Wednesday, October 23, 2019
Insanity of War Essay
Joseph Heller and Kurt Vonnegut were two of the most influential anti-war authors of the twentieth century. Heller and Vonnegut served in Second World War; Heller flew sixty missions as a bombardier and Vonnegut was awarded the Purple Heart as an infantry scout. Throughout the Vietnam War, these two authors were idolized for the heroic anti-war masterpieces that they wrote. College students throughout the country carried the novels Heller and Vonnegut wrote everywhere they went. Heller first published his book in 1961, right in the midst of Civil Rights Movement, a perfect time for a book that challenges the power of bureaucracy. Vonnegut published his novel eight years later in 1969, during the Vietnam War, a controversial period for American citizens. One student was quoted saying, ââ¬Å"Kurt Vonnegut and Joseph Heller were part of a vanguard of writers my friends and I idolizedâ⬠(Golly). Through the use of complex structures, highly effective literary styles, and character portrayal, Heller and Vonnegut helped to reveal the insanity of war. Heller and Vonnegut both use a complex structure when writing their satirical anti-war novels. When writing Catch-22, Heller intentionally created a narrative that is hard to follow. While Heller admits that Catch-22 was meticulously structured in order to seem chaotic, he disagrees with the readers that claim Catch-22 is formless (Merrill 34). Merrill also claims that Heller says the real structure is artfully camouflaged (34). He speaks the ideas of multiple characters and tells the story in an unconventional manner. While the majority of the novel is written from the ideas, actions, and feelings of John Yossarian, the protagonist, Heller uses other characters to tell the story from a different perspective. An example of this comes in Chapter 6, aptly named ââ¬Å"Hungry Joeâ⬠, where Heller writes the ideas and feelings of Hungry Joe (Heller 51). Another comes in the twentieth chapter, where the narrative comes from Corporal Whitcomb (Heller 198). Heller also uses an unorthodox chronology while writing Catch-22. Multiple times during the text Heller makes obvious jumps in time, be it forward or back. Heller uses the number of missions to help the reader follow the chronology of this insane structure. On the twenty-first page, Doc Daneeka declares that the colonel want fifty missions (Heller). He then declares that the Twenty-seventh Air Force only requires forty missions and later on the same page they are required fifty-five missions (Heller 58). Vonnegut also uses a complex structure when writing his book, Slaughterhouse-five, but rather than switching from character to character, he changes between past, present, future. Vonnegut uses a chronological scheme that is difficult to follow as well; he actually starts the narrative during the second chapter. He starts the novel, on page twenty-three, by talking about the past and tells us that the protagonist, Billy Pilgrim, was born in 1922 (Vonnegut). Seven pages later, he jumps to 1944 describing his position of assistant chaplain and his first time being ââ¬Å"unstuck in timeâ⬠(Vonnegut 30). Then, during the fifth chapter, starting on page eighty-eight, he talks about the past again. When he was twelve years old, he went on vacation to the Grand Canyon that he hated (Vonnegut). In addition to using a complex structure, Vonnegut uses the phrase ââ¬Å"So it goesâ⬠over one hundred times (Slaughterhouse-Five). These writing structures both work to expose the insanity of war. Heller creates a chaotic atmosphere by writing through numerous characters and through a chronology that is anything but in a logical order. While Vonnegut employs the death of over a hundred people within Slaughterhouse-Five and uses an intensely paced, chronological mess (Vonnegut). They both write chapters and paragraphs that follow the same disorganized style. With the structures that Heller and Vonnegut use, they both create a chaotic atmosphere for their readers, similar to that of war. They attempt to place the readers in a situation that makes them feel similar to the authors, when they were in the military. Heller and Vonnegutââ¬â¢s literary style is to create tension in the mind of the reader by shifting the narrative around from character to character and to and from different time periods. They do this in order to draw the readers closer to the soldiers and bombardiers of the Second World War. By doing so, they cause the readers to begin to wonder what will be happening next in the story; much like the way the soldiers of Catch-22 do on the fictional island of Pianosa and the Slaughterhouse-Five soldiers in the German city of Dresden (Heller, Vonnegut). The overall pace of Catch-22 is slow; Heller is very descriptive and builds the setting and atmosphere. There is, however, parts of Catch-22 that are intense and fast paced. Heller uses this slow pace to build tension before the novel climaxes. Catch-22 becomes faster as it approaches the climax and the end of the novel. This change of pace ties directly to war; at first everything is slow, then suddenly, the characters are in the middle of a firefight or bombing mission, then it quickly ceases. Slaughterhouse-Five uses a slightly faster pace throughout the novel; Vonnegutââ¬â¢s narrative is much shorter and does not go into as much depth as Hellerââ¬â¢s story does. However, this is the same feeling that many soldiers of the Second World War felt. The soldiers and bombardiers do not always know what is happening next or, in regard to the current Iraqi war, which is the enemy and which is not. Heller employs another literary device, called a motif, a recurring theme or device in literature, and in the novel written by Heller, the motif was catch-22. Heller incorporates many forms of the catch-22 throughout the novel. The main catch occurs when Yossarian must continue flying missions. Obviously anyone willing to risk their lives by flying these missions is crazy. The only way to be granted permission to stop flying the missions is to ask the commanding officer, but he cannot grant permission to be grounded unless it is asked of him. However, anyone sane enough to ask a commanding officer to be grounded is clearly not insane because they have regard for their lives. Therefore, they must continue flying missions. In short, any circular argument that always works in favor of the bureaucratic system that puts it in place is a catch-22. These circular arguments trap soldiers within the chaos of war; they have no way to escape it because of the system that placed it. There is several other catch-22ââ¬â¢s in the novel Catch-22, such as the open and close case against Clevenger in which all they need is something to charge him with and how they can only meet up with Major Major Major Major in his office when he is not in his office. Vonnegut also employs the literary device motif, within his novel. He uses the phrase ââ¬Å"So it goesâ⬠over one hundred times in Slaughterhouse-Five (Slaughterhouse-Five). He first uses the phrase ââ¬Å"So it goesâ⬠when talking about Gerhard Mullerââ¬â¢s, a cab driver, mother, who was incinerated in the Dresden fire-storm (Vonnegut 2). During chapter nine, Vonnegut writes about how Billyââ¬â¢s wife, Valencia, dies of carbon monoxide poisoning after an accident she caused while driving to the hospital Billy was taken to after a plane accident he was involved in (Vonnegut). In the prior situation, Vonnegut ended to text with ââ¬Å"So it goes,â⬠this shows how the insanity of war causes death to mean so little to some people. The last use is on the second to last page, two hundred fourteen; he uses it after the death of Edgar Derby, an old, poor English teacher, who was arrested, tried, and shot for stealing a teapot (Vonnegut). Vonnegut uses the phrase ââ¬Å"So it goesâ⬠to equalize all death. Through equalizing all death, Vonnegut brings forward how some bureaucratic systems feel about war and their effects on life. Vonnegut writes to point out the insanity of war; he shows his readers what war can cause and how his characters and their lives are affected. Hellerââ¬â¢s characters display insanity throughout Catch-22. An example of this occurs on page seventy-five, when the following conversation takes place: ââ¬Å"In sixty days youââ¬â¢ll be fighting Billy Petrolle,â⬠the colonel with the big fat mustache roared. ââ¬Å"And you think itââ¬â¢s a big fat joke.â⬠ââ¬Å"I donââ¬â¢t think itââ¬â¢s a joke, sir,â⬠Clevenger replied. ââ¬Å"Donââ¬â¢t interruptâ⬠ââ¬Å"Yes, sirâ⬠ââ¬Å"And say ââ¬Ësirââ¬â¢ when you do,â⬠ordered Major Metcalf. ââ¬Å"Yes, sir.â⬠ââ¬Å"Werenââ¬â¢t you just ordered not to interrupt? â⬠Major Metcalf inquired coldly. ââ¬Å"But I didnââ¬â¢t interrupt, sir,â⬠Clevenger protested. ââ¬Å"No, and you didnââ¬â¢t say ââ¬Ësir,ââ¬â¢ either. Add that to the charges against him,â⬠Major Metcalf directed the corporal who could take shorthand, ââ¬Å"Failure to say ââ¬Ësirââ¬â¢ to superior officers when not interrupting them.â⬠(Heller) This conversation shows just how crazy some of Hellerââ¬â¢s characters are. Through his dialogue, Heller shows the insanity of his characters and the absurdity of war. Conversations similar to this occur a dozens of times throughout Catch-22. Another example of Heller portraying insanity occurs when the IBM machine in control of the military ranking system gains a sense of humor. After only four days of enlistment, Private Major Major Major, one of Hellerââ¬â¢s more awkward characters, becomes Major Major Major Major (Heller). This mistake portrays another chaotic situation that war created. The bureaucratic system causes confusion and people lose control of their responsibilities. The actions of war depicted in Vonnegutââ¬â¢s Slaughterhouse-five, caused a large amount of death. The center of the book, the German city of Dresden, is approximated to have had at least thirty-five thousand and some sources say up to one hundred thousand casualties in the infamous firebombing of Dresden during the Second World War (Bombing of Dresden). A few characters from Slaughterhouse-five share the same insanity of those from Catch-22, such as Roland Weary, who is intent on glorifying himself and uses the fact that he saved Billy multiple times to do it (Vonnegut). Although the characters from Slaughterhouse-five donââ¬â¢t carry on crazy dialogues, they still portray madness through their actions, like when Wild Bob inquires if Billy is part of the regiment that he is colonel of, even though all his men are dead (Vonnegut). Heller and Vonnegut use their characters in a way that proves that war does really take a toll of a personââ¬â¢s mental situation. Through their motifs, Catch-22 and ââ¬Å"So it goesâ⬠, Heller and Vonnegut show that bureaucratic systems and death do not mix well. Systems like this shouldnââ¬â¢t have control over such a life altering things, especially since they carry the attitude ââ¬Å"So it goesâ⬠throughout the war. It really is insane for a system to be in place in which someone has absolute control over anotherââ¬â¢s life. And the ability of these people to have a ââ¬Å"So it goesâ⬠attitude is as pure madness. The structure in Slaughterhouse-five and Catch-22 are very similar in that the both follow a chronology that is nowhere near in order. This is significant because it puts the reader into the insanity of war. The have the same confusion that soldier does until they realize what is really going on. Through the use of characters, motifs, and confusing chronologies; these brilliant antiwar authors capture the insanity of war.
Tuesday, October 22, 2019
Simple English Worksheets for Kids Perfect for Students As Well
Simple English Worksheets for Kids Perfect for Students As Well Simple English Worksheets for Kids Perfect for Students As Well There are many English teachers all over the world. Some teach English to students in English-speaking countries, but some teach it as a second language in non-English speaking countries. Training non-native students requires using as many tools as possible to provide interactive process. It may sound funny, but almost all English worksheets for kids will be perfect for students as well, especially for those ones, who are poor at English. Flash Cards These are basic language tools, and they can be used to teach kids as young as 4 and 5 and adults that cannot speak a word in English. In spite of the fact that adults learn faster, you still require heaps of silly games with the cards to practice the material. Pictures and words. Hard to beat. Bingo We all think of Bingo as being a gambling game played by adults, but in fact, Bingo is a very popular English teaching game that has as many variations as you can think up. In this game, there is usually a winner, and that sharpens the interest of the learners. It helps to recognize the words while the spelling is priceless. You can be sure that everyone knows what Bingo means. You can create these worksheets on your own either download them from the Internet and introduce such an activity as a part of the current lesson to revise recently learned words. Who Wants to Be a Millionaire While this was originally introduced as a computer game, it can also be presented as an English worksheet that has questions a team must answer. You can mix this game up with English grammar and general knowledge. Questions that are about the studentsââ¬â¢ countries are very popular. Using Monopoly money will add a touch of realism to the game. Put the Words in Place This game helps students construct sentences using the correct grammar tenses. The most common word usage involves mixing in a few plurals with the correct pronoun. This was originally a kidââ¬â¢s game but is also a great learning tool for adults as you can make the sentences more complex. Talking about a Picture This is another great game for both kid and adults as well. After lessons on vocabulary and grammar, itââ¬â¢s a good idea to make an interactive lesson where the students describe what they see in the picture. The picture is so constructed to revise the vocabulary. Constructing the sentence correctly, forms such a lesson practical. Concentration This game has moved towards a new level by introducing magnetic cards that stuck to the whiteboard. For kids, 12 cards are the maximum that is 6 matches. For older students, it would go as high as 24 cards. You can have the match with either a picture or a word, as two words or as an associated word. The degree of difficulty depends on the English level of the class. Students love playing games, and itââ¬â¢s amazing to see what lengths ESL teachers will go just to give the students a challenge as well as an enjoyable way to learn.
Monday, October 21, 2019
The Struggle of the Superpowers essays
The Struggle of the Superpowers essays The origins of the Cold War were, some say, a battle of ideological governments (communism vs capitalism). However, I believe the origins of the Cold war are set between two superpowers, both struggling for control of the world. During WW2, the U.S.A. and Russia were teamed together to fight against Facisim and Nazism. Once the enemy had been defeated, all that was left was two Superpowers. Of course, being human and sinners, they could not work together as one but instead, they turned against each other. The fact that Russian was communist was coincidental. In 1835 (13 years before communism was introduced) Alexis de Tocqueville wrote There are at the present time two great nations in the world, which started from different points, but seem to tend towards the same end. I allude to the Russians and Americans....Their starting point is different, and their courses are not the same, yet each of them seems marked out by the will of heaven to sway the destinies of half the globe. If we today look at the modern country of America, we will see a world superpower, mainly concerned about its self. Before the Cold War the U.S.A. used communism to its own advantage. They told the non-communist world how bad the communists were in a bid to sway the rest of the world against communism. Both of the countries were trying to take over the world. LaFeber says, The two powers did not initially come into conflict because one was communist and the other capitalist. Rather, they first confronted one another on the plains of Asia in the late nineteenth century. That meeting climaxed a century in which American had expanded westward over half the globe and Russia had moved eastward across Asia. Therefore, the Americans were not fighting against communism, but fighting against a fellow superpower. After Russian became communist in 1917, they did not change one bit in its worldview. Even though the country was no ...
Sunday, October 20, 2019
The Bog Bodies of Europe - Archeological Finds
The Bog Bodies of Europe - Archeological Finds The term bog bodies (or bog people) is used to refer to human burials, some likely sacrificed, placed within peat bogs of Denmark, Germany, Holland, Britain, and Ireland and naturally mummified. The highly acidic peat acts as a remarkable preservative, leaving the clothing and skin intact, and creating poignant and memorable images of people of the past. The reason that bogs permit a high level of preservation is because they are both acidic and anaerobic (oxygen-poor). When a body is thrown into a bog, the cold water will hinder putrefaction and insect activity. Sphagnum mosses and the presence of tannin add to the preservation by having anti-bacterial properties. The total number of bodies pulled from European bogs is unknown, partly because they were were first rediscovered in the 17th century and records are shaky. Estimates range wildly between about 200 to 700. The oldest bog body is Koelbjerg Woman, recovered from a peat bog in Denmark. the most recent dates to about 1000 AD. Most of the bodies were placed in the bogs during the European Iron Age and Roman period, between about 800 BC and AD 200. Bog Bodies Denmark: Grauballe Man, Tollund Man, Huldre Fen Woman, Egtved Girl, Trundholm Sun Chariot (not a body, but from a Danish bog all the same) Germany: Kayhausen Boy UK: Lindow Man Ireland: Gallagh Man Dont forget to try your hand at the Bog Body Quiz Sources and Recommended Reading Coles, Byrony and Coles, John. 1989. People of the Wetlands: Bogs, Bodies and Lake-Dwellers. London, Thames and Hudson.Glob, Peter Vilhelm. 2004[1965]. The Bog People: Iron-Age Man Preserved. New York Review of Books, New York.Lynnerup, Niels 2007 Mummies. Yearbook of Physical Anthropology 50:162-190.Sanders, Karin. 2009. Bodies in the Bog and the Archaeological Imagination. University of Chicago Press: Chicago. ISBN 13:978-0-226-73404-0 (cloth). 233 pages, plus 82 pages of notes, bibliography and index; 63 black and white photographs.
Saturday, October 19, 2019
End of Course Assignment. Financial Markets and Risk Assignment
End of Course . Financial Markets and Risk - Assignment Example A number of recessions or financial crisis that has been witnessed across the globe is as a result of the Systematically Important Financial Institutions. It is axiomatic to argue that the financial crises of 2007/2008 just like the financial crisis of the 1930ââ¬â¢s post a great dilemma for many observers and the world at large. Whether unprecedented or otherwise, the truth is that it brought with it great damage to the society. (Taylor, 2011) Adopting some of the best priorities to deal with the issues and avoid a repeat of the same is the main focus of different policy makers globally. The first section of the paper discusses the Systematically Important Financial Institution and threat they pose to the economy. The second phase looks at the 2007/2008 economic crisis and how the Systematically Important Financial Institution was responsible for it. It goes further to recommend some of the best ways to deal with the problem in the future. The definition and structure of the Systematically Important Financial Institution is dependent on the potential of the institution to cause financial destruction. An institution becomes more relevant when it has a high level or probability to cause serious destruction to the economy. On the positive side, Systematically Important Financial Institution is defined going by their relevant viability in leading to a smooth growth and functioning of an economy. Therefore the positive looks at the good part with regards to positive effects to the entire population. Both negative and positive sides reflect the question on whether the Systematically Important Financial Institution are necessary and are indispensable to any financial system or whether they are dangerous and should be done away with. In other words, Systematically Important Financial Institution can create some of the best sides of the
Friday, October 18, 2019
Strategic Plan Stakeholders Essay Example | Topics and Well Written Essays - 250 words
Strategic Plan Stakeholders - Essay Example The reasons underlying the development of a document on strategic planning is for the organization to eradicate ill politics emanating from the stakeholders. This may result whenever a certain group within or outside the business perceives biasness. A planning document entails the organizationââ¬â¢s objectives and goals. Further, it describes to the stakeholders the essential approaches that business entity targets to implement to accrue the long term plans. Through the implementation of a planning document, the organization gains the ability to pursue its goals since every stakeholder will be knowledgeable of the perceived outcomes thus devoting his support to the planning process (p. 2). Reasonably, the development sets a pace for the organization to meet all its stakeholder needs. Organizations devote their strategic development plans towards achieving beneficial outcomes. Therefore, the documented approach will serve to the effect of ensuring efficiency in delegation of tasks, team-building, and a unified focus towards the set goals and objectives. The document acquaints an organization with a prospectus for scanning the environment. This influences a positive approach towards development of the organizationââ¬â¢s mission. Arguably, the documented approach describes the organizationââ¬â¢s vision (p. 3). Lastly, it is an essential resolution to a democratic process of inserting decisions harvested from the organizationââ¬â¢s internal and external
Critically evaulate the view that international organisations and Essay
Critically evaulate the view that international organisations and global governance systems are undemocratic - Essay Example Indeed, it is very much possible to see that global institutions such as International Monetary Fund (IMF), World Bank and World Trade Organisation (WTO) do play an active role in the governance, political and economic organisation of many countries from around the world. Importantly, the issue of deficit of democracy primarily arises from the fact that while the nation states are at least theoretically accountable to the national civil society, the international institutions are accountable to none. All the nation states do not wield equal power in many of the transnational institutions. Moreover, if we look at the internal structure and power balance within, most of the international institutions are tilting towards the rich countries of the Global South. Global Institutions, Global Governance and Lack of Global Democracy The making of accelerated globalisation was characterised by the shift of governance from the national to the global. The nation state is being increasingly chall enged by the forces of globalisation. At present, the democracy is solely expressed through national governments and their institutions. In other words, the national parliament is the only abode of democracy. However, the rise of international organisations has led to their growing clutch on the national economies, politics and policies. It is followed the rise of unaccountable forces of neoliberal capitalism which effectively surpass any idea of national and popular sovereignty. It has led to a kind of global elite consolidation as there exists no world parliament. Still, the absence of world parliament does not automatically translated as the absence of global sovereignty. Global sovereignty certainly exists as the consolidated and concentrated power of global market forces and their institutions. It is primarily because of this lack of democracy within, the meetings of international finance and trade institutions attract huge resistance from activists and political groups from ar ound the world. The voting rights in a major institution such international monetary fund is based on proportional vote wherein ââ¬Ëone country, one voteââ¬â¢ principle is not followed. On the contrary, countries get their voting rights based on their economic share in the institution. The United States in particular and the West in general are also able to exert disproportional influence in the decision making bodes of IMF and World Bank. One of the major problems with international governance organisations is that they do not directly draw their legitimacy form any popular sources. In other words, the legitimacy of the global institutions is solely depended upon their ability to intervene and act decisively in certain situations and places. Although, there is a lot of talk on the emergence of a global civil society which could effectively counter the lack of democracy in global governance institutions, nothing yet has materialised. Conversely, the so-called global civil soci ety itself is predominantly dominated by many Non Governmental Organisations which are accountable not to the people but to the funding agencies. In the question of transparency too, the status of global transnational organisations is not very different from the global finance or political institutions. Here, the very lack of representation of the voice of the developing
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