoustic guitar plays a phrase that Is repeated and continued as lead anger Robert Plant begins his vocals about fifty seconds Into the song. An electric guitar then changes the tune which is repeated in a strophic form manner and also with an adagio tempo. In total, this slow-moving section lasts for about four minutes. The second section of the song begins with the introduction of drums to accompany the electric guitar and vocals. We will write a custom essay sample on Stairway to Heaven Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This section is faster than the first, having a moderate tempo.The previous tune is still played albeit with some variation and a more lively sound. This includes the vocals, which also move faster with the Instruments and sing a variation of the first sections vocals. There is still a strophic form contained in the second section, although the chorus is represented by the instruments rather than singing. About five and a half minutes into the song, the rhythm and melody of the song changes again. This next section contains no vocals, only the sounds of electric guitar and drums. A guitar solo played in an allegretto-allegro form dominates the section, which Is somewhat syncopated In the first half. The second half of the section Is more organized, with a rondo form presented as BACKED and played by two electric guitars. In addition, the dynamic has dramatically changed from the beginning; it is no longer a soft rhythm but more similar to a mezzo forte dynamic. The final section of the song brings back vocals and a much faster tempo than the previous sections.The guitar now plays a hard rock phrase that repeats Itself In the background of the vocals. The guitar and vocals go back and forth in ABA form for about forty seconds. Then, in the closing seconds of the song, one guitar plays a flowing phrase while another accompanies it with its win tune until the last line of the song is sung in a slow and soft tempo. The song is composed of several forms. One is strophic form; while not having a textual chorus, the song contains an Instrumental phrase that acts like a chorus In the first half of the song.There are also many rhythm for more than a couple of minutes. For all the sections of the song, there is polyphony among the vocals and instruments. Robert Plant sings his lines as if they Nerve independent of the guitars, only being consistent with the pace but not the withy or pitches. The sections of the song, though vastly different, tend to transition to each other very well. The guitar is responsible for providing a bridge to each section, quietly changing the tempo and tune in between sections. The song is entirely in duple meter. This is easier to tell in the first couple sections of the song, where the guitar plays one quarter note after another in an adagio tempo. It is also in major form, especially the last sections. Although the first half of the song is slow and soft, it would still be insider to be in major mode based on the definition of the major key in the Nesters world. The beat of the song is hardly present in the first half because of the soft notes of the acoustic and electric guitar.However, as the transition from acoustic to hard rock is made, the beats presence is greatly felt during the guitar solo and the last section of the song. Guitar and drums are the dominant instruments used in the song. It contains both acoustic and electric guitar, not often seen in songs from the sass-ass. The drums are only present in the second half of he song, and its introduction signaled the transition from alternative to rock. The acoustic guitar is played during the intro to set up the rhythm for the song and is continued during the first vocal lines.This paves the way for the electric guitar to play a different tune with the same quiet feel. Then, during the second section, it gets faster and begins to sound more like a rock song. As it goes on, it changes tempo and rhythm and is eventually played fast and with passion. In addition, one is able to determine which notes the guitar will play as it is more organized than the earlier parts of the song where it was playing all different notes with different pitches and tempo.

Effects of Music on the Growth of Mung Beans free essay sample

This chapter presents the summary of finding the generalization of the conclusion and the recommendation for the further Improvement of the study. L. Summary of Findings 1 . Music affects the growth of Mug beans. As established In the experiment and based on the data gathered, music has a great effect on the growth of Mug beans. The varying degree of effect Is dependent on the type or tempo of music to be played. 2. In general, music helps in the growth of plants. It hastens the growth of plants. As we conducted and observed our experiment, we noticed that classical music helps the Mug beans growth. Plants exposed to rock music grew slower than those exposed to classical music; however, they grew faster than those exposed to no music. 3. The growth of the green variety of Mug beans is faster than those of the yellow variety in any of the environment they were subjected to. We will write a custom essay sample on Effects of Music on the Growth of Mung Beans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page II. Conclusions 1 . Music affects the growth of Mug beans as we observed the set-ups.The efferent aspects that we have observed where music was involved were the plants height and the number of leaves produced. 2. Music helps the Mug beans growth and does not hinder their development. 3. Music, more specifically the classic music, has effects on the growth of Mug beans especially on the growth of the green variety. Ill. Recommendations 1. As we have proven through the data gathered that music hastens the growth of plants, we recommend promoting the use of music In planting and other agricultural actively.This can be done through discussions In the different for a to bring to the awareness of the authorities and the agricultural sector the benefits of music In planting. 2. We recommend that In the utilization of music for plant growing, you should use classical music In order for you to grow your plants faster. 3. We recommend that further study be conducted to validate the findings of this paper. Effects of Music on the Growth of Mug Beans By terror and the recommendation for the further improvement of the study. 1 . Music affects the growth of Mug beans.