Human Superiority Myth Essay Example | Topics and Well Written Essays - 1250 words

Human Superiority Myth - Essay Example What is right for us can be wrong for them. Stephen Budiansky, the author of the book If Lions Could Talk considers animals as intelligent as we are, but explains that it is another kind of intelligence. To test animal intelligence for him is the same as to test a blind person giving him a written IQ test. Budiansky asserts that every animal has his own sort of intelligence. Monkeys performed far superior to rats in test based in visual discriminations, though rats are better in the same test based in smell discrimination. "The branching tree of evolution has not just one culmination, but millions of culminations -- represented in every living species on earth today," he writes. "Each is a brilliant success at what it does." And it is the nature of such "brilliance" that remains to ponder" (Gabriel, 2000). As for language, animals speak, but their way of communication differs from ours. Researcher have counted that our closest relatives, apes, with whom humans share an astonishing 98.4% DNA, use nearly 68 different sounds in their communication. "Orangutans may have the most impressive individual call of any ape, the long call. It begins with a low soft grumble, modulating in pitch like a string bass player using vibrato" ("The Animal Communication Project", n.d.). This one means that this territory has an owner and possibly calls females. Some orangutans accompany this call by crashing snags. In response this call triggers long calls from neighboring males. The pant-hoot - is one of the best-studied chimpanzee vocalizations. "It begins with breathy, low-pitched hoots that segue into a series of quicker, higher-pitched in-and-out pants, as if the chimp were trying to play harmonica without an instrument. Finally the pant-hoot builds to a loud... The researcher states that human superiority is reconsidered today. Its peak is the animal rights movement, which final aim is to equate humans and animals beyond the law. Peter Singer, author of Animal Liberation, argues that we need to extend rights to the great apes, in the first instance, followed by all other animal species. People have always considered the most distinctive feature between them and animals the sophisticated language. As Joel Wallman, author of Aping Language, explains, "...language, at least in the European intellectual tradition, is the quintessential human attribute, at once evidence and source of most that is transcendent in us, distinguishing ours from the merely mechanical nature of the beast". In the 18th century a French philosophy, Julien Offray de la Mettrie, wrote a book titled L’Homme Machine. He thought that all the creatures on the Earth are the mere machines and suggested that the reason animals â€Å"cannot speak is not because of any inf eriority in rationality to human beings but because of ‘some defect in the organs of speech.’ He believed a young ape could be taught the use of language†. The researcher then concluds that people have overestimated our superiority and this has led to the colossal losses in nature. We use animals in our needs: kill them for fun, abuse in experiments; take from them their living territory, treat cruelly. Nobody has given us such a right. And we must do our best to save and preserve what can be still saved and preserved and make animals our friends.

Literary analysis of the play The Glass Menagerie by Tennessee Essay - 1

Literary analysis of the play The Glass Menagerie by Tennessee Williams - Essay Example Toms expresses his frustrations through his drinking and attending the movies in the evenings in addition to writing and reading poetry at work. A good amount of the play centers on Laura, however. She is tremendously shy, to some extent due to her crippling disease (pleurosis). She wore a brace on her leg and walked with a limp spending a lot of her time fantasizing about her glass menagerie. One of the central concepts this story clearly projects is the notion that the memories of our youth influence our fantasies of the present which in turn protect us from the realities of the present. Tom explicitly affirms that this is memory play in his first words, the first words of the play: â€Å"The play is a memory† (I, 145). To promote that effect, Williams continues to permit Tom to detach himself out from the play from every so often to narrate particular events or ideas, bring the audience up to speed on what has occurred in the period between two of the scenes or make other remarks. In reciting how the impression of memory is achieved, Richard Vowles (1958) describes its dreamlike characteristics, â€Å"One scene dissolves into another. There is, indeed, almost a submarine quality about the play, the kind of poetic slow motion that becomes ballet and a breathless repression of feeling that belongs to everyone but Amanda† (54). Williams illustrates the way memory has functioned to form Tom’s impression of life, never allowing him the escape he sought after through the merchant marine by sustaining the concept that almost the entire play is a Tomâ €™s memory in clear focus by means of this otherworldly light. Laura lives in possibly the most evident life of illusion as she drifts through her existence ostensibly in a cloud of detachment. She connects classical music with a happier time in her life while she connects her time in school with the ‘thunder’ of her leg brace while she struggles into her music room. She â€Å"takes refuge in

Bill Gates Versus Brussels- The European Union Action On The Microsoft Essay

Bill Gates Versus Brussels- The European Union Action On The Microsoft Monopoly - Essay Example The relentless movement to a global market is giving ever more scope to the English-speaking world to sell its computers, its information, its culture and its entertainment. It is making national government solutions irrelevant or unhelpful, as the pace of change outstrips the capacity of individual governments to keep up (McKenzie, 2000, Pg 2-3). This report is likely to lead to a trial of strength between two cultural and governing systems: the US democratic free trade one, and the Europe bureaucratic and regulated one. The 1950s and 1960s were dominated by a conflict between the communist and capitalist models, which was finally won without a shot being fired in anger between the two main protagonists, the US and the USSR, when the Western model proved so much more capable of delivering economic success. The next 20 years are likely to be dominated by a contest between the Europeans who think that governments can make societies better, and the North Americans who think free enterprise makes a bigger contribution to health and riches. The beginnings of the conflict are there for all to see, in the escalating trade disputes and the outlines of a row over independent European forces and foreign policy. US policy-makers will have to pull back from their enthusiasm for this emerging super-state and take stock of their position. They will find that what they may gain in a simpler command structure in Europe as one government displaces many; they will lose in terms of influence and friendship as that government sets out to rival the US. They come together when there is a problem or a purpose. The World Trade Organization makes good progress in spreading free trade ever more widely. It is organizations that try to become alternative governments that threaten the spirit of the age, and threaten to burden participating countries beyond their patience. Many very smart people, all of who were building on each other's good ideas and hard work, wrote the history of personal computing. However, that history was in no small way pressed forward at an ever-faster pace by developments at the Microsoft Corporation, which just happened to be founded at the start of the last quarter of the twentieth century and which is today the world's premier software company, dominating many of the markets it has entered and developed. What is remarkable today, at the start of the twenty-first century, is that the Microsoft Corporation finds itself under legal assault by the federal government, plus nineteen states. Microsoft Monopoly - An Introduction Is the fear of such a monopoly justified as we move into the new millennium, especially in software markets Microsoft likes to characterize itself as a software or Internet company whose main products are "digital" in nature, a claim not many industry observers, even those in the Justice Department and the trial judge, would dispute. If the characterization is tolerably accurate, it follows that Microsoft's main products can be represented as very

Strategies To Improve Student Achievement And Performance Education Essay

Strategies To Improve Student Achievement And Performance Education Essay In relation to teaching, assessment is the judgement made by a teacher of each individual pupils, with the inclusion of homework or independent learning. This is matched to educational criteria to assess how the pupils are progressing. According to Dymoke and Harrison (2008) one of the main functions within secondary school is to make these judgements in relation to grades, knowledge, skills and attitudes of each and every pupil, continually pushing each and everyone to perform their personal best. Assessment appears to saturate the educational world for this very reason, with the emphasis on identifying strengths and areas of weakness. Within science there is much to assess, areas include: homework, class work, practical skills as with Individual knowledge and understanding within the scientific domain. Literacy, numeracy, and ICT skills, all of which are required to do well in science, should be included in the assessment process. Behaviour and relationships with peers may also be judged, such as attitude to learning and attitude to behaviour. There are many reasons behind assessment, as expressed by Tanner and Jones (2006) assessment can form the accountability of schools and LEAs (local educational authorities) for the progress of pupils and possible selection for university and or placement in the work force. However assessment is primarily a government requirement in the sense of tests and GCSE examinations or equivalent. Assessment also offers the teacher the ability to monitor each child and their progress. The teacher must be accountable for the progress within their classroom, for this reason assessment can provide key information to be utilised in forward planning of subsequent lessons, so pupils can engage and gain access to learning that not only challenges their ability but provides room for improvement. As a trainee teacher, prior to placement, my view was in contrast to that of (Dymoke and Harrison (2008) whereby assessment was an area which was tacked on to the end of a unit or as part of formal assessment such as examinations, thus providing evidence of understanding and learning taking place in a given subject. However as Shilvock and Pope (2008) point out assessment has become an integral part of pedagogy. In practice it is a tool used throughout the lesson as an important role in being able to recognise both achievement and progression. Pupils are the centre of the learning process, being fully aware of their own abilities and targets to reach. This ultimately paves the way forward in their thinking and learning, through discussion, as assessment becomes part of the daily process. Assessment is not a new activity or requirement, but has more recently been the focus for teachers who are seeking to improve their teaching ability and the outcome of their pupils, thus helping to raise the standards of pedagogy and indeed the school. The introduction of APP (assessing pupils progress) has simply brought the area to the forefront. As ofsted (2003) point out assessment training in higher education is both informative and central to practice. However the importance of finding out what pupils already know, and utilising this information to influence the planning and implementation of each lesson has not always been the main emphasis during observation of already established teachers. The focus is, however, on learning objectives and outcomes, which are differentiated to suit pupil requirements. However, from observation these are rarely linked to individual pupils, but more so to the scheme of work that is being taught and the level descriptors associated, or so it wou ld seem. Summative assessment comes under the umbrella of assessment of learning, for example the summing up at the end of a unit in the format of a test. The result of which is fed back to the pupil and these results are used to make judgement on the pupils performance with regard to national standards. The results of which are invariably used to find out where pupils are in their learning. According to Fautley and Savage (2008) this type of assessment is instructive and generally follows a pattern of block teaching then testing. Fautley and Savage (2008) go on to explain that this is typical of summative assessment and has been utilised within the education system for a long time. At first glance this may look like what was being taught within a specific unit is being tested, however another glance may draw attention to the teaching of the unit itself that is being tested. Formative assessment comes under the umbrella of assessment for learning. This type of testing is not dissimilar to sum mative assessment but the results are used to plan the way forward. From here individual targets can be set based around pupil performance. This can be used as a guide in decisions made on where pupils are in their learning, along with the ability to get where they need to go to improve, as laid out by Tanner and Jones (2006) Assessment for learning helps to improve assessment of learning by being the centre of pedagogy which enables pupils to actively take part in their own learning and mapping of progression. Sue Hackman, chief advisor on school standards, states APP is all about knowing enough to make rational judgements about where to target resources and when to offer pupils assistance. With the implementation of APP both pupil and teacher can, ultimately work together to implement strategies for learning through scaffolding and target setting. According to Shivock and Pope (2008 p55) assessment, if implemented correctly, can help pupils to not only meet, but exceed expectations through setting high standards and motivational lessons that provide responsive teaching. As a trainee teacher development of assessment strategies has become a vital role in being able to track learning and progression, whilst getting to know individuals. APP can be seen as the linking of formative and summative assessment, to be used instead of rather than running in conjunction with each other. Throughout the placement experience it has become apparent that assessment strategies and criteria are fully connected to learning objectives and outcomes, as with the national curriculum and their generic objectives. The latter often requiring some adjustment to match the learning needs of individual pupils. Opportunity for assessment clearly needs to be pinpointed throughout sort term, medium and long term planning to encompass a range of achievements. Assessment strategies used have also included wall displays such as level ladders and laminated assessment criteria, which have been directly linked to blooms taxonomy promoting stems of lesson objectives in the form of being able to describe, analyse, explain and link ideas. This of course is only useful if used in conjunction with the lesson objective and attention is drawn to them in terms of what is expected to progress to a specific level. A copy of this can be seen in the appendix and is provided by Grevatt (2007) APP is just beginning to appear as a new structured approach to pupil assessment. As discussed previously, this is not just about assessment for learning but the whole package where evidence of pupils attainment is required both written and orally. Recorded evidence is reviewed, on a regular basis, and judgements made accordingly. Evidence will also be used to consider if performance is higher, lower or secure in meeting requirements. Where APP has begun to be integrated into the classroom, levels are cited in assessment frames which include: thinking scientifically; effects of society on science; communicating and collaborating in science; scientific investigations and finally evaluating scientific investigations. This creates a language which allows for a dialogue with pupils about their strengths and weaknesses. So far these have proved quite difficult to implement, primarily due to the quantity of information which needs to be absorbed, but more importantly the lack of individual training within this area. At present the criteria has been broken down and reformatted into pupil speak, being able to be accessed by both pupil and teacher accordingly. (Copies of these can be seen in the appendix) Problems encountered have mainly been a direct result of running both types of assessment together. Criteria is often varied or not connected and so presents a time consuming exercise. Once APP has been fully integrated to the whole school, teachers will be able to focus on one area for the purpose of recording evidence. This in turn will ensure the mapping of progression whereby pupils, and their teachers, know what they can do and what their next steps are. This is of course only useful if marking is also done regularly, with a set target for the assessment process to be educative. Consistent with Tanner and Jones (2006) I have found marking of pupils books a challenging area, primarily due to inconsistencies within the department on how and when books are marked. On many occasions it has been seen that books are quite often not marked for long periods of time thus proving difficult to track the progress of an individual. This has certainly been prevalent in reports for good assessment in secondary schools as provided by ofsted (2003). Ultimately this has an impact on school reports and parents evening where generic, insipid descriptions of pupil achievement have often been given. As a trainee this has had a strong effect on my own learning and understanding of how assessment is used in school, other than through testing at the end of a particular unit. I have seen little evidence of tracking other than baseline data from previous key stages and the use of CATs, (cognitive ability tests) or for the purpose of EAL, SEN and those that are gifted and talented. For this reason the implementation of full tracking, as in the tools of APP, would prove invaluable. This not only helps to build a picture of the whole person, but can instantly show the progress of each pupil, providing an insight into areas of strengths or weakness. Other areas for concern have shown that assessment can often hinder effective learning, due to the encouragement of learning by repetition or without depth. Black Wiliam (1998) suggest that continual assessment can have a negative impact or create a competitive environment which in turn can de-motivate some pupils. This in turn can have the effect of labelling certain pupils into categories or abilities that may differ outside the assessment field. This was prevalent during placement, whereby many pupils seemed only too interested in the level or grade they got for the test, not actually what they had learnt. Occasionally this was used as a means to decide who was top or bottom of the class. For this reason it is imperative that pupils understand that the levels given are not a reflection of how clever they are, more so the stage they are at, and the speed at which they are learning. Everyone learns at a different pace and therefore some subjects may need revisiting or looking at fr om a different angle or method to gain full understanding. It by no means has any reflection on a pupils ability to learn. Assessment should not just involve testing of a given topic or unit, but more so incorporate observation, written, oral and practical skills within science. Although this is not always obvious, as a trainee, when observing qualified teachers, it soon becomes an important and key role to gaining valuable information as to how teaching practice is progressing. Probing and questioning, especially target and rich questioning, has become topical, being beneficial for the learning process of an individual or the class as a whole. Using inverted or open ended questioning is more favourable, as through discussion can show a deeper understanding and reasoning rather than just recalling facts. Questioning in the format of pose, pause, pounce and bounce has provided an arena to learn from each other. Subsequently all pupils can be involved, whilst misconceptions can be corrected through the guidance of the teacher. This has also provided immediate feedback enabling pupils to feel confident to m ove forward in their thinking and ability, contributing to deeper learning and understanding taking place. Liversidge et al (2009) point out that above all, assessment needs to be valid. For example if a pupil has achieved a defined outcome, which has been linked to the learning objectives, this then forms the first part of assessment within the class. As a trainee teacher this has proved invaluable as the first step to observing learning taking place. For this to be effective, it is a requirement to link questions to the objectives to draw out deeper understanding. Constant referral to learning objectives has proven to be a key aspect of assessing the whole class. This has also shown to be of great use when linked with target questioning to fit the appropriate level of a particular pupil. Furthermore predetermined questions often lead onto additional open ended questioning to cover the basis of the objectives. An example of this, used in class, can be seen as power-point slides the appendix. This has been very successful, as pointed out by Petty (2009) in assessing knowledge on what you are doing at the time. Although competence in this type of questioning comes with plenty of practice, knowing your pupils, confidence in subject knowledge and keeping the pace of the lesson on track, enables this type of assessment to flow systematically. Alternatively there can be a danger of trying to fit too much into a lesson, resulting in the loss of objectives, meaning or relevance behind what was actually done. In accordance with Dymoke and Harrison (2008), whilst on placement, this has been an area which is repeatedly reviewed, continually taking into account the necessary three part lesson plan, with constant reflection of tasks set for a particular objective to be met. The use of peer and self assessment can encourage reflection and ownership of work, where necessary improvements can be seen with immediate effect. More importantly, Petty (2009) suggests that grades can often be remarkably improved when used in the right context. In theory Black and Wiliam (1998) agree with this concept, albeit their research advises that teachers do not always use these simple but powerful strategies. On the other hand repercussions can involve pupils not wanting to swap work with each other. Generally pupils are honest, although critical, when pointing out strengths and areas of weakness, as in two stars and a wish, of their peers and so tend to enjoy this type of feedback. Formative assessment can be fun and engaging, as in the use of mini whiteboards, without pupils even realising they are being assessed. Both can provide immediate feedback of the class as a rule and an indication of who understands and has met the learning objectives. A range of assessment for learning tools to enhance lessons can be seen in the appendix. Many of which can be used to inform the basic structure of the following lesson, for example: recapping areas of difficulty, thus bringing everyone up to speed and at the same stage in progress prior to moving forward to more difficult concepts. In conclusion targets need to be explicit, focusing on the positive and including areas for improvement. Judgments should be transparent so pupils are able to recognise quickly how to move forward. The implementation of SMART targets in conjunction with the objectives set, advising I think you are able to do this and to improve you must be able to. these are clear and concise. Whilst this sounds relatively simple it is clear through teacher training that assessment is a process of making judgements, through the aid of national criteria. Evidence of which is to be used by pupils and teachers to make decisions on where learners are, how to progress in their knowledge and learning, whilst giving the best option and advice on how to do this. It is also worth remembering none of this will make a difference if the evidence from assessment is not used in the correct manner. To make learning meaningful, assessment of any format needs to convey progress to pupils. In agreement with Dymoke and Harrison (2008) assessment is at the heart of pedagogy, and should be the focus of every lesson to enable future lessons to be relevant and learning to take place. Formative assessment should play an essential part in determining the nature and structure of activities which clearly support the lesson objectives. Summative assessment is more prevalent when considering performance of the school, class sets and individual pupil performance in terms of levels when completing official assessment periods as in end of term or unit testing. All teachers need to be involved in the in-service training on assessment as an everyday tool with the focus on formative assessment, how to implement it and what to do with the information. The only way for this to make an impact is to keep evidence and records of assessment on a constant and consistent basis. This information can be ass essed using national criteria which in turn can be used to show how pupils are progressing and what is a requirement for them to move forward. Without this record of individual pupil progress the core of the classroom tends to become invisible and therefore cannot improve within their ability level and the system will simply not work. DCSF (2009)

The Role of Chorus in Euripides Medea Essay -- Euripides Medea Essays

The Role of Chorus in Medea In section 18 of the Poetics Aristotle criticizes Euripides for not allowing "the chorus to be one of the actors and to be a part of the whole and to share in the dramatic action, . . . as in Sophocles." Aristotle may be thinking of the embolima of Euripides' later plays (satirized also by Aristophanes), but he is certainly wrong about the Medea. Its choral odes are not only all intimately related to the action but are also essential for the meaning of the play, particularly because here, as elsewhere (e.g. Hecuba), Euripides forces us reevaluate his main protagonist in midstream and uses the chorus (in part) to indicate that change. In her first speech Medea wins over the chorus by a plea to solidarity in the face of women's victimization by a male-dominated society, and this response by the chorus is an essential step in the poet's paradoxical task of winning sympathy and understanding for a mother who kills her children. But as that first speech itself indicates, Medea both is and is not a typical (Greek) woman: she is a foreig...

Class Evaluation

To be honest, I think the class was organized just right even though it was a very fast course. It seemed like we covered a lot of ground in just few months. I feel like I got more out of this class than I have in some of the other classes I have spent entire semesters in. I also found it helpful that there was some variation in the assignments. From the assignments and researches, I achieved a great deal of understanding about critical thinking, writing a correct sentence and most of all realizing the different thoughts from different people in the class.People have their own opinions in every worked paper we have done which helps me to realize that people have different believes concerning different issues. I respect every once opinions and am happy that I took them as a good knowledge gained. I just wish I would have taken a class like this sooner! The research and actual writing process just seems so much easier once you break it down. As this is my first semester, I experienced a lot of learning experience. I hope I can use the little knowledge I gained from this class to the next classes coming my way.After taking this course, the process for writing a paper seems so much easier. It is  just a matter of learning the right techniques for finding sources and actually writing the paper. I know that I will definitely use what I have learned in the near future. I believe everybody in this class is cool, smart and each of you has a great potential in life and I hope we all achieve the same goal we pursuing in life. And hope we put what we just learned from this class into a great used. Thank you so much Dr. Lumpkin!This class has been one of the most helpful classes I have ever taken. Before taking this class, I thought I knew the proper techniques for writing a research paper, but was I wrong. One of the most helpful aspects of this class has been the fact you always want us to understand about the research. The way you teach the parts of speech was so aweso me. What I really like about it is your verb agreements! At least it helps me to realize correct pronunciations of a sentence which is a great advantage and I know that’s your main motive.I believe you excellent. You are just not a good lecturer but a good mother. I said this because you were not just there to discuss about the subject but about life in general. You shared most of your life experience with the class and I am so very happy you did. You are always in a good mood whenever you come into class and this makes me confident to participate in class discussion which I am so happy of. Am just glad I had you as a lecturer all thanks to Wayne county community college.

Fall in and dulce et decorum est Essay

During WW1 war poetry changed dramatically. At the beginning of the war, in 1914, propaganda poems were a popular technique to encourage men to join the army to fight for England. Harold Begbie’s ‘Fall In’ was a typical highly patriotic poem that persuaded men to enlist. However, poetry changed at around 1916, after the Battle of Somme, when thousands of men were killed. Soldiers like Wilfred Owen’s wrote poems showing the real terrors they faced in war. Both poems are war poems and both poets use different language techniques to provoke the reader’s feelings. This essay will compare ‘Dulce et Decorum est’ and ‘Fall in’ by looking at the language, structure used and the poets’ attitude towards war. Begbie uses many techniques to make men want to enlist to fight for their freedom in ‘Fall In’. This poem was published as a ‘call to war’ in newspapers and magazines. Highly patriotic poems are also known as jingoistic poems and were very popular at the beginning of the war, as they persuaded men to enlist. We see an example of a patriotic phrase in stanza two; ‘In the war that kept men free? ‘ This implies that England was free before the war and by joining the war the men are helping to keep England free forever. This is patriotic, as it is saying how good England was and how everyone had there freedom. Men liked their freedom and so enlisted. Also; ‘And Right is smashed by Wrong? ‘ supports the idea of patriotism, as the word ‘Right’ describes England and ‘Wrong’ describing Germans. Meanwhile, Owen’s poem is based on his own war experience, and his poems convey the pain, and suffering the soldiers encountered by using a range of similes, metaphors and onomatopoeias; A simile; ‘Coughing like hags’ illustrates how weak and ill the soldiers are. The metaphor ‘Knock kneed’ emphasizes how tired the men are as if they are about to collapse as their knees cannot support them anymore. The onomatopoeia in stanza three presents the poem in a more realistic way; ‘Come gurgling from his froth corrupted lungs’ uses the onomatopoeia ‘gurgling’. The reader can almost hear the painful sounds of the dying man. Secondly, Begbie says that soldiers who go to war will not be mocked and will be loved for their bravery when they come back. The poem threatens the reader that if he does not enlist, he will be looked down upon and we see this from the line; ‘But what will you lack when your mate goes by with a girl who cuts you dead? ‘ The words ‘cuts you dead’ support the same idea. ‘When the girls line up the street shouting their love to the lads to come back’ shows that girls will praise and love the soldiers who come back from war. Men like having lots of attention and will therefore join the army. On the other hand, Owen presents a very different view. Owen believes that soldiers will be destroyed and traumatised forever after the war; ‘In all my dreams, before my helpless sight, he plunges at me, guttering, choking, drowning’. Here, Owen talks about how endless nightmares tortured him every night. The nightmare was described vividly to the reader, so those who want to enlist will think about the consequences. When Owen says, ‘In all my dreams’ it shows that he saw the man every night. He was badly affected after seeing the horrors in war. Many soldiers were badly traumatised after the war and had to be taken to a psychiatric hospital. This is the opposite picture Begbie creates; there are no cheerful soldiers being chased by women. Thirdly, Begbie uses a question and answer structure to make the reader question why they are not going to war. For instance, ‘How will you fare, sonny, how will you fare in the far-off winter night’ is one of Begbie’s questions which occur at the beginning of each stanza. The poem assumes that man is going to live. Most people are scared of death at war, but the way that Begbie assumes the reader will survive makes the reader think that it is an easy war and, so, it is not a problem joining the army. Also, the way Begbie uses the word ‘Sonny’ displays the idea that he is older that the reader and most young men, at that time, respected their elders very much and would listen to what they said. The answer; ‘Will you slink away, as it were from a blow, your old head shamed and bent? ‘ would make the men who are not fighting want to enlist, as they know it could happen to them one day. Conversely, ‘Dulce et Decorum est’ has a much different structure. Here, Owen describes what trench life is like and then follows on to describe a gas attack. There is no question and answer structure and instead every alternate line rhymes. The first stanza tells us of life in the trenches, and Owen emphasizes how weak the soldiers are. The second stanza describes a gas attack, and the third stanza describes what a gas attack does to its victim. Finally, Begbie’s attitude, which is shown in ‘Fall In’, is that all men should go to war. He is saying that all men should enlist and fight for their country. The last sentence; ‘When your brothers stand to the tyrant’s blow and England’s call is God’s! ‘ demonstrates that Begbie expects all men to fight against the ‘tyrant’s blow’ as ‘brothers’. He also compares England’s call to God’s call showing that he thinks that Gods thinks that all men should fight against the Germans and their allies as well. People who were very religious might have thought that war was a chance to prove to God that they were brave and faithful to their country and should go to Heaven. In opposition, ‘Dulce et Decorum est’ has a different attitude. Owen’s poem says why men should not enlist and that death in war is unnecessary and inevitable; ‘the old Lie; Dulce et Decorum est pro patria mori’ this means that it is not sweet and right to die for your country. The words; ‘The old Lie’ proves that Owen disagrees with it being sweet and right to die for your country. We also see that Owen has a negative attitude towards other propaganda poets. For example; ‘My friend, you would not tell with such high zest’ proves that he is against men being told to enlist; ‘My friend’ implies that Owen is talking to a propaganda poet such as Begbie. He does not mean ‘My friend’ and is using sarcasm. He blames the propaganda poets for making so many men think war is good and making them enlist, causing many deaths. Many people, when war was just announced, were extremely eager for it to start since they thought war would be over in a few months. The saying; ‘Over by Christmas’ was what everybody expected. However, the war lasted much longer then that-a total of four years. After the Battle of Somme attitudes started to change dramatically, since hundred thousands of soldiers were being killed per day! Wilfred Owen started writing about what the soldiers had to confront during this time, and war did not seem so honourable.