The Cask of Amontillado Essay Example | Topics and Well Written Essays - 750 words - 1

The Cask of Amontillado - Essay Example The narrator aptly uses this weakness of Fortunato to lure him into his evil plot for revenge and retribution. Poe effectively illustrates the theme of confinement leading to death through the repeated use of wine, specifically Amontillado, symbolizing entrapment and doom. The mention of wine in the very beginning of the story is symbolic of the narrator’s evil motives of enticing and trapping Fortunato. The narrator is keenly aware of the fact that Fortunato isn’t serious about anything except Italian vintages because â€Å"he pride[s] himself on his connoisseurship in wine† (Poe). He subtly lures Fortunato into his trap by arousing his curiosity and evoking his pride. For example, the narrator tells him that he has bought the full Amontillado without asking him first but will now consult Luchesi, Fortunato’s supposed competitor, about it. The half drunken Fortunato is immediately intrigued, setting the plot in motion and preparing the road to his own entrapment. After tantalizingly repeating the words Amontillado several times, Fortunato himself mentions going into the narrator’s vaults to taste the prized wine. His intoxicated mind further enraged by pride, is unwilling to recognize the deception and danger he is e nsnaring himself in. The stage is now set for their journey underground, into the bowels of the Montresors’s tomb where death eventually awaits Fortunato. Once they start traveling to the vaults, Poe again employs the use of wine to further illustrate the idea of confinement. As the two travel deeper into the tomb, the nitre â€Å"hang[ing] like moss upon the vaults† and the dampness rampage Fortunato with frequent coughs. Already confined in the dark passageway of the catacomb and dependent on the narrator to guide him, he resorts to drinking Medoc to alleviate the coughing. This not only helps to clear his throat but also increases his resolve to reach the Amontillado. Fortunato does not realize that such determination is actually leading him to trap himself further. For, each step he now takes is bringing him closer to his ultimate confinement and death. Also, as they travel, Poe repeatedly refers to Fortunato’s drunken eyes symbolizing not only his physical entrapment within the vault but also the intoxicating dullness and confinement of his mind. For example, Fortunato looks at the narrator â€Å"with two filmy orbs that distill the rheum of intoxication†. Again after going down a little more into the crypt, he asks for some more wine, this time gulping down the entire flagon of De Grave making â€Å"his eyes flash with a fierce light†. His mind has become senseless and trapped, only thinking of the cherished Amontillado lying somewhere in the recesses of the tomb drawing and luring him closer to his demise. Finally, as they arrive at the end of the crypt lined with human bones and succumbed in darkness, Fortuno’s desire for Amontillado results in his final entrapment and doom. Anyone in their right mind would take one look at the sight of death and decay and run from there, seeking the freshness of the air and life above. Poe meticulously describes the recess prepared by the narrator having a â€Å"depth about four feet, in width three, in height six or seven†. This image is nothing less than a grave. Even the flaming torch’s attempt to shine a light in to th e darkness is feeble, but Fortunato persists forward, drawn by the thought of the Amontillado. As he sets his foot into the prepared tomb, Fortunato seals his fate and traps

Fruit Fly Essay Example for Free

Fruit Fly Essay This experiment focuses on the effects water bath temperatures have on D. melanogaster entering and recovering an anoxic coma. It was found that there was an indirect relationship between the amount of time it took D. melanogaster to enter and recover from an anoxic coma and the temperature of the water bath. D. melanogaster was able to enter and recover from the anoxia coma quicker when they were drowned in a cold water bath condition when comparing these results to the warm water bath condition results. These results support other research findings that investigated the effects of the water bath temperatures. Also other mechanisms that aid D. melanogaster in being able to successfully survive an anoxia coma were researched and discussed while connecting them to current research on human patients with pulmonary diseases. Many animals have developed mechanisms that allow them to sustain anoxia comas for extended periods of time with little to no physiological consequences. This experiment is designed to test the amount of time it takes Drosophila melanogaster to enter and recover from an anoxia coma at different water bath temperatures. The purpose is to deduce the effects temperature has on the organism’s ability to enter and survive the anoxia coma, and generalize what body changes allow D. melanogaster to accomplish this feat. The results are then extrapolated to include how current research is using this information to reduce the amount of anoxia related stress humans with pulmonary diseases experience. Methods Each condition was tested with a separate single group of D. melanogaster (cold bath 8 flies and warm bath – 11 flies), and all of the flies used were approximately 1-9 day old males. Each group of D. melanogaster was held in a container that provided adequate nutrients prior to the experiment, and then transferred to a drowning container that held no nutrients. One group of D. melanogaster was put into a cold water bath (~3? C) whereas the other group of flies was put into a room temperature bath (~24. 5? C). The amount of time it took for the D. elanogaster to stop moving for each condition was recorded as well as the amount of time it took for the last D. melanogaster to stop moving. Once all movement ceased, the D. melanogasters were left submerged for one hour. Afterwards they were removed from the drowning chambers, and carefully transferred from the drowning chamber to a plastic vial with a cotton stopper using a paint brush. Each vial was tapped for one minute, with the cotton stopper at the bottom, prior to recording the flies’ recovery time in order to help dry off the flies. After the initial minute, the time it took for the first and last D. melanogaster to recover (when they started to walk around, not merely flapping their wings) was recorded, and the amount of viable flies at the end of the experiment was also determined. Results The results show that it took considerable more time for the D. melanogaster to recover from the anoxia coma than it took for them to enter the anoxia coma. The average failure time for both conditions was 124. 75 seconds whereas the average recovery time for both conditions was 690. 75 seconds. Also, the temperature of the water bath seems to have a considerable effect on the amount of time it takes for the flies to enter and recover from the anoxia coma. It took the D. melanogasters that were drowned in the cold water bath an average of 22 seconds to enter the anoxia coma, but an average of 244. 5 seconds to recover from the anoxia coma. This same pattern is seen in the D. melanogaster that were drowned in the warm water bath with an average of 227. 5 seconds to enter the anoxia coma, and an average of 1,137 seconds to recover from the anoxia coma. The Q10 value determines how a change of 10? C can increase the rate of chemical processes in an organism, and was calculated for both the failure and recovery conditions of this experiment. The Q10 value provides information about how an organism’s metabolism is affected by the temperature of its environment. It was found that the flies had a failure Q10 value of 2. 964 whereas the recovery Q10 value was 2. 044. Figure 1: This shows the average amount of time it took for D. melanogaster to stop moving and enter into a coma as a result of being drowned in the water bath. Figure 2: This shows the average amount of time it took for D. melanogaster to start walking/crawling around again after being removed from the water bath. Discussion An exothermic organism’s metabolism exhibits a direct relationship with the temperature of its environment. This means that as the temperature of the organism’s environment decreases the rate of its metabolic pathways also decreases. As an exothermic organism, D. melanogaster shows that it is easier to shut down and enter an anoxic coma when in a colder environment as compared to being in a warmer environment. This shows that when in a cold water bath more mechanisms are working together to aid the organism in entering the anoxic coma. D. melanogaster also showed that is takes significantly more time to recover from an anoxic coma than it takes to enter one regardless of the water bath temperatures. This delay could be a result of the organism recreating its supply of the metabolites it requires to restore the sodium/potassium channels and enzymes needed for the metabolic pathways which are extremely important in providing movement in D. elanogaster. When leaving an anoxic coma D. melanogaster also has to prevent reactive oxygen stress while reoxygenating after anoxia. Milton (2007) showed that T. scripta have 5 potential sites for this type of prevention: up-regulation of protective pathways, increasing antioxidants and decreasing production after reperfusion, and repair, protection, and neurogenesis after the oxidation of proteins, lipids, DNA, and RNA. CO2 and N2 concentrations are known to also affect the recovery time. According to Nilson (2006), since â€Å"chill comas, CO2, [and N2] act directly on the transmission of neuronal signals† it comes as no surprise that recovery times increase with an increase of CO2 and N2 exposure. Also Vigne (2009) showed that â€Å"strong dietary restrictions that are close to starvation conditions† can reduce the amount of stress experienced from anoxia recovery. Many organisms are able enter anoxic comas in order to conserve their energy and survive extreme conditions for long periods. Haddad (2006) has shown that D. melanogaster can sustain an anoxia coma for up to 5 hours, and T. cripta have been known to survive 2 days of anoxia with less than 3% cell death upon reoxygenation (Milton, 2007). The human brain fails miserably in comparison which will die within 10 minutes of a decreased oxygen supply, since humans do not have mechanisms that allow them to freely enter anoxic comas or effectively deal with the stresses it causes on the body. The study of the mechanisms that allow other organisms to be anoxia tolerant can be used to understand the effects of some human conditions, and develop methods that counter their effect. D. elanogaster has been used in numerous research studies because they â€Å"provide a better model to study non—cell-autonomous effects† (Azad, 2009). In humans, anoxia is specifically associated with pulmonary diseases such as congenital heart diseases with right to left shunts. Present research is focusing on the effects trehalose, a glucose dimer, has with preventing, or reducing, anoxia related stresses that patients with pulmonary diseases experience. According Azad (2009), transfecting mammalian cells with Drosophila tps 1 gene prot ects them from anoxia related injury.

The Importance of Laertes and Fortinbras in Hamlet Essay example -- Ha

The Importance of Laertes and Fortinbras in Hamlet The Shakespearean play, Hamlet, is a story of revenge and the way the characters in the play respond to grief and the demands of loyalty. The importance of Fortinbras and Laertes in the play is an issue much discussed, analysed and critiqued. Fortinbras and Laertes are parallel characters to Hamlet, and they provide pivotal points on which to compare the actions and emotions of Hamlet throughout the play. They are also important in Hamlet as they are imperative to the plot of the play and the final resolution. Hamlet, Laertes and Fortinbras are three young men who are placed in similar circumstances, that is, to avenge their father's deaths. The way the each comes to terms with their grief and how they rise to the call of vengeance is one of main contrasts between the three. Laertes is a mirror to Hamlet. Shakespeare has made them similar in many aspects to provide a greater base for comparison when avenging their respective father's deaths. Hamlet and Laertes love Ophelia. Hamlet wishes Ophelia to be his wife, Laertes loves Ophelia as a sister. Hamlet is a scholar at Wittenberg, and Laertes at France. Both are admired for their swordsmenship. Both men loved and respected their fathers, and display deviousness when plotting to avenge their father's deaths. Hamlet's response to grief is a trait starkly contrasted by Laertes. Laertes response to the death of his father is immediate. He is publicly angry, and he leads the public riot occuring outside Castle Elsinore, which Polonius' death and quick burial served as a catalyst. He is suspicious, as is evident in his speech to Claudius. "How came he dead? I'll not be juggled with. / To hell, allegiance!"(Act 4, 5:130). Hamlet, however is very private with his grief. His mourning for King Hamlet is long and drawn out, two months after his father's death, he is still observed to be wearing "...suits of solemn black."[(Act1, 2:78) Claudius and Gertrude comment on his unhappiness, however it is not until Hamlet's first soliloquy that the audience is made aware of the depth of his suffering. Although dismayed at his mother's quick remarriage to his uncle, Hamlet suspects nothing of his father's murder until the ghost discloses this to him. When brought to the call of avenging their father's deaths, Laertes is fast to act, he is wants revenge and he wants ... ...s assumption to the lands he sought to attain, and the throne he ironically set out to avenge. As is hinted throughout the play, the state of Denmark has become corrupt. Marcellus' famous quote "There is something rotten in the state of Denmark"(Act 1, 5:90) is complemented by various other observations. "...tis an unweeded garden,"(Act 1, 2:134) and "our state to be disjoint and out of frame,"(Act 1, 2:20). In Elizabethan times it was generally thought that a monarch had to have rightful claim to the throne, lest the state descend into chaos. Fortinbras is essential to this overlying story line, as he is fundamental to the resolution of the corruption. The overlying story line is to make what was bad become good, and thus a complete resolution is needed. Fortinbras is instrumental in this resolution: as the only nobleman left to claim the throne rightfully, Hamlet bequeaths not only the land that Old Fortinbras lost, but also the state of Denmark. Hence Fortinbras attains what he had vowed to avenge, and the play comes full circle. All that made the state of Denmark rotten, a ll those involved with the corruption, are now dead hence the overlying story plot is fully resolved.

The Reasons Behind Puerto Rican Migration to America Essay -- History

The Reasons Behind Puerto Rican Migration to America As a Puerto Rican who was born and raised in Hartford, I did not think much about how or why my parents are here in the United States. It was after reading the articles in Hist 247 Reader: Latinos in the USA that I began to question the reasons and conditions of my grandparent's migration. Many think that Puerto Ricans began to migrate to the United States after 1898 when the United States took over Puerto Rico but Puerto Ricans have been migrating to the US since 1840's. The Puerto Rican migration is best described in two different experiences. The first experience from later 19th Century to early 20th Century is the migration due to the economic and social situations in Puerto Rico while the second experience from 1940's to the present is mostly due to the chain migration and the thought that the United States will offer them a better life. Both waves of migration brought new experiences to the United States like the struggle of identity, politics, and power. The fundamental motive for leaving Puerto Rico was economic. The article "The Genesis of the Puerto Rican Migration" mentions that during 1878-1879 there was a major shift in capitalist mode from haciendas to sugar plantations. Around 1870 braceros and peasants began to leave the island to go to Santo Domingo, Cuba, etc... Under North American domination 1898-1901, Puerto Rico became an expansion in which allowed " for control of the means of production in the colony and the transformation of the "sugar islands" into exporters of products needed in the metropolis" (Centro de Estudios Puertorriqueà ±o 348). To the United States, Puerto Rico became a means to gain more capital and power in the Caribbean. I agree with C... ...which our early ancestors had to deal with we still have to deal with like discrimination, stereotypes, and unemployment but not as badly as they did. We need to become one instead of trying to compete with each other in order to achieve what our ancestors wanted. Our politics have gone from class politics, ethnic politic to identity politics. We need to keep fighting in order to be represented in government and for our voices to be heard. Bibliography Barradas, Efrain. "How to Read Bernardo Vega" Hist. 247 Reader Cruz, Jose E. Identity and Power: Puerto Rican Politics and the Challenge of Ethnicity. Philadelphia: Temple University Press, 1998. Dietz, James. "Migration and International Corporations: The Puerto Rican Model of Development" Hist. 247 Reader Figueroa, Luis, ed. His. 247 Reader. Department of History. Trinity College. Spring 1999 edition.

Discuss how effective boot camps are for reducing future criminal behavior Essay

Discuss how effective boot camps are for reducing future criminal behavior. One type of intervention used to treat conduct disorder is the boot camp. The basic idea is that disruptive behaviors can be corrected by strict behavioral regulation and an emphasis on skills training (Weis & Toolis 2009). The intention of boot camps is to shock juveniles into complying and exhibiting more pro-social behaviors. Unfortunately, this method of rehabilitation is not based on empirical evidence nor supported by research (Garascia, 2005). Boot camps are controversial because they are not proven to be effective or appropriate for treating juvenile delinquents (Garascia, 2005). The general structure of boot camps is modeled after military basic training with strict scheduling, command from drill instructors, group discipline, little free time or privileges, and strenuous physical activity. Boot camps may be supplemented with academic and skills training programs (Garascia, 2005). Boot camps emerged in the early 1990s as an extension of adult correctional boot camps. While not as widespread now, as many as 50 juvenile boot camps operate in the United States (Weis & Toolis, 2009). Among the goals espoused for using boot camps as treatment are: reduce recidivism, reduce overcrowding, reduce costs, and rehabilitate youth (Weis & Toolis, 2009). Generally, recidivism rates from boot camp graduates are found to be similar to those who complete traditional residential correctional interventions. Boot camp programs may reduce overcrowding in detention centers and prisons since stays are shorter than traditional residential programs, allowing a quicker release into the community. While boot camps are less expensive than prisons or juvenile detention centers, they are more expensive than probation. If the offending juvenile is sentenced to boot camp instead of probation, then it is not cost effective. Weis, Crockett, and Vieth (2004) found that the average cost for boot camps per adolescent range from $6,241 to $14,021 depending on location, duration, and aftercare programs. In 1991, the Office of Juvenile Justice and Delinquency Prevention (OJJDP) granted three organizations funds to create boot camps that had a military structure, used physical discipline, and provided aftercare services (Weis & Toolis, 2009). Boot camps evolved in three phases. The first generation of boot camps emphasized the military structure, extreme physical conditioning, and strict rules on the basis that shock and intimidation can correct disruptive behaviors. Juveniles were held  accountable for their crimes in hopes that it would deter them from future crime (Weis & Toolis, 2009). The second generation of boot camps focused on a balance between military structure and therapeutic programming such as schooling, job training, counseling, and daily living skills in order to increase self-control (Weis & Toolis, 2009). The third generation of boot camps placed less emphasis on military structure, following the belief that change occurs when the environment is one of respect and trust. Modeling and positive reinforcement were used as well as therapeutic and educational programming and intense aftercare programs (Weis & Toolis, 2009). Lastly, forced â€Å"treatment† has not worked. Even though youth given the diagnosis of conduct disorder are often criminalized, programs focusing on military-based, highly restrictive, coercive environments have failed to produce results to warrant their continued use. Rather than relying on these coercive tactics to â€Å"correct† these troubling behaviors, we must step back and reconsider the meaning and purpose of these behaviors- with close attention to the ecologies from which these youth emerge. If we focus equal resources at repairing (or preventing) the troubled worlds of these youth, compared to our investment in coercive, symptom-based strategies, we may likely achieve far greater results. References Garascia, J. A. (2005). The price we are willing to pay for punitive justice in the juvenile detention system: Mentally ill delinquents and their disproportionate share of the burden. Indiana Law Journal, 80, 489-515. Weis, R., Crockett, T. E., & Vieth, S. (2004). Using MMPI-A profiles to predict success in a military-style residential treatment program for adolescents with academic and conduct problems. Psychology in the Schools, 41(5), 563574. Weis, R., & Toolis, E. E. (2009). Evaluation of a voluntary military-style residential treatment program for youths with conduct problems: 6- and 36-month outcomes. Psychological Services, 6(2), 139-153.

Journeys End and A Long Long Way Essays

Journeys End and A Long Long Way Essays Journeys End and A Long Long Way Essay Journeys End and A Long Long Way Essay Essay Topic: Literature From the start, Sherriffs play Journeys End and Barrys novel A Long Long Way present two very different social class viewpoints of the Great War. Sherriffs play focuses on the viewpoint of the public school educated officers of the C Company and Barry presents his novel through the eyes of an ordinary Irish boy, Willie Dunne, who not having reached the height required for him to follow his father into the police force, opted to volunteer for the war. The biggest difference between both texts is the language. The novels narrative focalisation often shows the working class viewpoint of Willie whereas the play is full of public school register. The reader and the audience are aware, as a result of the difference in social class views and are provided with ample opportunities to compare the differences in both texts. Both the texts are a reflection of the times they were written. The play being written just after the war and during a time where theatre-going was a solely upper class phenomenon would not have been at all popular if it was focused on the lives of the working class soldiers rather than the lives of the officers. Similarly, the text being very much a modern novel makes use of social changes and therefore has no qualms about portraying the true nature of working class soldiers. Also, novels are not restricted to a particular social class of people, especially in this modern day and age, where the class differences have become increasingly blurred. The first few pages of both texts are an indication of the opinion of the respective writers as well as those portrayed in the texts. A Long Long Way starts with a dark and somewhat bleak picture of the streets of Dublin. With its rain-lashed streets and its cabmen huddling in their mucky gabardines it is the epitome of the harsh grind of working class life. The language is very earthy and realistic in the sense that it does not detract from the reality of the maternity ward in hospitals circa the late 19th century. The babies who cried like wounded cats in the laps of the nurses with their aprons of butchers in the hospital with its stony ox-skulls and draperies facade resembles in the readers mind the image of abattoirs. It is very much a working class setting for the reader to delve into. On the other hand, Journeys End could not be any more different. It starts off with a conversation between the outgoing company commander and the 2nd Lieutenant of the incoming company. It is filled with public school register and very controlled language. It most importantly displays the classic stiff upper lip nature of the British upper classes. Hardy commenting on the soldiers being frightfully annoyed with dirt in their tea after a bomb, is such an example. This is therefore an explicit illustration of the differences between social class within the interactions and the lives of the Officers and the ordinary men. Social class differences portrayed within the texts are also evident. Journeys End, a play from the Officers stance, is very much discriminatory towards the generally working class soldiers. The army in those days consisted of two groups, the Officers and the men. Stanhope is very insistent on the dividing line between the two groups. He, as part of the upper class system, seems to consider the loyal soldiers under his command as separate from his staff, comprising of the lieutenants. His objective view of the soldiers below him is what causes him to separate them and portray them to the audience as a completely different entity. His reference to the soldiers as the men as well as his incredulity at Raleigh feeding with the men is an illustration of his sense of superiority and separate nature from the common soldiers. Whereas, in Journeys End the commanding officers as well the lower ranking officers remain aloof and separate from the soldiers, A Long Long Way presents a much more humanitarian side to the company commanding officers. Captain Pasley accompanying Clancy, OHara and Willie for a swim in the river running through the reserve lines is something that the audience cannot picture Stanhope doing. The company captains in A Long Long Way are much more liberal. Talking about the big liming job as well as bawling out those happy words, Can you sling them on your shoulder Like a lousy fucking soldier Do your balls hang low? seems something common soldiers would sing about. However, it is Captains Pasley and Sheridan, respectively, who talk about the farming or sing songs that are popular with the men, with obvious enthusiasm. One observation that comes to mind is that in Journeys End the company officers are English, whereas in A Long Long Way the company commanders are Irish as well as the men. It would seem that the rural nature of Ireland was the overriding factor, that an Irishman coming out of Sandhurst would never be the same as a middle or upper-class Englishman. It can be seen within the two texts that social class differences even play a role in a persons sense of honour and duty. Journeys End being a play based on the experience of the officers in a company, one would have presumed that the sense of honour and duty would be prevalent throughout. However, this is not the case. We see that Hardy is not at all concerned with any proper sense of honour and duty. His duty to his country manifests itself in his enquiry about looking every inch the soldier. However, this is contrasted by Osbornes strong sense of duty. He is dutiful and very loyal to Stanhope while Hardy being the shirking type, incredulously remarks Osborne is fussy and God! you are a worker. This difference is seen within the same class system. Both of them are obviously not working class soldiers but their attitudes on honour and duty differ. It therefore stands to reason that there will be such differences, if not more contrasting ones, from either side of the line. The audience is not disappointed, but the differences are somewhat unexpected. Hibbert, an officer of the company, is a weak and ineffectually individual. From the start Sherriff immediately establishes him as someone that does not contribute fully to the team, and because of this, we do not feel sympathy for him. In contrast to this, Mason, a fighting soldier, acts as a cook and as well as a servant. He is evidently hard-working and keen to serve, and Osborne and Trotter discussing his dirty dishcloth also provides some light humour. Mason serves as a reminder that normal activities still need to continue, and his all-round good nature endears the audience to him. He obviously has no fears of stepping on to the front line from the relative safety of his dug-out kitchen. When Stanhope tells him to finish up in the kitchen and join the platoon in the line; his reply is a simple and straightforward very good, sir. Having seen the differences that an individuals social class can have on their outlook on not only life, but also how it affect their dealings with others as well as their commitment and contribution to life in the trench; it is obviously the case that the two social classes will behave differently. We see in A Long Long Way the true nature of the ordinary soldiers. The use of foul language as well as the very realistic portrayal of men dealing with their fellow men is most apparent in the interaction of Willie, Christy Moran the Sergeant Major and Pete OHara. The sexual realism that is portrayed, such as Willies need to masturbate to stop himself from exploding worse than any bomb is also a depiction of how the common soldiers behaved. The novels Sergeant Major, the highest ranking soldier amongst the men, is by far the truest soldier amongst his men. He is a full time soldier and as a result he sees no problem in using foul language on a frequent basis. Even the most simple of directions or observations have to be interspersed with a fucking or a shite. But despite the rough demeanour, the soldiers liked him, all the guff and gristle that he was. However, when this is compared to the captains of Willies company, it would seem that their behaviour is as varied as they themselves. Captain Pasley is portrayed as the typical upper-class officer. He is seemingly unaware of the risks that come with raising your head above the parapet with alarming indifference. However this could just be the typical bravado displayed by middle and upper-class men, who would suffer unbearably, sometimes for no good reason, rather than show any sign of weakness. His observation that the night and land are beautiful and of the river that he is sure is absolutely full of trout is all a caricature and Barry mocking his obvious public school upbringing. The other captain of the company, Captain Sheridan, is however vastly different. He has a very merry way about him and is insistent on keeping troop morale high. This he does by singing songs whilst on the march. He is sufficiently versed in the working class nature of the soldiers to enjoy singing Charlotte the Harlot and Do your Balls Hang Low. On the other hand, Sherriffs Journeys End does not at all mirror the way Barry has written his novel or his presentation of characters from two different social classes. The behaviour of the various characters within the play, compared to the novel, is very frigid. There is no interaction between the regular soldiers and the officers of the company. Trotter and Mason, both working class soldiers, although Trotter has been promoted to a Lieutenant, are in a sense breaths of fresh air amongst the very reserved atmosphere that can be felt within the dugout. As the plays central focus is on public school life, talk of rugby, cricket and schoolmasters, acts as a bond between the men. It helps the upper-class soldiers deal with the stresses of war if they think of the war as an extension of their public school-life. With public-schools at the time being single-sex establishments, the men having to live and work together in the small space of a dugout would not have been to fazed because they would have had undoubtedly shared rooms back in school. Such a shared background is clearly significant. Osborne measures distances by relating them to rugby fields and Raleigh relates his fatal injury to one he suffered whilst playing rugby. It is for them a way to escape from all the horrors of the war. As a result, it would seem that the rest of the officers stay aloof from either Trotter or Mason. To some extent, the separation between them and Mason is justifiable, in the sense that servant and officers dont mix. But Trotter, who is also an officer, cannot escape the stereotype associated with him by his public-school bred colleagues. He is seen by the others as a genuine sort of chap who makes things feel natural. Stanhope thinks he has no imagination and believes that Trotter is always the same or never get sick to death of everything. It is obvious that Trotter has come to terms with the slightly patronising behaviour and the presumed lack of intelligence he has to endure within the army. He shows his fierce commitment and loyalty when he is made second in command. He evidently feels honoured by the promotion and promises Stanhope that he will do his best and not let him down. The social class difference also transcends into the way the soldiers and officers talk to each other. In Journeys End, the two main working class characters are Mason and Trotter. Mason speaks in a Cockney accent and Sherriff indicates this through the spelling and dropped letter at both the beginning as well as the end of words. The meat that he serves at the beginning of the play has a noo shape and asnt got that smooth wet look that liver has. Trotter also speaks differently from the other officers. His use of the phrase I reckon where Raleigh and the others would you I suppose is a clear example of this. His exclamations are more frequent as well. They consist of damn and bloomin' as well as blinkin' whereas the other officers would say things like beastly, frightfully and, very rarely, damned. Another clear illustration of this is when Trotter comes to see Osborne just before the raid. His simple, yet crude rhymes contrast with Osbornes evocative references to Alice in Wonderland. Trotter declaims, Tell me, mother, what is that / That looks like strawberry jam? / Hush, hush my dear; tis only Pa / Run over by a tram with its obvious reference to death. While in contrast, Osborne talks of the gently smiling jaws of the little crocodile, with a more subdued indication of life and death. The two officers have different ways of expressing their response to the war. Where Trotter explicitly refers to the situation; Osborne, on the other hand, refers to it in a more controlled and implicit way, typical of most public-school characters. Moving away from the war for just a moment, it is clear that where in the trenches, social class played a major role in the way soldiers were treated by one another, it also meant that lives outside before the war were very different, to say the least. The rich upper-class, public-school educated boys would all have had their lives set out for them. For some, the war came as a welcome break from the monotonous and dreary, controlled and restrained lifestyle. For many, it was an adventure. It was a way for them to go and see the world. What also helped was the fact that many of these young lads had some sort of Combined Cadet Force training, very much in line with the old Imperial tradition. However, for the working-class men, some had no choice but to go. It was for them a way of not only gaining recognition but also a way of earning money to feed the hungry mouths within their homes. It was for some, a lifeline. It was a way to make something out of their lives. It would have been an amazing story to tell the grandchildren by the fire. Many went for aesthetic reasons, and had help making decisions from the countless pro-war propaganda campaigning that was going on. One such advert with the slogan, Daddy, what did YOU do in the Great War, would have no doubt sent many a young father off to the War, some destined never to return. The life of the upper-class, public-school soldiers is clearly showed in Journeys End. Osborne was a schoolmaster who refereed Rugger games. His revelation that he played for the Harlequins as well as for England on one great occasion is greeted with an almost reverent Oh, but, good Lord! that must have been simply topping from Raleigh. In comparison, Willie from A Long Long Way is but a mere builder working for Dempsey, the most renowned construction contractor in Dublin. This again shows in full force the gap between the working-class soldiers and their public-school counterparts. In conclusion, it can be seen that social class differences played a major role in how men acted and were treated within the army. Both the texts have a wide variety of differences with regards to the social class differences within the soldiers of one company. However, it must be noted that in a way, the war made all that difference worthless. The great shadow of Death did no differentiate between who had a public-school upbringing in Eton or Repton and who was brought up on a farm or in the slums on the outskirts of Dublin. Perhaps this is why towards the end of the war the line dividing the public-schooled upper classes from the common working class man became increasingly blurred. This is shown in both texts, with Trotter, a working-class soldier, being promoted to second in command of the C Company; and in A Long Long Way, with Christy Moran being made the surrogate captain of the Dublin Fusiliers. At the start of the First World War, only men who were public-school educated could be commissioned officers. However, as can be seen from both texts, the class system was changing and the traditional officer class no longer existed. After the first year of the war, it became possible to gain promotion without having to be privately educated. It would seem that this is how Sherriff himself became a captain in the East Surrey regiment. But it did not stop there. After World War II, the people of Britain had become exasperated with the right-wing, middle-class dominated Conservative party. The political party of Churchill was overthrown by the people in favour of a more socialist party. A party, that was devoted to the fairness and equality that was demanded by so many of the people in Britain. This serves to illustrate exactly how social class attitudes can change in the face of trials and tragedy. Britain underwent a massive social change and in 1945, twelve weeks after the end of the War, the socialist, left-wing Labour party won the national election in an amazing landslide; such that it was equated to a political earthquake.

Mla

Mla MLA Documentation StyleDifferent academic disciplines use different systems of documentation. The Modern LanguageAssociation (MLA) style, presented in the MLA Handbook for Writers of Research Papers, iswidely used throughout the humanities.A. Parenthetical ReferencesB. Content and Bibliographical NotesC. List of D. MLA-Style Sample EssayA. Parenthetical ReferencesIn MLA style, a parenthetical reference identifies a source and refers readers to the full citationof the source in the list of works cited. Following are some sample MLA-style parentheticalreferences.Author and page (short quotation)Prose quotations that run no more than four lines in your essay are integrated into the text andenclosed in double quotation marks. The author's name need not appear in the parentheticalreference if it is included in the signal or introductory phrase, as in the first example:Mark Kingwell defines happiness as "the possession of virtuous character and theperformance of virtuous action" (327).The MLA Style ManualThe search for J.D. Salinger, the New Hampshire recluse whom one reviewer called "theGreta Garbo of American letters" (Swados 119), became something of a minor nationalobsession in the early 1960s.Author and page (long quotation)Prose quotations that run more than four lines are set off from the text by indenting ten spacesfrom the left margin. Block quotations are not enclosed in quotation marks.Swift's ironic "A Modest Proposal" paints a devastating portrait of Ireland's poor:Some persons of a desponding spirit are in great concern about that vast number of poorpeople, who are aged, diseased, or maimed, and I have been desired to employ mythoughts what course may be taken to ease the nation of so grievous an encumbrance. ButI am not in the least pain upon that matter, because it is very well known that...