Violent Video Games Make Kids Violent Research Paper

Violent Video Games Make Kids Violent - Research Paper Example Majority of the studies agree, nevertheless, that violent video games can have significant impact on aggression among children (Bartholow et al; Carnagey et al.; Funk et al.; Polman et al.). Although not all children who play violent video games develop aggressive behaviors, several studies showed that violent video games can make kids violent, including those who do not have aggressive traits, because it decreases their capacity for empathy, it desensitizes them to violence, and it develops antisocial behaviors. Playing violent video games reduces children’s ability to show empathy to others, which can make them more aggressive toward other people. Violent video games commonly show lack of empathy for others, where players can attack authorities and other human beings with ease and without consideration for laws and other psychological effects of their actions. Funk et al. studied the effects of playing violent video games on participants’ responses to vignettes, or fictional stories that contain violence. The vignettes included empathy and aggression stories. Empathy refers to â€Å"self-conscious† emotions when making moral judgments (Funk et al. 417). It is about being able to feel for someone in a different situation and responding properly to that person because of empathy (Funk et al. 417). The study of Funk et al. included 35 students with ages ranging eight to twelve years old. They surveyed the video game playing habits of these children. Then, they were made t o play one or two violent video games, and then asked to respond to vignettes on empathy and aggression. To increase identification with the actors of the vignettes, they were made specific to the gender of the participants. For instance, if the participant was a girl, then the vignette has girl characters. Findings showed that playing violent video games in the long run had significant effects on aggression because it could decrease empathy levels (Funk et al. 429). Because of playing

The Fair Value change with respect to the Financial Crisis Essay Example for Free

The Fair Value change with respect to the Financial Crisis Essay The world has come under the grips of a global financial crisis. Such events with big accounting and financial impacts are few and forlorn but when they do come, they bring with them uncertainty and pessimism as well as the desire to bring about some change so as to curtail such events from taking place in the future. With regards to standard setting, this is being achieved through the debate surrounding fair value reporting. Banks and many other troubled financial institutions that bore the brunt of the tidal wave of the credit crunch are calling on the Financial Accounting Standards Board to ease their stance in relation to fair value accounting whereas investors and financial analysts are standing forward to block this move. Fair value accounting had been brought into place after much deliberation by standard setters over the years. Its application worldwide was a reflection of the need for financial statements to reflect the assets held by firm on their balance sheets at prices they could be realized at today in the markets, in a fair deal and an arm’s length transaction. This was recognized as something that provided a fair outlook of the current financial position of banks and other institutions and was held very closely guarded by the FASB (Katz 2009). The chairman of the board’s adherence to the need for fair value to continue and his defense of the methodology in a testimony before the US House of Representatives Financial Services Subcommittee in March of 2009 is a strong indicator of where standard setters actually fall in the debate. However, in April of 2009 the board voted to relax the fair value rules under strong political pressure and in an uncharacteristically rapid fashion for a body that is known to engage in long debates and continued discussion before enacting any changes in the accounting standards. This change has sparked unique responses from the two sides of the debate. Banks and other financial institutions have been delighted with the measure. They had come out in open opposition to fair value rules following the financial crisis stating that it unfairly influenced their accounts. They argued that the use of the fair value criteria resulted in them show items in their balance sheet as significantly lower value than they would be actually realized at, thereby giving them a relatively bleak financial outlook with very pessimistic figures (Katz 2009). The impetus for the move was that if this could be alleviated to some extent, then banks would be better able to report their true financial situation and reduce some of the write-offs that have wrecked the industry, thereby even putting them in a better position to issue more loans and perhaps precipitate faster recovery from the crisis. The optimism of the banks with regards to the proposed shift by the FASB was reflected in the markets as the stocks of major banks such as Citibank and Bank of America went up in the New York Stock Exchange. Investors and financial analysts however have been strongly against the move being put forward by the FASB in April. They argue that fair value accounting results in showing the actual financial health of the financial institution and changing the rules would result in a distorted perspective being put forward to the investors. It is further seen as being a highly transparent view of the financial health as it leads to assets being valued at the amount they could be traded today which is a reflection of the economic times as well as the trend of decision making that has been going on in the industry. Thus after the changes have been brought into place, investor group are showing growing unhappiness at what is viewed as something potentially harmful. They were also wary of the involvement of political pressure in the move, which if freely allowed to influence international standard setting would compromise the integrity of the field and harm investor confidence as well. The FASB did come out in support of the investor though by additionally requiring more disclosure of the methodology employed by firm for valuation after the FASB allowed them significantly more room for judgment regarding it through relaxation of the rules. It further did not allow the financial institutions to apply the changes retrospectively which would have altered their 2008 statements as well. It also restricted the application of some proposed changes such as those relating to valuing impaired securities by keeping it only for debt securities. FASB’s shift has been in a manner that can be considered characteristically different from its formal procedure. The world of standard setting has been slow with prolonged discussions before any changes are brought forward. With regards to the current change, it was made considerably rapidly by bringing in remarks for discussion, pursuing a review of one day and then handing out the proposed changes which is a testament to the tricky financial times and political pressure. The shift that was brought about included allowing the firms considerable room for â€Å"judgment† with regards to gauging prices of some of their investments represented on the financial statement as well as those for mortgage backed securities (Katz 2009). This did meet with opposition from other bodies such as the CFA Institute and investors groups, the former arguing that such arbitrary changes damage their credibility while the latter is in woe of the difficulties investors will face now. They have even gone out to condemn to some extent the U-turn taken by the chairman of the FASB whereby he shunned the changes proposed to fair value methodology in front of congressional subcommittee but then agreed to put in place the same measures hardly a month later. Thus it can be seen that the current financial crisis has altered the direction standard setting in accounting has taken. It can be said that this is a fairly damaging trend. While it may result in short term gains for fighting the financial crisis and help shore up loans and lending, it could be damaging in the long run as political pressures and advocacy groups may damage the credibility and transparency of standard setting and financial statements presentation. It could also be adverse for the investor who may not trust the standards as providing fair information and affect their behavior. Furthermore, the integrity of the institute may well have been compromised in this case by the u-turns being adopted by the chairman of the FASB. Bibliography Katz, Ian (2009, April 2). FASB Eases Fair-Value Rules Amid Lawmaker Pressure. Retrieved June 17, 2009, from Bloomberg Web site: http://www.bloomberg.com

The Most Significant Aspect of Roosevelt’s Presidency and New Deal up t

The Most Significant Aspect of Roosevelt’s Presidency and New Deal up to 1941 In this essay I am going to be assessing which was the most significant aspect of Franklin Delano Roosevelt’s Presidency, by looking at four different aspects of it, and then applying tests to each aspect. I will be looking into Roosevelt’s Economic Policies, Economic Ideas, Role of the Presidency and the Electoral performance of the Democratic party – and then, applying the following tests to them: Firstly, the ‘Amount of change,’ then the ‘Immediate effects,’ then the ‘Long term effects,’ and finally the ‘Effect of one aspect on another.’ Roosevelt’s economic ideas were clearly different to those of the Republicans and also the Electoral Position of the Democratic Party also changed a lot from the 1920’s. However it was the modifications to the role of the President and Roosevelt’s new economic policies that produced the biggest changes from the Republicans presidency in the 20s. Before Roosevelt became President, the rules of the constitution were followed very strictly: The Legislature role (congress) was to make the laws, the Executive’s (the president) was to carry those laws out and the Judiciary (Supreme Court Judges) to judge the laws. Each having their own authority and weaknesses to form a ‘balance’, ensuring that power and control was split equally between the three branches. When Roosevelt became President in 1933, he made three major changes to the role of the Presidency. Firstly, he changed the relationship between the Presidency and congress. While it was still the responsibility of the Congress to make laws, Roosevel... ... I found that only really the Role of the Presidency had a major long term effect after Roosevelt, there are aspects of Roosevelt’s presidency that are still largely apparent in the United States of America today – because the USA has such a polar economy, there is a big divide between the rich and poor, and although there are still a lot of poor people in America, who receive limited aid, there is a larger majority that are extremely wealthy and the USA is the richest country in the world today. And Roosevelt does have some part to play in this; because of everything he did (long and short term) he managed to succeed in largely curing the depression and getting America back on its feet. Without this, we don’t know where America would be today and so this is what I believe to be the best way of measuring significance. The Most Significant Aspect of Roosevelt’s Presidency and New Deal up t The Most Significant Aspect of Roosevelt’s Presidency and New Deal up to 1941 In this essay I am going to be assessing which was the most significant aspect of Franklin Delano Roosevelt’s Presidency, by looking at four different aspects of it, and then applying tests to each aspect. I will be looking into Roosevelt’s Economic Policies, Economic Ideas, Role of the Presidency and the Electoral performance of the Democratic party – and then, applying the following tests to them: Firstly, the ‘Amount of change,’ then the ‘Immediate effects,’ then the ‘Long term effects,’ and finally the ‘Effect of one aspect on another.’ Roosevelt’s economic ideas were clearly different to those of the Republicans and also the Electoral Position of the Democratic Party also changed a lot from the 1920’s. However it was the modifications to the role of the President and Roosevelt’s new economic policies that produced the biggest changes from the Republicans presidency in the 20s. Before Roosevelt became President, the rules of the constitution were followed very strictly: The Legislature role (congress) was to make the laws, the Executive’s (the president) was to carry those laws out and the Judiciary (Supreme Court Judges) to judge the laws. Each having their own authority and weaknesses to form a ‘balance’, ensuring that power and control was split equally between the three branches. When Roosevelt became President in 1933, he made three major changes to the role of the Presidency. Firstly, he changed the relationship between the Presidency and congress. While it was still the responsibility of the Congress to make laws, Roosevel... ... I found that only really the Role of the Presidency had a major long term effect after Roosevelt, there are aspects of Roosevelt’s presidency that are still largely apparent in the United States of America today – because the USA has such a polar economy, there is a big divide between the rich and poor, and although there are still a lot of poor people in America, who receive limited aid, there is a larger majority that are extremely wealthy and the USA is the richest country in the world today. And Roosevelt does have some part to play in this; because of everything he did (long and short term) he managed to succeed in largely curing the depression and getting America back on its feet. Without this, we don’t know where America would be today and so this is what I believe to be the best way of measuring significance.

The Impact of the Tuberculosis Vaccine Essay -- Biology Medical Biomed

The Impact of the Tuberculosis Vaccine Abstract Tuberculosis is one of the most infectious diseases in the world. With almost one third of the world infected with this virus, people are striving to help prevent the spread of this disease (NIAID, 2001). One prevention technique for tuberculosis is the BCG (Bacillus of Calmette and Guerin) vaccine. In the early twentieth century Calmette and Guerin worked together to isolate a strain of the disease creating the first BCG vaccine. Throughout the century the scientists improved the BCG vaccine and today there are several different strains of the vaccine available. However, even today its full effects on the disease are unknown. The exploration of the effects of the vaccine, the best administration techniques, and who should be vaccinated continues. Throughout the Twentieth Century, Tuberculosis has impacted people around the world. While some countries see the impacts of tuberculosis less than others, the threat of this infectious disease looms across the horizon. Today, this organism affects one third of the population and is one of the most threatening of infectious diseases (NIAID, 2001). The BCG vaccine (Bacillus of Calmette and Guerin), is administrated in many high risk countries to combat the disease. Although scientists have improved the vaccine throughout the nineteenth century and the vaccine helps to combat some tuberculosis, its prevention is still far from perfect. The BCG vaccine is formed from a live strain of Mycobacterium bovis (WHO, 2005). The Mycobacterium bovis strain is taken from cows. It is a relative of Mycobacterium Tuberculosis, which affects humans; however, Mycobacterium bovis affects cows and humans alike. Isolating a strain of this living organism... ...h. 7/25/2005: http://www.pedresearch.org/cgi/content/full/55/2/347 2. Fine, P. and Carneiro I. et al. (1999, November). Issues relating the use of BCG in immunization programmes. World Health Organization. 7/19/2005: http://www.who.int/vaccines-documents/DocsPDF99/www9943.pdf 3. Ginsberg A. (2001, January). Tuberculosis Vaccine. National Institute of Allergy and Infectious Diseases. 7/19/2005: http://www.niaid.nih.gov/dmid/tuberculosis/tbvaccine.htm 4. Keep Kids Healthy. (2001, April). Tuberculosis in Children. Keep Kids Healthy. 7/21/2005: http://www.keepkidshealthy.com/welcome/infectionsguide/tuberculosis.html 5. WHO. (2005). BCG-the current vaccine for tuberculosis. World Health Organization. 7/25/2005: http://www.who.int/vaccine_research/diseases/tb/vaccine_development/bcg/en/print.html 6. Yancey, D. 2001. Tuberculosis. Brookfield: Twenty-First Century Books.

Leading and motivating a team effectively Essay

1.1. Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (16 marks) A shared sense of purpose in an organisation is important as it unites employees working in an organisation and can also extend to external stakeholders. An organisations shared sense of purpose represents its identity and therefore the services it provides and the persons and organisations that benefit from these services. A shared sense of purpose is important because it: †¢Ensures employees from across an organisation are working towards common goals †¢Ensures employees are motivated and engaged to achieve these goals †¢Encourages employees to feel committed to an organisation †¢Causes employees to find their work meaningful and motivates them to put in extra discretionary effort †¢Makes employees more satisfied with their working conditions and pay and makes employees motivated to stay within an organisation. †¢Provides employees with a context within which they can understand their role within the team and how their contribution plays a part in that team. †¢Enables employees to work collaboratively to achieve a goal rather than choosing their own technique or method potentially at the expense of the organisation or other employees. †¢Allows employees to share in the success of an organisation motivating them to succeed both individually and within a team. 1.2 Explain the role that communication plays in establishing a common sense of purpose (16 marks) Communication plays a key role in establishing and maintaining a common sense of purpose in an organisation. The nature, frequency, style and person communicating all contribute to establishing a sense of purpose. What, when, why and to whom are all important factors effecting the success of communication in creating a shared sense of purpose. Unnecessary communication in organisations wastes time and can create indifference to the message, staff moral is reduced and important  messages can be lost. In order to maintain a shared sense of purpose communications should be targeted to the people you wish to reach. They should be clear and say the things that are needed – not everything that can be thought of. The â€Å"story† should be adjusted to fit the experiences and aspirations of the audience. Communication plays a role in creating job satisfaction for lower level employees. These employees may feel a need for senior leaders to demonstrate that they too live and work to the shared values of the organisation. There is also a need for employees to feel their views are listened to and acted upon so creating a two way flow of information is key to employees’ satisfaction and to them feeling an integral part of an organisation. One to one communication between managers and there team such as appraisals and one to one meetings are also key to creating sense of shared purpose. Top-down communication has a role in conveying direction to employees as well as clear ideas on priorities and organisational goals. Listening and accepting bottom up communication is key to staff moral, making staff feel valued and helping them to understand the importance of theirs and others roles in a team. Peer to peer communication helps to build a knowledge base amongst staff and allows staff to test out and fine tune ideas and work together more effectively. Communications most important role is to inspire others and to convey a passion for an organisation which other people can get behind. 1.3 Assess the effectiveness of own communication skills on the basis of the above (12 marks) I assessed my own communication skills based on informal interviews with previous colleagues from my roles in science co-ordination and project management. I choose previous colleagues as I felt I would get more honest answers not having to work with them on a daily basis and I have not been in my current roles for very long in order for colleagues to assess all aspects of my communication skills. Feedback was as follows. My written communication skills are very strong. I believe this is mostly due to development of my writing in my previous PR role and the 3 years I spent working with a community of international researchers necessitating a need for clear instructions without the use of particularly advanced English vocabulary. My emails are very clear, they are friendly but make clear distinction between information I am passing on and actions which need to be  addressed. Deadlines and what is expected of the recipient is clearly stated. My persuasion skills were also thought to be strong as was ability to motivate and empathise and bring people round to my way of thinking. One respondent commented that I have a â€Å"very nice way of nagging people†. My listening skills could be improved. I am sometimes too keen to ask questions when a person has not finished speaking and my need to plan and â€Å"put things into neat boxes† can feel imposing on people with different learning styles and very creative personalities. I also have a tendency to write extensive notes in meetings and 1-2-1’s in order not to miss anything and to record peoples responses correctly – this can, however, come across as my being disengaged from the conversation and â€Å"not taking on board what is said†. My presenting skills are good. My visuals in presentations are clear and slides interesting with good use of diagrams and illustrations rather than overly wordy however I have a tendency to speak too fast, show I am nervous and not make eye contact with an audience making me appear less confident than I might be in what I am presenting. One respondent also commented that I need to â€Å"stop trying to please everybody and worrying about what everyone thinks of me†. I feel some resonance with this in that I do worry excessively about upsetting or offending people at work and have a tendency to take to heart comments from other colleagues. My colleague commented that you â€Å"can’t get everyone to like you† which is true however you can get everyone to respect you and I feel that as a leader it is important to think about others feelings and make sure they understand the motivation for you actions if they will dislike the outcome. Know how to motivate and develop the team 2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals Every employee and team will have a different set of factors that motivates them to do their best. The main motivational factors in the workplace are Extrinsic Motivational Factors †¢Financial This is a basic motivation for work. A salary provides for housing, bills, food, clothing and leisure activities. Some employees will be motivated by  potential for pay rise or promotion and an opportunity to climb the ladder, other employees may be happy to accept a lower rate of pay for a job they find interesting and satisfying or for other benefits such as flexible working, pensions, healthcare or company vehicles. †¢Personal Enjoyment / Satisfaction Although not every employee will feel there work is there main passion doing a job they enjoy is important to most employees and a large motivator in making employees happy to come to work and likely to be engaged in their work and dedicated to the businesses goals. A leader/manager has a role in providing a working environment where employees feel important and that they are rewarded for there dedication whether that be financially or emotionally. †¢Flexibility Flexibility in working practices surrounding annual leave, family leave, normal working hours and home working is important to many employees. By allowing flexibility in these areas an employer also opens up opportunities for potential employees who cannot work a normal working week in the office. Flexible working can take pressure off employees with family or care commitments and giving employees a level of autonomy shows confidence in them which can be a big motivator. Employees may also appreciate and employers understanding that there life outside of work is important and effects the quality of their work when in the office. Intrinsic motivational factors †¢Impact Employees want to know that there work matters and has a positive impact on customers, consumers and the world at large. Encouraging employees to always provide the best service they can and ensuring that customer satisfaction is communicated even to those without direct client contact can keep employees motivated and engaged with the businesses goals. †¢Recognition / Reward Ensuring that milestones such as meeting/exceeding targets or project completion are recognised and rewarded is important in maintaining motivation of individuals and teams. A reward can be financial such as a  bonus or gift or can be as simple as a thank you. Recognition can be made on a one to one basis, in a peer group highlighting an individual’s achievements or as a team recognition helping aid team cohesion and pride in work. 2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives It is important for a leader to be able to motivate teams and individuals as the leader plays a large part in setting the goals of the team and hence in making work of the team members achievable, enjoyable and satisfying. Leaders need to find out what motivates each employee and the team as an entity in itself so that goals can be modified to achieve agreed outcomes and satisfy all team members in a job well done. Some may be motivated by money, some by praise and thanks and some by work-life balance or a combination of all these factors and more. A manager can undertake one-on-one employee analyses to understand employees work-related desires, it is likely most employees will appreciate a leaders interest in their lives and desires. A leader can help to gain the commitment of employees by being honest and frank and dealing with individuals in a straightforward and fair manner. This ensures each individual feels they will be rewarded in proportion to their effort and also not reprimanded unfairly. A manager can also gain employee commitment by â€Å"leading by example†. If you wish to motivate employees to succeed you should behave in the way you would like them to behave and try to refrain from allowing bad habits such as distraction or procrastination to emerge. Being kind, respectful and giving thanks and praise where due will motivate employees to do the same. It is important for a leader to set realistic goals for individuals and teams in order to maintain motivations. Employees need to have milestones or performance indicators and timeframes against which they can set their achievements and a leader needs to motivate and enable employees to reach these targets. 2.3 Explain the role that a leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary Arguably the most important role a leader plays in supporting and developing the team is to provide a sense of purpose. The leader is responsible for setting and defining a common goal and engaging individuals in a team to work towards this. In large organisations such as UEA there is an organisational goal defined within the mission statement by senior management but this can seem very far away from individuals. The team leader can set goals centred on the teams own daily working practices and herein instil a sense of purpose and achievement individuals and groups. A leader’s focus is to create an effective team. For the team to be effective every member must play there part so establishing a shared set of values for the team is key to ensuring high quality outputs. The leader must recognise the diversity of team members but mesh these individuals skills and aptitudes together so that each member is engaged by their work and shares a sense of satisfaction in the teams achievements as a whole. Even the lowest paid positions are essential to team and these employees should not be allowed to feel anything other than equals to other team members. A reward system that values the responsibilities of each individual can help to aid this. A leader also develops the team by coaching and training. An employee will perform better and be more engaged with their work if they feel they have opportunities to learn and develop. Making sure team members are encouraged and supported to gain new skills and develop wherever opportunities exist will also improve team loyalty, participation and raise aspirations. Some areas of work can be repetitive and potentially boring. It is a leaders responsibility to make work engaging wherever possible. In my own leadership role I have previously employed a number of junior staff to undertake data entry. To try to maintain team interest I constantly moved individuals between projects to keep things fresh in their minds and also created informal â€Å"awards† for speed and accuracy giving the work a friendly and competitive element. I also invited comment on how we could develop and improve the data entry and offered to relay these to senior management. In order to inspire employees to perform better it is often better to delegate a level of authority to team members. There is little engagement in simply performing the tasks you are instructed to do but by giving an employee ownership of a task or process they can help to improve this. Showing this  level of trust in employees, listening to their ideas and trusting there judgement can also empower them to take on further responsibility and a level of self-management. As long as a team member is given clear information about what you need them to achieve and knows you are there to support them when needed they should be able to progress without the need for micromanagement or dictatorial behaviours. Finally clear, two-way communication is key to successful leadership of teams. A leader may be involved in goal setting, allocation of tasks, scheduling work programmes etc. but can be open to team members comments on this. Asking for feedback from the team on how these allocations are working may lead to even more affective assignment of work. If the team are allowed to critic the leader they may also be more responsive to constructive criticism received from the leader. Praise, when it is due, is a very important form of communication and listening to team members ideas and/or concerns will help reassure and motivate individuals.

‘Anthem for doomed youth’ by Wilfred Owen Essays

‘Anthem for doomed youth’ by Wilfred Owen Essays ‘Anthem for doomed youth’ by Wilfred Owen Paper ‘Anthem for doomed youth’ by Wilfred Owen Paper Essay Topic: Anthem Poetry The poem ‘Anthem for doomed youth’ by Wilfred Owen is based on the massacre during World War 1. It is a Petrarchan sonnet that deals with the horror faced by adolescent soldiers and questions the real motif behind the wars. By questioning the funeral procedures of dead soldiers and contrasting it with the funerals of normal people, Owen expresses his disapproval and anger towards the war. It very effectively brings out the horrific scenes of the wars by using metaphors, alliteration, personification and rhetorical questions, all which bring out the futility of young soldiers dying and the insignificant funeral services carried for them. The title itself is very ambiguous. Usually, an anthem is a commemoration for someone who has passed away, but the juxtaposition with ‘doomed’ shows the ill fate that the ‘youth’ is accustomed to. A negative vibe is created from the very beginning. The use of assonance in ‘doomed youth’ with repeated vowels gives the poem a despairing and disdainful tone. The poem basically focuses on the pointlessness of war due to the immense fatality it causes. The tone is somber and morose. The poet makes use of a variety of techniques such as internal lines. e. g. – the repetition of ‘sh’ in ‘Shall shine’ and of g in ‘glimmers of goodbyes’. Owen very effectively uses sounds to mirror his emotions. The poet uses very descriptive language and enhances it with rhetorical questions and juxtaposition. The rhyme is abab cdcd efgg. Poet uses present tense to show it is a recent and immediate topic. The first stanza is slow paced with the use of a lot of punctuations. The octet focuses on the happenings of the battlefield and the circumstances under which the young soldiers die. It also particularly deals with the sound on the battlefield. The first line of the stanza itself is a rhetorical question, where Owen questions the death of soldiers. The death of the soldiers is metaphorically compared to that of ‘cattle’, which shows that how the cattle is slaughtered in the same way huge numbers of soldiers are made to fight in battles and sacrifice their lives. They are commemorated by the sound of ‘the monstrous anger of the guns’. An inanimate object like a gun is shown to ‘feel anger’ at scenes of the war, and hence shows that if an inanimate object can see the uselessness of war, mankind too, should. With the use of pathetic fallacy, the reader very effectively conveys this message. The use of ‘only’ creates the effect that the sounds are not enough to compensate for the deaths. Further this image is extended by the use of ‘no prayers nor bells’ that emphasizes on what the soldiers do not have. The only prayer said is one of ‘hasty orisons’, which shows religion failing to put an end to this. Owen introduces the idea of how religion in the form of ‘bells’ and ‘prayers’ is like a ‘mockery’ because the deaths are so many and so uncalled for that religion also cant do much to compensate for it. The last line of the octave introduces a new idea about the background that the soldiers come from and shows how deep the sorrow is of the loss. The first stanza has a lot of auditory images that help to visualize the terror and trauma in the battlefield. Words like ‘stuttering rifles rapid rattle’, and ‘monstrous anger of the guns’ helps the reader to visualize the unpleasant and cacophony during the war. The alliteration in ‘ stuttering rifles rapid rattle’ shows the constant firing of bullets and the repetition of ‘r’ shows the frequency of deaths. Also by contrasting such violent sounds with that of ‘choirs’ and ‘prayers’, the poet highlights how the funeral ceremonies for such martyrs is so different to that of a normal dead person. Further the idea of the funeral procedures of dead soldiers being contrasting to that of a traditional one is present throughout the poem. The title itself holds evidence for this. In a traditional ceremony an ‘anthem’ is played in remembrance for the dead soldiers, whereas for soldiers it is ‘all doomed’ and there is a dark future ahead. In a traditional ceremony, church ‘bells’ announce the death, however, in the case of soldiers it is ‘gunfire’. In the octet, the weapons of destruction such as ‘guns’, ‘rifles’, ‘shells’ and contrasts it with religious imagery such as ‘orisons’, ‘bells’ and ‘prayers’. On one hand where there are prayers for the deceased, on the other hand, there is just ‘rifle fire’ where more and more youngsters lose their lives. This brings out the aspect of how menial the lives of the soldiers are. In religious funerals, there are choirs singing sweet songs, while soldiers on the battlefield have to settle for ‘demented choirs of wailing shells (explosives)’. Moreover, the soldiers don’t even have a ‘pall’ to cover their dead body with; they have just the ‘pallor’ that is the pale face of their loved ones. Flowers usually given at funerals as a token of love and sorrow are not present at the deathbed of soldiers, they just sorrowful thoughts of their family for that. Antithesis is used to create a stark contrast between what the soldier’s lives could have turned out if they hadn’t died in war conditions. The sestet focuses on the aftermath of the death of the soldiers and the quiet mourning of the loved ones. The poet once again begins the stanza with a rhetorical question – ‘what candles may be held to speed them all’. ‘Candles’ are usually placed in church as a mark of remembrance for the dead. Here it could imply that there is still hope for change. Instead of having candles to guide them in their afterlife, all the soldiers would have is ‘holy glimmers’, exchange of looks in the soldier’s eyes. One more thing the soldiers’ death ceremony will lack is that of a ‘pall’ to cover their bodies. The ‘pall’ is metaphorically compared to the paleness on the girl’s faces that will be evident in their sulking ‘brows’. The last line of the sestet is very powerful. As dusk marks the end of light, ‘each slow dusk’ will mark the death of the martyrs and the end of their struggle. he night marks respect to the soldiers, whereas ‘drawing down of blinds’ usually takes place in the room with the coffin as a symbol of respect. The long vowel sounds in the last line shows how the memory of the soldiers will remain etched in the memory of the poet for the courageous tasks they have undertaken. Thus it throws light upon how first the soldiers sacrifice their lives for the country, and even after that they don’t get a proper funeral as a token for respect in fact they get to witness more and more of their colleagues dying instead.. Thus the poet targets the uselessness of war in being unfruitful and creates vivid images with the use of auditory and visual images. It very successfully depicts how the youth, the generation of the future has a very dark life ahead if war continues to brutally end their lives. The poem leaves the reader with a sense of shock by exposing the horrific battlefield images and fills us with sympathy for the many who lost their lives.

aspectos problematicos del espaol essays

aspectos problematicos del espaol essays Aspectos problemticos del espa Conocimientos previos: vocabulario sobre medios de transporte, relaciones entre parejas, verbos de movimiento, presente, pasado/copretrito, futuro. No se dar la regla gramatical, se pretende que el alumno infiera los diferentes usos de las preposiciones. No se presentarn todos los usos de por y para, durante el transcurso de la clase se tomarn slo 4 modalidades: Que el alumno sea capaz de utilizar expresiones con las preposiciones por y para. Dar y pedir informacin en situaciones causales, de finalidad, temporalidad, finalidad y medios. Interactà ºe con sus compan sobre Estados de la Repà ºblica Mexicana. Que el alumno identifique diferentes estados de la Repà ºblica Mexicana. Que hable sobre dichos estados. Que el alumno infiera la reglas para la utilizacin de las preposiciones por y para. 1. Sensibilizacin (3minutos). El maestro har preguntas del tipo  ¿Alguna vez has tenido que separarte de algà ºn ser querido?" Con el objeto de contextualizar al alumno con el tema de la actividad. Presentacin de los personajes. 2. Dilogo. Juego de roles. (1 minuto) Dos alumnos leern el dilogo propuesto en donde se presentar la situacin que da pie al uso de dichas preposiciones. Se le proporcionar al alumno una hoja con preguntas, las cuales contestar con la ayuda de su compan) 3.1 Revisin de las preguntas acentuando la importancia de las preposiciones (todos los usos juntos) (5 minutos). 4. Ejercicios de transformacin (10 minutos) El maestro presentar fotografà ­as de personas y dar informacin extra para asà ­, de esta manera, procurar que el alum...