Exam 4 chaptrer Essay Example | Topics and Well Written Essays - 1000 words

Exam 4 chaptrer - Essay Example As such, education mainly focuses on developing this form of intelligence among the students, helping them make the most informed decisions. Subsequently, the theory focuses on an individual’s psychological and intellectual development. An individual undergoes through a continuous developmental process through experiences and personality development (Gutek 89). Through instrumentalism, students learn the use of tools and equipment used in real life. Such is the role played by the use of experiments ion the teaching of students, as demonstrated by Charles Pierce. Experiments are a representation of the actual reality of what students learn in the class. Pragmatism gives me an insight into the role played by experiments and role-playing in the learning process. While in reality most of the lessons focus on classroom learning, the biggest danger of this is semi-baked graduates facing the real problem. Such students may find it hard dealing with the real situations, especially due to the fact that they have never faced such issues ever in their lives. However, with a model representative of the reality, graduates have an idea of what to expect in future. This is one of the most effective ways of teaching, with its guarantee of well-trained graduates. While explaining this theory to another person, I would define pragmatism as that method of training that includes the use of experiments, assimilation models and many practical lessons. Idealism According to the developers of the idealism theory, only ideas can effectively endure. Developers of this theory try to separate mental and material realms of the learning process. According to Plato, the government plays a very significant role in the education sector. These universal truths promote a dialectic approach, creating a channel for reflection among the students. Aristotle on the other hand held that for matter to exist there must be form. Since science and philosophy compliments each other, the study of mat ter leads to an understanding of deeper form. Nothing exists without a purpose, according to Aristotle. In the learning process, the body and soul engage in a conflicting argument, necessitating the striking of a balance between the body and the soul. Through education therefore, we are in a position of striking a balance between the body and the soul. The theory has a number of assertions aimed at the learning process. Among these, include the application of reasoning in search for the truth, the use of science and art in higher thinking and reasoning, and the realization of the ultimate goal of education after the end of the learning process. The main function of education is to enable a sense of duty, willpower and loyalty. From the lessons learnt in the assertions contained in this theory, education should aim at meeting its objective and goal, which is individual development. While personal development is one of these forms of development, it should do so both socially and psyc hologically. As students graduate from the school, they should realize their self-worth, and hold a position that they can defend themselves as professionals. Art and science plays a very significant role in the professional lives of students, especially in shaping their careers and lifestyles. Ideally, the learning process should focus on developing an individual wholly and stimulate the reasoning a student, whether ion class or in the field.

Supreme Court Essay Example | Topics and Well Written Essays - 1500 words

Supreme Court - Essay Example The aim of this order which was named the Civilian exclusion order 34 of the US army was executed as a way to prevent these American-Japanese from committing espionage during the war time. Korematsu who is the plaintiff saw the execution of the order as being unconstitutional and being in violation of the Fifth Amendment. He therefore refused to move and was arrested and convicted. The case eventually reached the Supreme Court which ruled strongly in favor of the presidential executive order insisting that the rights of the plaintiff were minimal and hence of no significant compared to the Americans in general (Alonso 52). The issue that was being resolved by the Supreme Court was on whether to affirm or duly dismiss the conviction order of Korematsu based on violation of his constitutional rights and Fifth Amendment which were being violated. The decision of the court which was delivered by Justice Black and which had a 6-3 decision was the affirmation of the conviction order for Korematsu where it sided with the government about its national security and prevention of espionage. The reasoning of the court was not based on the constitutionality of the presidential executive order, the racial segregation or even the loyalty of the petitioner to the United States. It rather looked at the bigger picture which in this case was the safety of the citizens of the United States from espionage and further attacks from the Japanese. The court supported the government on this ruling as the people in the United States who were the majority compared to those who were American-Japanese needed protection from war and the negatives effects that accompanied war. The government had no certainty of the number of Japanese who were disloyal to the United States and loyal to the government of Japan and who could therefore aid their country in the war through trading secrets about the national defense. The military in charge of the exercise concluded

Explain the significance of purity and pollution in the caste system Essay

Explain the significance of purity and pollution in the caste system - Essay Example But as time passed, the caste system became a water tight social compartment. Caste system is not peculiar to India. It existed and still exists in parts of Egypt, Europe etc, though in some milder forms. The world caste owes its origin to the Portuguese word 'casta' meaning 'lineage' (Ghurye, 1999, 31). PA Sorokin in his book "Social Mobility writes "Unstratified society with real equality of the members is a myth which never been realized in the history of mankind and when class is somewhat strictly hereditary, we may call it caste" Many theories have been promulgated to account for the origin of the caste system in India (Dumont, 1961, 75). The political theory states it was a shrewd trick of upper class Brahmins. The occupational theory traces it origin to the family's occupation. The racial theory traces its origin to the fact that different races organize their own race to form a separate caste. The mythical theory points towards its creation by the god to perform different functions And last of all comes, the Evolutionary Theory. This theory maintains caste system as a social phenomenon, the origin of which lies in social evolution which came into being through a long and slow evolutionary process. It is quite possible that during the evolutionary process some ugly things did make their entry into the system. The one and probably the worst was the custom of 'untouchability'. With improvement in education, this social evil has almost disappeared from the society. Right from the beginning of twentieth century British officials have used the term 'backward classes' to indicate low status backwards castes, and 'depressed classes' to mean the former untouchables or Scheduled castes (now dalits). They do not seem to have been particular about the terms used, and such sloppiness has continued in independent India. It so worth noting that terms such as Backward classes and Scheduled Castes also served as euphemisms for such unpleasant realities as low castes ands untouchables' (Beteille, 1965, 46). Still the caste system is not without its merit, which should not be ignored. It was based on the division of labor and thus enabled society to function efficiently. It made labor more efficient as the hereditary skill in at was transformed from father to son. Castes served as the social insurances in the society and helped their members in time of need. The caste system solved the problem of choosing careers and the problem of unemployment did not arise. The system provided united action against exploitation. Also by eliminating competition, it protected the poor. Thus for a Hindu the caste system has proved, '' his club, his trade union, his benefit society and his philanthropic society" (Ghurye, 1999, 67) To sum up, in each linguistic area there were about two hundred groups called castes with distinct names, birth in one of which, usually determined the status in society of a given individual, which were divided into about two thousand smaller units- generally known as sub- castes-fixing the limits of marriage and effective social life and making for specific cultural tradition. These major groups were held together by the possession, with few exceptions, of a common priesthood. There was a sort of an overall counting which grouped all of them into five or six classes overtly expressed or tacitly understood. Over a large part of the

Society's Perception of Black Women Research Proposal

Society's Perception of Black Women - Research Proposal Example Many factors influence the way the society perceive the black women. Media, for instance, use images that portray black women as sex objects whose value based on their body appearance. These media portrayals are major contributors on the future of the black woman, the potential limitation of young adolescent opportunity to change the negative perception of appearance and sexuality as portrayed in the media. Most of the African American young girls are victims of perception created by such images. This research is currently relevant as Black women in the United States strive to end the negative attitudes in the society. This study seeks to assess the society’s perception of black women.Many factors influence the way the society perceive the black women. Media, for instance, use images that portray black women as sex objects whose value based on their body appearance. These media portrayals are major contributors on the future of the black woman, the potential limitation of youn g adolescent opportunity to change the negative perception of appearance and sexuality as portrayed in the media. Most of the African American young girls are victims of perception created by such images. This research is currently relevant as Black women in the United States strive to end the negative attitudes in the society. Â  The study will aim at determining society’s perception of black women. It will focus on the factors that contribute to the society’s perception of black women in the modern community setting in the United States.

Effects Of Organic Waste Pollution On The Natural Environment Essay

Effects Of Organic Waste Pollution On The Natural Environment - Essay Example Water cycle that consist of material flow on earth’s surface to water masses are some of the causes of water pollution as the flows collect materials into water bodies and are vulnerable to intentional pollution through domestic and industrial waste disposal. This paper discusses environmental effects of organic waste pollution and reviews an article that uses toxicology to investigate the impacts of water pollution on the natural environment. Effects of organic waste pollution on the natural environment Organic discharge into water bodies has varying effects on the environment. One of the effects of organic pollution is the disintegration of organic matter to changed odour and taste of water. Effects of continuous degradation are accumulation of compounds such as hydrogen sulphide and mercaptans and this leads to gradual increase in changed odour and taste of water that may not be suitable for sensitive flora and fauna. Organic pollutants also destabilize oxygen concentration in water masses. Many factors lead to this shift from equilibrium of water concentration. Processes of organic components of water such as photosynthesis and respiration uses oxygen and may change oxygen concentration in water. Photosynthesis may increase concentration beyond its equilibrium while respiration may reduce the level of concentration. Anaerobic respiration and oxidation of organic pollutants are other factors that can reduce oxygen concentration in water. ... Insufficient oxygen in water may also cause death of aquatic animals. Such deaths further leads to accumulation of organic compounds in water and worsen the problem with oxygen concentration. Death of plants and animals in the water bodies also generate aesthetic effect besides increasing water turbidity (Goel 2006, p 116- 120). Organic pollution also affects levels of production of aquatic plants and animals. As the pollutants begin to invade water bodies, aquatic plants and animals benefits from nutrients that the organic pollutants may contain and this leads to high rates of photosynthesis and respiration among other processes. Increased concentration of organic pollutants however have adverse effects on aquatic lives as respiration rates increase and this leads to aesthetic effect and instability in oxygen concentration. Accumulation of organic pollutants also increases concentration of chemical compounds such as hydrogen sulphide and ammonia, chemicals that have adverse effects on some plant and animal species such as phytoplankton. High levels of organic pollution are also a threat to biodiversity. At normal water conditions, without organic pollutants, all aquatic plants, and animals are able to survive and their populations are constant. High levels of pollution however threaten the lives and less tolerant plants and animals die. Some plants and animals may however be tolerant and survive the harsh conditions due to the pollution. Consequently, aquatic life will consist of the tolerant species that may only be few. Loss of biodiversity from the pollution can also be permanent, unless artificial measures such as reintroduction of the extinct species upon resumption of normal condition in the polluted aquatic environment. Organic

Paula and Christina’s Haunted Adventures Essay Example for Free

Paula and Christina’s Haunted Adventures Essay The night was very chilly and all the kids were running, laughing, and having a lot of fun at the third grade’s fall festival. The Roosevelt Elementary school decided to do a haunted house maze. The haunted maze was pitched black and filled with gory decorations. One room had a bed with a dead woman laying on it and the walls were stained with blood. In another section of the maze was a cemetery, where zombies were walking by. The haunted house maze also had a garage where a car was parked and there was also room filled toys and with many clowns. The children of Roosevelt Elementary were thrill to go inside wondering what they would encounter and how scary it might be. There were two little girls, barely nine year’s old, seeking the frightening adventure, but they were also very scared. One of the little girls was shivering with fear and she slowly walked from room to room looking at the decorations and the scary people. She knew this was make-believe, but she was still very cautious. The other little girl had made her way into the room where the dead woman was laying on the bed. She slowly tried to make her way across the room to the other door. She never noticed the woman rising from the bed and was walking towards her very rapidly. The dead, bloody woman touch the little girl, which made her scream and take off running. The little girl ran as fast as she could, turning all corners until she ran straight into the other little girl. They both ended up falling to the ground. Looking up, they both smiled at one another. One little girl says, â€Å"Hi, my name is Paula Ramirez. † The other little girl replies, â€Å"Sorry for running into you, my name is Christina Lopez. Paula and Christina help each other get up from the ground and agree to finish the haunted house maze together. They felt less scared and even laugh at some of the scary people. As they are exiting the haunted house maze, Paula tells Christina â€Å"wow, this was so much fun†. Christina replies, Paula let’s make a pact, every year we will seek a scary haunted house and we will both go together†. Paula smiles and agrees. Since then Paula and Christina have become best friends and they search for scary haunted houses to visit every year. The family vanishes in 1925 leaving the sole survivor James Clark. Christina does not read the paragraph, but smiles and turns to Paula and says â€Å"perfect†. The two girls get together every day preparing for the trip they will make to the haunted house. They go to the mall and shop for costumes. They buy food so they can take for the road, and plan on when they should head to the haunted house. The night of the haunted house arrives and Christina goes to Paula’s house. Paula is sitting in her room when Christina enters and asks, Paula â€Å"Are you ready? Paula replies â€Å"of course† Then, the two girls go down the stairs, out the house and enter Paula’s car. Paula drives thirty miles and arrives and Saddle Creek Ranch where the haunted house is located. The yard is filled with many trees and with old rusted decorations on the lawn. The house has busted windows, and the painting of the house is falling apart. Paula notices that there is two boys standing in the entrance of the house. Paula and Christina exit the car and make their way to the boys. One boy says â€Å"Come on Erik, stop being scare and let’s go in already. Erik replied â€Å"Scott, if you are so tough you open the door†. Just as soon as Scott was going to touch the door knob the door swings open and a tall dark figure stands there looking at them. The tall dark figure steps forward and says â€Å"Do you dare to enter? Beware this may be you last hallows eve† â€Å"YES! † replied all four of them. Paula and Christina follow the two boys and the tall man into the house. The man leads them into the living room and directs them to stand in a circle. He looks at each one, studying them from head to toe. He says â€Å"My name is Mr. Clark; Saddle Creek Ranch is y family’s home. They lived here many years until they all vanish one night, but you can still hear them, and if they want you to, you can definitely see them†. He goes on to give directions and instructions how to enter the house, and to exit the house. When Paula and Christina turn to see each other, Mr. Clark vanishes. A light turns on and leads the group into the kitchen, you hear can hear the water running but the water is off; Paula grabs Christina’s hands and says â€Å"this house is different†. The sound of people talking suddenly starts and is very loud that makes Scott jump up. The group makes their way to the door but the light to the kitchen turns off and then turns on again and leads them to the dining room. As they enter the room the talking suddenly dies down, and a chair is thrown to the group. As the group separates to avoid being hit, the lights go out and it is so dark that Paula cannot see where Christina is at. BANG. Suddenly the lights turn on and Paula looks for Christina, Erik calls out to Scott but he is nowhere to be found. Paula and Christina start to get worried and scare sets in. Erik starts to whimper, and continues to call for Scott but his call is not answered. Paula and Christina continue to make their way out the dining room and Erik follows. The lights to a hallway turn on and the group passes many rooms, and walk down some stairs. They reach a door it creeks open, Christina turns towards Paula and says, â€Å"Paula let’s not go in, we should turn around and go back†, before Paula can reply, Erik replies â€Å"let’s just continue this could be the end†. Erik pushes the door open, the room is completely dark, and the lights do not turn on like before. Suddenly a rustling and whimpering sound begins Christina is so frightened that she begins to cry. Paula hold Christina’s hand so tight and tries to reassure her that everything will be okay. The sounds get louder and louder and suddenly â€Å"BANG†. Paula and Christina stop walking, the lights turn on, both girls try to search and look around to see where and what room they are in. Paula is the first to notice that they are in the basement but someone is missing, Erik is nowhere to be found. Christina falls to the floor and begins to sob very loud and yells â€Å"Paula, let’s get out, I do not want to be in here anymore! Paula holds back her tears and replies, â€Å"Christina we will be okay, I will get us out, I promise†. Paula begins to look for something that can be a used as weapon, and looks for an exit. Paula finds a hammer, and notices a window. She rushes to it, and then the lights go out again. Seconds pass by but to Paula it seems like an eternity, she calls Christina’s name, â€Å"I am here† replies Christina. The lights turn on again; Paula looks to find Christina, and sees Mr. Clark holding her with a knife to her throat. â€Å"Did you think I was being funny when I said this would be your last hollows eve? Mr. Clark asked Paula. Paula replies â€Å"this trip was meant to be fun I never imagine it would be like this. † Mr. Clark looks at her and gives her an evil smile. Then, he says to Paula, â€Å"Let’s play a game, if you win you and your friend may leave, but if you lose you and your friend must stay forever. † Paula thinks for a long minute and nods her head up and down. He looks at Paula for a moment and says â€Å"Answer me this if you are correct you and your friend may go. Am I alive or is this your imagination? † Paula stares at Mr. Clark and responses â€Å"you are alive†. Mr.  Clark laughs, â€Å"Child, how can I be alive if I died in 1963† replies Mr. Clark. Paula begins to cry along with Christina, and mouths the words â€Å"I am sorry†. The lights turn off again, bang, bang, bang. Paula holds her hands out trying to feel for Christina; the lights turn back on again. Mr. Clark is nowhere to be found. Paula grabs Christina’s hand and yells â€Å"hurry, the window, now! † Paula and Christina, crawl out the window, look to see where the car is parked and ran towards it. The girls quickly get in, crying and scare. Paula turns the car on, put it in gear and head out the ranch. As both Paula and Christina seat in the car crying for a long while Paula breaks the silence and says â€Å"Christina, promise me that this will be our last haunted house†. Christina replies â€Å"definitely, Paula this was our last one†. The girls continue to drive on the dark road, without realizing the road does not end. Then Christina turns to Paula and asks â€Å"Paula, are we getting closer to your house now? † Paula looks at the road and realizes it’s the road to Saddle Creek ranch. Paula realizes what has happened and turns to Christina and says â€Å"Christina, I am sorry but Saddle Creek ranch is our home now. †

How World War One presented in poetry by Wilfred Owen and Siegfried Sassoon Essay Example for Free

How World War One presented in poetry by Wilfred Owen and Siegfried Sassoon Essay A comparison of the ways in which World War One is presented by Wilfred Owen and Siegfried Sassoon in their poetry with close reference to Dulce et Decorum est and Anthem for Doomed Youth by Owen and The General and Base Details by Sassoon. * * * The First World War marked a significant turning point in poetic tradition and history by the revolutionary styles and ideas expressed by the poets. Wilfred Owen and Siegfried Sassoon are probably two of the most well known war poets and their poetry was instrumental in this change. Prior to 1914, much poetry was written about wars such as the Crimean War in 1854-56 (The Charge of The Light Brigade by Tennyson who says, Honour the Light Brigade, Noble six hundred.) but the great majority of the poets had not experienced war first-hand. Thus, they reinforced the poetic tradition of glorifying war and death. Both Siegfried Sassoon and Wilfred Owen, who both fought through most of the First World War, use their poetry in the hope that they can give a more realistic impression of war than the pre-twentieth century poetry. Both Owen and Sassoon present World War One as unheroic, in direct contrast to pre-twentieth war poetry such as The Destruction of Sennacherib by Byron. At the very beginning of Dulce et Decorum est Owen describes the soldiers as Bent double, like old beggars under sacks. That image is the complete opposite of what we would consider to be a heroic and romantic figure, an attribute that was always given to soldiers in pre-twentieth century poetry. Owen goes on to describe the soldiers as knock-kneed and coughing like hags. Neither of these images can be associated with the glorified, smartly dressed soldier that would be fixed in almost all of the minds of women and children back home. The comparison of the soldiers to hags is not a pleasant one as hags are often scruffy and dirty. The mention of the coughing portrays the many illnesses that soldiers suffered from in the trenches. Although both of them present war as unheroic, they do so in very different ways. The style of Owens poetry which is much longer and contains more description than that of Sassoons, allows him to expand on the simple description of the horrors of war that he experienced. In Dulce et Decorum est, he describes in graphic and horrific detail the death of a man who was not able to fit his helmet in time during a gas attack. He uses words such as floundring guttering, choking, drowning. The word floundring gives the impression of the helplessness of the man.The onomatopoeic effect of these words gives an image that adds relaism to the horror of war. This makes it more realistic and moreover, more chilling to read. Owen goes on, in the final stanza of this poem to describe the dead man in greater detail. His varied use of language allows him to create shocking imagery which means that the reader can visualise the man. Owen uses phrases such as: watch the white eyes writhing in his face and the blood/Come gargling from the froth-corrupted lungs The first of these phrases is particularly chilling as it makes the reader think of snakes writhing in his face. This gives the impression of a crazed person, driven insane by what he has seen and what he had suffered before dying. The alliteration of the w is also effective as it emphasises the phrase. Owen wants to present the reality of the First World War and in slowing the reader down, he makes them think about what he is actually describing and change the way in which it was brushed over before World War One. The second phrase is also shocking and the use of the onomatopoeic word gargling makes it all the more visual and makes the reader feel more chilling. This image of a man choking on his own blood because of gas is very unheroic and it is this that Owen wants to portray the unheroic nature of war however brave the soldiers may be. This is in comparison to many pre-twentieth century war poems where they emphasise the heroic nature of war such as in a speech in Henry V where Henry says that the man who survives the battle will remember with advantages what feats he did that day, emphasising the heroic nature of war. Owens second poem, Anthem for Doomed Youth also presents World War One as unheroic and unromantic. The very first line of his poem epitomises Owens feeling about the young men sent off to war. What passing bells for those who die as cattle? The use of the word cattle immediately robs all glory from the idea of war as a whole. The simile compares how cattle are slaughtered for meat to soldiers dying for their country. This is a very unheroic comparison and is effective in what it is trying to portray. On the other hand, in the two poems by Sassoon that I have chosen to discuss, Sassoon does not present World War One as unheroic. His poems, which are short and concise, deal more with the unfairness of war and protest against the generals and commanding officers. However, in The General, Sassoon briefly presents the soldiers in an unheroic way, telling us that Harry and Jack slogged up to Arras, instead of the quick, efficient marching of the soldiers that had been frequently portrayed prior to the First World War such as is described in The Charge Of The Light Brigade where Tennyson conveys the riders riding quckly by the phrase, Half a league, half a league, half a league onward. The rhythm of these lines show the quick pace of the soldiers. Sassoons poetry presents the unfairness and inequality between the front-line privates and the generals who sat in comfort behind lines. Sassoon attacks the establishment of the country and the tone of his two poems is very sardonic, making fun of the generals in quite a light-hearted way but with a pointed message to his poetry. In The General Sassoon presents The General as incompetent and responsible for the deaths many men. Now the soldiers he smiled at are most of em dead, And were cursing his staff for incompetent swine. The very last line of the poems refers to Harry and Jack who are named in the poem. This makes the generals attitude and incompetence more poignant and personal to the reader. But he did for them both by his plan of attack. This short last line is to the point and cuts right to the quick. Sassoon does not play with words like Owen but presents World War One is his poetry in the most succinct way. The majority of his poems are no longer than three short stanzas whereas Owens can be eight verses long. However, Sassoons message is just as worthy as Owens is. Base Details is probably Sassoons best poem for attacking the generals as using harsh humour it describes them sitting in luxury hotels while men are starving on the front-line with rationed food. He presents the generals of the First World War as scarlet and fat. Although the poem is short, he describes the generals so effectively that we have an image of the generals in our head which does not conform to what we might expect, or certainly not what was generally thought of generals before the war. The title of the poem can be read on different levels the first being the simple meaning of the word as in headquarters, or on another level, the meanings of in short or unworthy. This emphasises their unworthiness of the elevated positions that they hold. Sassoons first line seems to sum up all that he is trying to say: If I were fierce, and bald, and short of breath, This one line immediately gives us a humorous image of a general which is almost like those we see in cartoons today of blustering, half drunk generals sitting in offices wheezing with a pipe in hand. In Base Details Sassoon continues his theme of their unworthiness by describing the generals table manners which according to him, are disgusting. He presents them as guzzling and gulping. These onomatopoeic words give the effect of pigs eating at a trough, especially guzzling. It also conveys them stuffing their faces when the soldiers on the front-line are risking their lives day after day with little to eat. We associate these words with animal behaviour and this is indeed what Sassoon is trying to present. He also presents the generals as naà ¯Ã‚ ¿Ã‚ ½ve and frivolous, spending the war in the best hotels and when their presence was required after a battle they brushed off the importance of war calling it a scrap. Sassoons bitterness is also displayed when the general says I used to know his father well. This emphasises his bitterness effectively towards the upper classes and old boy network, angry that whether you survive the war depends on class and connections. This bitterness is integral to many of his poems and is also evident, in a less direct way, in The General. Both Owen and Sassoon present the loss of youth in their poems. In Dulce et Decorum est, Owen is bitter towards those who tell children a word which emphasises their youth the old Lie Dulce et decorum est pro patria mori or in English, It is sweet and honourable to die for ones country. The use of the Latin here emphasises the traditional nature of war and the patriotism that the Latin evokes in men. The idea of the loss of youth is more evident in Owens second poem, Anthem For Doomed Youth, where the very title shows all that Owen thinks about sending boys off to war. He himself was only twenty-two when he joined the army and thus would have known about how terrible it was. The words of the title, Anthem For Doomed Youth has the theme of a funeral and says how not only youth itself is doomed but youth as an idea. Owen also mentions, in the second stanza, the words boys and girls which stresses once again the youth of the soldiers and perhaps of their nurses or their girlfriends. Only Base Details mentions the loss of youth in Sassoons poems saying near the end that youth is stone dead. Taken out of the context of the poem, this phrase is disturbing the loss of a whole generation of men and also the loss of innocence of those who survived. In context, the phrase becomes even more disturbing, that more of the fat, drunk generals of sixty, have survived the war, while boys of seventeen have died. The whole line reads: And when the war is done and youth stone dead The casual nature of this line is shocking and represents how Sassoon pictures the generals view of the loss of millions of boys. A whole generation has been lost or affected so badly by the war and the majors would toddle safely home to bed where they could die. The word toddle is very visual and humourously conveys the generals waddling back to England as they are so fat. It also shows their child-like nature and their frivolity. The bitterness that Sassoon feels is clearly evident in this poem. In contrast, The General mentions nothing of the idea of youth but concentrates more on the inept nature of The General. These poems are very different to the nature of those by Rupert Brooke, a young soldier who was killed at the beginning of the war and had experienced little fighting. The first stanza of his poem Peace he describes how wonderful it is that he is alive at this time and he can fight for his country Now God be thanked Who has matched us with his hour He also describes going to war as swimmers into cleanness leaping, very different to the dirty and horrific conditions that Owen describes. Owen and Sassoon differ very greatly in the structure of their poems Owen tends to write longer, more detailed poetry whereas Sassoon writes short and succinct poems. Anthem for Doomed Youth is a sonnet which is traditional style of poetry but the themes that Owen deals with are very modern, contrasting with the style that he has chosen to use. However, the rhyme scheme of a sonnet does not always remain true to its traditional form such as in the last stanza of Anthem for Doomed Youth where it is e.f.f.e.g.g. The rhyme scheme of Sassoons poetry is very simple and direct, which reflects the nature of his poems. He generally uses alternate rhyme, except the last lines where he uses a rhyming couplet such as in Base Details dead and bed. In The General the last three lines have the same rhyme Jack, pack and attack. The rhyming couplet gives emphasis to the end of the poem. Sassoons poetry is short, pithy and succinct, conveying one or several points in maybe two or three short stanzas such as The General, which is only seven lines long compared to Owens poetry which is usually longer. The style of Sassoon is more colloquial, using soldiers slang such as Hes a cheery old card, grunted Harry to Jack. and tends to be more vitriolic such as And speed glum heroes up the line to death. Conversely, Owen uses descriptive and elaborate words that convey the atmosphere and images that the poems evoke, such as his unforgettable and shocking description of the dead man in the third stanza of Dulce et Decorum est. Wilfred Owen and Siegfried Sassoon present different aspects of World War One Owen, the conditions and horrific deaths of the ordinary soldiers in contrast to Sassoons pointed and bitter attack against the majors. They do this in very different ways and despite Sassoons influence on Owen, their styles are extremely contrasting but no less effective. Their poetry helped mark a radical change in the way war poetry was written and it is their presentation of their themes that effected this shift.