Free Essays on Exemplification Of Dulce El Decorum Est

On September 11, 2001, our world as we knew it changed forever. We were attacked by terrorist. Hundred’s of innocent people died on that day for no apparent reason. The terrorist had expected to shatter our defenses, yet all their attempt fell short. Americans united like never before. Some people ran home to their family and friends while others fell to their knees with prayer for answers. For the past year we have searched for revenge against our enemies who were accountable for that day. Today, as our search nears an end, we are faced with the threat of war. Many friends and family members have been deported overseas to fight for our country and our freedom. War is a deeply moving and unsettling thought. Some soldiers are killed while others survive, haunted with the memories of the gruesome events they have witnessed. When Wilfred Owen wrote â€Å"Dulce et Decorum Est,† she captured the feelings and visions of a solider who watches a fellow solider die on the battlefield. Through Owen’s use of imagery, rhyme, and figures of speech, she communicates her theme that war is not just glory it is also gory. The name Dulce et Decorum Est means it is sweet and right to die for your country. As the narrator begins her story about a fallen solider, she portrays the setting with the use of rhyme and similes. She tells her listener, â€Å"Bent Double like old beggars under sacks, knock-kneed , coughing like hags, we cursed through sludge, till on the haunting flares we turned our backs, And towards our distant rest began to trudge†. The phrases like old beggars and coughing like hags creates images of the physical condition of the soldiers. Trudging indicates that the soldiers were moving through thick mud with great difficulty. The soldiers may be moving away from the battlefield in order to revive themselves from exhaustion. In the last four lines of the stanza, she continues to paint the tainted picture of the sold... Free Essays on Exemplification Of Dulce El Decorum Est Free Essays on Exemplification Of Dulce El Decorum Est On September 11, 2001, our world as we knew it changed forever. We were attacked by terrorist. Hundred’s of innocent people died on that day for no apparent reason. The terrorist had expected to shatter our defenses, yet all their attempt fell short. Americans united like never before. Some people ran home to their family and friends while others fell to their knees with prayer for answers. For the past year we have searched for revenge against our enemies who were accountable for that day. Today, as our search nears an end, we are faced with the threat of war. Many friends and family members have been deported overseas to fight for our country and our freedom. War is a deeply moving and unsettling thought. Some soldiers are killed while others survive, haunted with the memories of the gruesome events they have witnessed. When Wilfred Owen wrote â€Å"Dulce et Decorum Est,† she captured the feelings and visions of a solider who watches a fellow solider die on the battlefield. Through Owen’s use of imagery, rhyme, and figures of speech, she communicates her theme that war is not just glory it is also gory. The name Dulce et Decorum Est means it is sweet and right to die for your country. As the narrator begins her story about a fallen solider, she portrays the setting with the use of rhyme and similes. She tells her listener, â€Å"Bent Double like old beggars under sacks, knock-kneed , coughing like hags, we cursed through sludge, till on the haunting flares we turned our backs, And towards our distant rest began to trudge†. The phrases like old beggars and coughing like hags creates images of the physical condition of the soldiers. Trudging indicates that the soldiers were moving through thick mud with great difficulty. The soldiers may be moving away from the battlefield in order to revive themselves from exhaustion. In the last four lines of the stanza, she continues to paint the tainted picture of the sold...

Words and Expressions Related to Palm

Words and Expressions Related to Palm Words and Expressions Related to â€Å"Palm† Words and Expressions Related to â€Å"Palm† By Maeve Maddox I subscribe to a daily trivia email that gives the percentage of the quiz-takers who answer the questions correctly. The questions are rarely difficult, but I have noticed that the percentage of right answers for the more traditional â€Å"general knowledge† questions on history or literature tend to drop into the seventies, while those on rock groups and sports score in the high eighties. Different generations, different interests. Nevertheless, I’m always puzzled by the low scores for questions that seem to contain the answer in the question. For example: The leaves from which tree inspire a palmette design? Palm†¨ Pine †¨Plum†¨ Fern When I saw that question, I said to myself â€Å"Doh!† To me it was like Groucho’s question â€Å"Who is buried in Grant’s Tomb?† The percentage of quiz takers that got this one right was 71%. Honest. Palm Lore Two common types of palm tree are palmate and pinnate. palmate: adj. from Latin palma, â€Å"hand.† Having a shape similar to that of a hand with the fingers extended. pinnate: adj. from Latin pinna, â€Å"feather, wing.† Resembling a feather; having parts or branches arranged on each side of a common axis. The Latin word palma also referred to the palm fronds that symbolized victory and were bestowed upon a contest winner or victorious general. The ancient practice is reflected in the English expression to win the palm: to succeed in some endeavor. Military decorations often feature leaves in the design. Leaves on medals awarded to U.S. service personnel tend to favor the laurel and the oak, but the RVN Gallantry Cross features a pinnate palm leaf. Palm has numerous meanings in English. Meanings of palm as a noun: the inner surface of the hand that extends from the wrist to the base of the fingers. the similar part of the forefoot of an animal a unit of length equal to either the width or the length of the hand the part of a glove that covers the palm the blade of an oar or paddle the flattened part of the antlers of certain animals Meanings of palm as a verb: to pick up furtively to conceal in the palm of the hand to commit a basketball violation by letting the ball rest momentarily in the palm of the hand while dribbling Like all body part words, palm has given the language many expressions. to palm off: to dispose of or pass off by deception to have an itching palm: to have a strong desire for money (the idea is that the palm must be scratched with coins, i.e. bribe money) In Shakespeare’s Julius Caesar, the grief-stricken Brutus insults his friend Cassius with this expression: Let me tell you, Cassius, you yourself Are much condemn’d to have an itching palm, To sell and mart your offices for gold To undeservers. Words that derive from palm: palmate: adj. 1. Of an antler: in which the angles between the tines are partly filled in to form a broad flat surface  2. Of a leaf: having (esp. five) lobes, veins, or leaflets radiating from a common point like the fingers of an outspread hand; 3. Having finger-like branches, esp. diverging from a short or flattened base. 4. Of the foot of a bird or animal: webbed. palmer: n. A pilgrim, esp. one returned from the Holy Land, traditionally carrying a palm branch or palm leaf as a mark of pilgrimage. Chaucer mentions palmers in his prologue to The Canterbury Tales as he lists April activities: Then folk long to go on pilgrimages And palmers [wish] to seek foreign shores To distant shrines famous in various lands palmette: n. An ornamental design used on ancient pottery, and later on furniture, carpets, etc., having narrow radiating divisions and resembling a stylized palm leaf. palmetto:  n. Any of various fan palms, palmistry: n. The art or practice of supposedly reading a persons character or future by examining the lines and other features of the hand, especially the palm and fingers; chiromancy. palmier: n.   In French cookery: a biscuit made of sugared puff pastry, shaped like a palm leaf. palmitic acid: n. a solid saturated fatty acid, CH3(CH2)14COOH, found in palm oil and in many vegetable and animal fats. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Masters Degree or Master's Degree?Yay, Hooray, Woo-hoo and Other AcclamationsHow Verbs Become Adjectives

Supply Chain sustainability & Humanitarian Logistis Case Study

Supply Chain sustainability & Humanitarian Logistis - Case Study Example Thus, this type of supply chain combines both forward and reverse logistics, and covers all the processes from the new product/service development to the point of origin for repairs, manufacture, returns, or recycling (Krajewski, Ritzman, & Malhotra 2010). Moreover, closed-loop supply chain implies sustainable distribution process as the customer sends the used product back to the manufacturer or seller, and thus closes the loop of distribution (Krajewski, Ritzman, & Malhotra 2010). Taking care of end-of-use items is viewed as a proven measure, which makes supply chain for environmentally friendly. Thus, closed-loop supply chain is categorized as sustainable supply chain almost by definition (Quariguasi Frota Neto et al 2010). A closed-loop supply chain is an integrated system, which supports environmental sustainability through maximization of value creation over the entire life cycle of a product followed by recovery of value at different stages and types of returns (Guide & Wassenhove 2009). Practically all phases of the closed-loop supply chain mitigate environmental footprint of manufacturing, usage, transportation, distribution, and end-of-life activities (Quariguasi Frota Neto et al 2010). The items, used in the production process of the closed-loop supply chain, are returned into the supply chain system and then are remanufactured, recovered or recycled (de Brito and Dekker, 2004). These activities help to extend the lifespan of the product and therefore, are sustainable (Quariguasi Frota Neto et al 2010). While extension of the lifespan of a particular item might not be always sustainable as old items might consume more energy than the new ones, the further recycling of these items helps to contr ibute to environment protection (Quariguasi Frota Neto et al 2010). By recycling end-of-life equipment the companies manage harmful substances (polychlorinated biphenyls, lead, etc.), and thus, keep environment cleaner and

Team-work Homework Assignment Example | Topics and Well Written Essays - 500 words

Team-work Homework - Assignment Example When the two companies do not advertise, both King and Babil Company will have a payoff of 150. This payoff is beneficial to the two companies compared to adverting process. In the domain strategy, the two companies that is King firm and Babil firm have a dominating choice of not advertising. Irrespective of the Babil decision, the King company will not take the risk of advertisement, lest King know the secret of the competitor. From the outcomes stipulated on the table, it is evident that high outcomes arise when the two companies decide not to advertise, independently. The two companies felt that rather than getting a payoff of 300 and 80 for their strategy, they feel it better to win 150 rather than making their products available to their public and their competitors. The best outcome for the dominant strategy is when King fails to advertisement, as well as Babil. In Nash equilibrium the two companies use the methods to predict the outcome of another company in the social arts. The payoff functions represent the firm’s preferences over the action profile of the company where the action profile of King and Babil will portray the list of actions. In this strategy, king will have an incentive in shying away from the advertisement after considering Babil options. Neither Babil not King shall have an incremental benefit of changing their motives. Under this strategy, just like other strategies discussed above, the nash equilibrium will be attained when the companies choose not to advertise their products. The outcome is illustrated as shown in the matrix

Kant & Hume, Comparative Study Essay Example for Free

Kant Hume, Comparative Study Essay Two of the modern world’s most followed and known, yet opposing philosophers. Immanuel Kant and David Hume both assert that all knowledge comes from experience, yet disagree on whether or not experience determines all knowledge, disagree on the causality of the universe as organized or unorganized, and disagree on God’s existence (or non-existence) within the world. Despite these vast differences, however, both philosophies have managed to co-exist in the modern world. Kant proclaims that all knowledge comes from experience, and that people are intelligent and rational enough to synthesize previous experiences into predictions (or fore-knowledge) of the future. On the other hand, Hume proclaims that all knowledge comes from experience and that just because something has occurred in the past does not mean that it will occur in the future. In regard to causality of the universe, Kant puts forth the notion that the universe was created in a way so that the nature of all things lays uniform and perfect despite the passing of time. Hume, however, puts forth the notion that the universe was created in a way so that all things change over time. In Kant’s eyes God’s existence or non-existence could never be proven or disproven, and because of this doubt God therefore exists. For Hume, the idea of God can exist, but the being most know as God cannot because the idea of god is specific and unique to every individual and therefore there cannot be one God for all—rather everyone has a unique and personal God. Kant and Hume pit each other down in philosophical battle after philosophical only to realize that they never agree on compromises to their ideas, and stay forever at opposite ends of the ideological spectrum. Kant and Hume both asserted that all knowledge comes from experience. Kant states that there â€Å"can be no doubt that all our knowledge begins with experience† (Pure). By this Kant asserts that all knowledge initiates from experience. However, Kant goes further by also stating that â€Å"we have no knowledge antecedent to experience† (Pure), which means that in order to understand something, one has to have experienced the happening/ occurrence at one point in time. Hume states that â€Å"causes and effects are discoverable, not by reason but by experience† (Enquiry). By this Hume asserts that all knowledge and any knowledge must come from experience and nothing else. Hume also states that real existence can come only from â€Å"either from the causes which produced it, or the effectswhich will arise from it† (Enquiry), which means that experience provides not only knowledge but the justification for existence that experiences define the essence/ being of an individual. Kant and Hume agree that all knowledge stems from experiences attained in the material world. By asserting that to have knowledge of something one has to experience that thing only once Kant sparks the disagreement between himself and Hume on whether or not the future can be known based on past experiences. Kant theorizes that although â€Å"knowledge begins with experience† it does not mean that all which follows â€Å"arises out of experience† (Pure). By this Kant states that experiences are building blocks the house of knowledge but not the house itself. Kant claims that people can know what happens in the future because reason allows for them to extend their experiences beyond what has happened to events that have not occurred yet. Kant justifies this by saying that people’s â€Å"conclusions from experience† stand enough to justify that the future will resemble the past (Pure). Hume theorizes that past experience â€Å"can be allowed to give direct and certain information† but only in relation to the â€Å"precise objects † to which past experience refers, and that â€Å"precise period of time, which fell under its cognizance† (Enquiry). Hume clearly states that the only pure knowledge people can have is knowledge of the past, which means that there can be no real knowledge of the future because it has not been experienced yet. Furthermore, Hume articulates that it is impossible to show that the â€Å"ultimate cause of any natural operation† can be found in â€Å"any single effect in the universe† (Enquiry). In this statement Hume tries to elucidate his point that just because something has existed before does not mean that it will exist again in the same form, that there is no â€Å"ultimate cause† but rather many causes that go into the producing of different effects. To capstone his point Hume says that one cannot have a golden rule that what â€Å"happens sometimes†¦ happens always†¦ with regard to some objects† for all things in existence because there is no †logic† or â€Å"process of argument† that â€Å"secures oneâ€Å" into this assumption (Enquiry). Hume explains that it stands impossible to predict the future because the future has not yet been experienced and therefore has no security of knowledge. For Kant, by a rational extension of logic, it can be determined that what has happened in the past and what will happen in the future are one in the same— yet or Hume, knowledge can come only from experience because If the future cannot be experienced then people have no bounds to determine what will happen in it. These suppositions then lead to the question of causality of the universe, to which Kant puts forth the notion that the universe was created in a way so that the nature of all things lays uniform and perfect— despite the passing of time— whereas Hume puts forth the notion that the universe was created in a way so that all things change over time. Kant presents that â€Å"nature is a being acting according to purpose† and creates a â€Å"natural purpose† that everything in the universe must adhere to (Judgment), which supports the notion that the universe was created in a way so that the nature of all things lays uniform and perfect because everything has its natural place in the universe and therefore maintains a natural purpose and a static order. Kant additionally expounds that â€Å"causality involves that of laws† and that these laws create a cause that has a specific effect that â€Å"must be produced† (Fundamentals). Due to this â€Å"law† that Kant references he insinuates that, despite time passing, what has happened will have to happen again based on the consistency of the laws of nature. To counter this, Hume presents his reasoning that â€Å"effect is totally different from the cause, and consequently can never be discovered in it† (Enquiry), which supports the notion that things change and no consistency stays in the universe because there is never a direct link between a cause, and the effect which results from it. Additionally, Hume goes on to dictate that effects fail to â€Å"be discovered in the cause† and that they â€Å"must be entirely arbitrary† (Enquiry). By this, Hume means that if an effect could be paired up with any old cause, that it would be completely random and therefore have no value in appraising cause and effect. By both these sentiments Hume conveys that a cause and effect have no solidified connection unless they are proven to be tied together, which leads to the assumption that the world shifts and changes over time because if the universe were static then everything would be the same and a golden rule for causality would exist but for Hume, it doesn’t. Kant and Hume stand at odds on whether the universe stays organized or frays at the ends because of their assertions that the universe was created perfectly, and in opposition the assertion that the universe was created imperfectly. After determining the organization of the universe, one question remains forthe philosophers: who or what, if anything, created the universe? To this Kant responds that God is unknowable and that this thought doesn’t disprove his existence or perfection while Hume responds everyone has their own unique God, and therefore one perfect and whole God cannot exist. Kant expounds that the â€Å"unavoidable problems set by pure reason itself are God, freedom, and immortality† and that for knowledge of God there is no â€Å"capacity or incapacity of reason for so great an undertaking† (Pure). Here Kant proclaims that because of reason’s inability to appraise the idea of God, that it is an unknowable topic and that everything stated about it can be marked as true because it cannot be disproven. Hume expounds that he â€Å"believe[s] [God] to be existent† and that Hume’s idea of â€Å"conception of the existence† dictates that the idea of God â€Å"lies not in the parts† or composition of the idea but in the â€Å"the manner in which we conceive it† (Treatise). Hume makes the point that he has his own idea of God, that his idea is unique to himself and the way in which he develops his idea. Hume also states that â€Å"God is existent† but only in the form in which â€Å"as he is represented to us† (Treatise). This statement definitively encompasses the idea that not everyone cannot know the same God because people can only conceive their notion of God from what they have experienced, and each person’s experience stays unique and separate. For Kant God exists by the pure reason that God can never be proven non-existent whereas for Hume, the idea of God can exist, but the being God that most people think of cannot because the idea of god is specific and unique to every individual. Kant and Hume pit each other down in philosophical battle after philosophical only to realize that they never agree on compromises to their ideas, and stay forever at opposite ends of the ideological spectrum, which in a twisted way allows them to co-exist in the modern world. On philosophy itself, Kant states that one â€Å"cannot say how far the inferences from perception may extend†, which means that for as much as people can imagine, something can be real and by extension this means that there is security in being able to make up the reality that one wants (Pure). In adversion Hume states that philosophy may â€Å"prove useful† by â€Å"destroying implicit faith and security† and allowing only one answer to be proven correct and logical through skepticism (Enquiry). Kant and Hume can have no recourse from the dilemma that they face because at every turn Kant states that anything imaginable is possible and that skepticism, Hume’s philosophy, can never be reconciled with the idea that everything could be possible because they intrinsically contradict each other. Kant and Hume: two men divided by differing philosophies on the source of knowledge, the causality of the universe, and the definite existence of God who battled over answers to these question of life throughout their careers. While Kant asserted that by rational extension experience could unlock the key to all knowledge Hume countered that only experience could grant knowledge, and that anything beyond that bent the rules of the world and made all knowledge inconsequential. While Kant asserted that the universe was created in a perfect natural order that would exist forever Hume countered that the universe was created in an imperfect, unorganized fashion that would be ever changing. While Kant asserted that the existence of God could never be disproven and therefore had to exist Hume countered that it is inadequate to say that God has to exist as a result of doubt because every conception of God from every individual is different and people must therefore err on the side of skepticism and accept that God cannot exist as everyone wishes him to. While Kant and Hume tried to reconcile their differences on philosophy they never came to an agreement, and therefore co-existed in the denial that the others thoughts could possible hold any truth. Works Cited Hume, David. An enquiry Concerning Human Understanding, Chapter on Cause and Effect. -. A Treatise of Human Nature. Source found @ http://www. gutenberg. org/files/4705/4705-h/4705-h. htm#2H_4_0027 Kant, Immanuel. Critique of Judgment, Source material found @ http://www. marxists. org/reference/subject/ethics/kant/judgment/teleology. htm -. Critique of Pure Reason. -. Fundamental Principles of the Metaphysic of Morals. Book provided by http://www. gutenberg. org/cache/epub/5682/pg5682. html.

Walter Van Tilburg Clark’s The Portable Phonograph Essay -- essays res

Walter Van Tilburg Clark’s â€Å"The Portable Phonograph,† In Walter Van Tilburg Clark’s â€Å"The Portable Phonograph,† the author makes setting play a major role in understanding the action of the characters within the story. Clark, a writer and an English Professor, lived from 1909 to 1971. During that time, he lived through both World Wars at a relatively young age, which may have influenced this story. Clark has excellent use of setting to make the atmosphere needed and set the proper mood, so this story is credible. To accomplish this, Clark orients the reader to a unique place and time by use of the physical setting and human possessions, and uses symbolism to create a mood that gives the reader insight to how the characters must feel in their surroundings.   Ã‚  Ã‚  Ã‚  Ã‚  In order to understand the behavior and actions of the four characters in this story, the author must describe the place physical place and time where the four characters must survive. The perception of this environment is crucial for the actions of the characters to be appropriate. Clark describes some sights in this decimated prairie, â€Å"The frozen mud still bore the toothed impress of great tanks, and a wanderer on the neighboring undulations might have stumbled, in this light, into large, partially filled-in and weed-grown cavities, their banks channeled and beginning to spread into badlands. These pits were such as might have been made by falling meteors, but they were not. They were scars ...

Education and Fast Growing Society Essay

The co-educational system has always been an issue of great controversy. Its supporters claim that separating boys from girls is completely unrealistic since schools are supposed to depict society and prepare children to become its active members. On the other hand, those not in favor of it claim argue that single-sex schools are more effective since they are adapted to each sex’s needs and features. There is little doubt that single-sex schools may be more targeted to each sex’s traits. For example, boys’ schools are stricter in order to achieve discipline while girls’ schools focus on teaching them major principals that will help them lead a successful life not only as professionals but also as family leaders later in life. In addition, boys and girls tend to distract each other during the lesson and therefore make it difficult to concentrate. I am of the opinion that co-education has more to offer to the modern society. First of all, single-sex schools are utterly out-of-date and belong to the past when boys and girls socializing was considered immoral. Nowadays, that both sexes are equal, the mentality of creating and maintaining separate educational facilities is unacceptable. Moreover, having girls and boys in the same environment promotes their competitiveness in a creative way which leads to a high quality learning process. In a final analysis, co-education has proved to be more suitable in answering the increasing demands of our fast growing society. Considering how hard women have fought over the years to gain their rights, wouldn’t it be unfair to have separate schools?