Affects of war in the novels You Went Away and Farewell to Arms

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Any war takes a great toll on human life in terms of death, suffering, and loss. In You Went Away, it is the marriage of Graeme and Mi that is suffering due to infidelity on both of their parts and Graeme's heavy drinking and withdrawal from his family relationships. War, however, can also thrust an individual into a new relationship with someone that happens to be in the same place at the same time. In A Farewell to Arms Frederick Henry and Catherine meet during WWI. His injury necessitates a long hospital stay during which time romance blooms. Later, after becoming disillusioned with the war, Frederick Henry deserts the army and he and Catherine flee to Switzerland where their union is strengthened. Both scenarios are the focus of this essay as the novels A Farewell to Arms and You Went Away are compared. Both novels are set during wartime and revolve around a couple's relationship which in one novel, the war strengthens, and in the other, is ripped apart.

In A Farewell to Arms, Lieutenant Frederic Henry, a young American, who drives ambulances for the Italian army meets Catherine Barkley a young English nurse at a British hospital unit near the Italian front. "How do you do?" Miss Barkley said. "You're not an Italian are you?" "Oh, no" (Hemingway 18). This was a meeting that, if not for the war, would not have taken place. The opposite effect is caused by war in You Went Away. In this novel the main characters, instead of being brought together due to the war, are being split apart. This novel's main character, Mi, is being separated from her husband, Graeme as he has enlisted in the airforce at the beginning of WWII. "I've joined the Air Force, Mattie. Me, and all these fellows here we're going to win the war"(Findley 1). If it hadn't been for the war, Graeme would have had no reason to leave his family.

In A Farewell to Arms, Henry and some other ambulance drivers are eating in a dugout where a bomb explodes over them. Henry's legs are badly wounded and he ends up in a hospital in Milan for treatment. Catherine Henry transfers to the same hospital to be near Frederic. It is in Milan, that Henry realizes that he is in love with Catherine. "When I saw her I was in love with her. Everything turned over inside of me" (Hemingway 1). Over the next few months, while Frederic convalesces at the hospital in Milan, with Catherine as his attendant, their love for each other grows. It is Henry's involvement in the war that leads to his injury, hospitalization and months of recuperation with Catherine at his side. The reality of the war, therefore, leads to a strengthening of Fredric and Catherine's relationship. The reality of war in You Went Away is quite different. Graeme leaves for training, not only physically but emotionally as well. "Graeme was constantly preoccupied not with his Air Force duties, but with something, else, unnamed. Mi would sit watching him and he would say to her don't stare at me angry for some reason"(Findley ). The stress and strain of being in the airforce leads Graeme to further isolate himself and cause more problems for himself by drinking too much. Mi tells Ellen he will be dishonourably discharged from the armed forces.

"It's never been so bad," she said. "There's a good chance they'll

let him go. Discharge him."

"Alcohol turns him into a madman," she said. It always did."

"Thanks for the brand new information," said Mi (Findley 1).

Thus, being in the military has caused Graeme to drown his sorrows by drinking and withdraw from his family relationships, which begins to break down his marriage with Mi.

Hemingway's hero, Frederic Henry, and Catherine seize another opportunity to be together when Henry, disillusioned with the Italian army decides to desert the army. He and Catherine flee to Switzerland and the months they spend together there create an even deeper bond between them. "Oh, darling, I want you so much I want to be you too." "You are. We're the same one" (Hemingway ). Catherine is pregnant and the couple plan to marry following the birth of their child. The war, a time of great turmoil and heartbreak, has brought two people who need each other together. Frederic and Catherine cling to each other forming a very strong bond and together face the world. In You Went Away, Graeme and Mi's bond of marriage is breaking apart. The war is causing Graeme and Mi to live their lives apart. As the story continues to unfold, it becomes obvious that they will never be able to piece their marriage back together. Graeme becomes involved in an adulterous affair, which Mi becomes aware of and confides in Eloise.

"There isn't any evidence he's

playing around."

Mi looked away.

"Michael answer me."

"Her name is Sue Anne Howard" (Hemingway 8).

Later, Mi, having given up on her marriage, also succumbs to the temptation of an affair with Ivan, Graeme's roommate.

"Mi put her hand on the back of Ivan's head and drew him down.

Whatever happens now, I know what I am doing.

Not adrift any more. Not lost, but found" (Findley 15).

The separation of war causes Graeme and Mi to ignore their marriage vows and the bond which joins them.

These two novels both explore the relationships of a man and a woman with war as a backdrop. In A Farewell to Arms, war brings Frederic and Catherine together and keeps them together over many months, allowing time for their romance to blossom and their love to ripen. War creates the opposite effect in You Went Away. When Graeme is removed from the relationship, Mi and Graeme's marriage wilts and finally dies. War, therefore, strengthens Fredric and Catherine's relationship but, unfortunately, rips apart Graeme and Mi's marriage. War is a deadly game, which destroys everything in its path. Relationships, more often than not, are ended through death and separation, as happened to Graeme and Mi. Other relationships are formed in such difficult times out of desire and survival, as is the case with Frederic and Catherine.

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Ethics

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Ethical Issues

Every major company has or should have a code of ethics that its' employees can abide by in order to accomplish the companies mission successfully. This code of ethics should include the Obligations of the employees, the Ideals or goals of the company and the Consequences of negative actions or performance of the employees. My prior company which I worked for was a cargo airline company that had code of ethics the human resource department created. There were some good statements provided, but human resources had no idea what was going on in the public sector, therefore, some of the ethical laws did not apply to all parties in the company. Companies need ethical policies, guidelines and restrictions, their ethical policies should be well promoted, well tailored to the company, companies' mission, and the employees that run the company. Ethic statements should be easy to understand, be applicable, and able to motivate all types of attitudes.

The question remains, "Why do we need a code of ethics in our workplaces?" "Why don't we just let people decide for themselves the type of ethical standards they should be governed by?" the simple reason is this; if we did not have guidelines that people must follow there would be chaos throughout the company. People are different; they come from all types of religious, cultures, and races, therefore, may have different views on how issues should be run. The purpose of an ethical statement is to make all races, religions and people's differences work together applying certain parameters or guidelines for the benefit of the company. A company's ethical statement also sets a positive work environment for its' employees and helps to deal with everyday issues or distractions that might come about during day to day activity. Finally, it sets the standard to which employees can reference to when a problem or grievance occurs within the company; the ethical statement may be used to solve such issues. If we did not have a code of ethics then people would not know how to behave; they would be unaware of what is acceptable and unacceptable.

A good code of ethics is clear, easy to understand and applicable to its employees. For example "Someone would create an ethical statement explains that construction workers have to have the highest profession appearance at all times while performing their duties." Sometimes, it might be better to make one set ethical statements for the entire company and then generate a separate sub-code of ethics for each department that is involved within the company, basing that code of ethics on the first one. This was not the case at my prior company. Human resources set up the code of ethics and had no idea that most of the content never applied to half the company. Furthermore, they had employees view it at the start of employment, sign it and then it was never seen again. To this day, I still cannot remember what was on that code of ethics nor have I ever had to run over it, but for the purpose of this paper I had one e-mailed to myself. The point is, in my opinion, the company should have had its' ethical code posted on the wall for everyone to see. While they were daydreaming at work, glancing around the office, their eyes would glance at it enough times that their brain would recall it. If I were to take a survey on how well the employees at my old company new their Obligations, Ideals, and Consequences for their workplace, the outcome would be (I'm being generous) about half would have no idea. Awareness was definitely a concern with their particular ethical code. Another company I used to work for used to send their code of ethics over the e-mail and take advantage of new technology; they used to send it at one o'clock on Friday afternoon. This was great to take advantage of the new technology, but let's be honest, who has the companies code of ethics on their mind at that time of the day and above all else that time of the week. The furthest thing from my mind on Friday afternoon was the company's code of ethics; most people just used to hit the delete key, deleting the code of ethics permanently.

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If I had a company, I would have the code of ethics up on the wall with some type of visual stimulation that was pleasant to view. I would have my Obligations, Ideals and Consequences become well known throughout my company. My employees would be so sick of hearing them they would abide by them just so they do not have to hear them again. If I had separate departments I would create a sub-code for the individual departments, For example if I had a sales department I would not put a statement like, "Employees must be on time each and every day, otherwise be subject to disciplinary action." I would rephrase that statement to say, "Employees must meet their quota each and every week." This way, my employees who work in the sales department will remain happy because they will set their own hours while I'm smiling because my production is being met.

At my last company, a negative influence was brought forth in the workplace, but nothing was ever stated on this subject in their code of ethics except that employees must respect one another. The negative influence was, "fraternization." If this were my company, I would create an ethical statement that stated, "Romance has no part in the workplace and fraternizing with upper management will not be tolerated with the exception of company functions." I would have my employees sign a disclosure understanding this ethical statement; that if suspected of having sexual relations with anyone in the company they will go under investigation and may be terminated for provable cause. This was a problem in my last company and I'm sure exists in so many large corporations. The females who were lazy, never made quota, never did their job resulting in someone else carrying their weight, always received the better reviews, the better perks and the least stress, for the simple fact that they were involved with the right people. Many employees quit the department because of this and were fed up working twice as hard for the same compensation in pay; we lost grade A workers this way. This was a negative influence in the work environment, but no one seemed to acknowledge this. If I were to improve this company's ethical code, I would have it drawn up in more detail and made sure everyone was both aware of the code and able to understand the statements.

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Understanding Animation

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UNDERSTANDING ANIMATION

' If it is the live-action film's job to present physical reality, animated film is concerned with metaphysical reality not how things look, but what they mean' (Hoffer)

Animation has a 'unique vocabulary', which is not the province of the live-action filmmaker.

Jan Svankmajer, Czech Surrealist animator said

'Animation enables me to give magical powers to things. In my films, I move many objects, real objects. Suddenly, everyday contact with things which people are used to acquires a new dimension and in this way casts a doubt over reality. In other words, I use animation as a means of subversion'

'animation can redefine the everyday, subvert our accepted notions of 'reality' and challenge the orthodox everyday understanding and acceptance of our existence. Animation can defy the laws of gravity, challenge our perceived view of space and time and endow lifeless things with dynamic and vibrant possibilities'

'Animation has a capacity to recreate and laugh at the world; to challenge its orthodoxy and pretension; to explore the boundaries of taste and expression'

CONVENTIONS OF ANIMATION

·CARICATURE

Caricature renders the protagonists immediately recognisable, including typical facial expressions and specialised vocabulary e.g. Homer's 'D'oh', 'Mmm.. donuts' and drooling, Bart's 'Ay carumba!'. This is a pictorial shorthand widely understood,

adding to its marketing possibilities it's universal.

·ANTHROPOMORPHISM

i.e. the endowment of creatures with human qualities, abilities and attributes.

This remains the consistent focus of a great deal of animation e.g. Itchy and Scratchy

·PARODY AND POLITICAL CRITICISM

Even early cartoons were of a subversive nature. In 11 John Bray developed a studio process for the production of cartoons his character 'Colonel Heeza Liar' was a parody of President Teddy Roosevelt. In 14, 'Felix Revolts' became a political activist against the maltreatment of cats. 'Soda Jerks' 10 by Hurd and Barre uses comic reversal like that of the Simpsons Homer, the head of the family is stupid, Marge,the woman, holds the family together.

·PARODY OF CARTOON CONVENTIONS

Many early animations were technically limited and used the same background this is parodied in 'The Front' where Lisa and Bart go to a cartoon studio.

·SUBVERSION

'Animation's acts of subversion become more complex and radical but seemingly remain innocent…'

Issues of gender, sex and sexuality and law/order are being played out in this comic scenario, but they are essentially ignored because they are part of a cartoon.

'The transgressive possibilities available to the cartoon, therefore seem limitless, and this has not been lost on animators'

·THE CREATION OF IMPOSSIBLE EVENTS

This has become the stock-in- trade of all animated films.

·DANCING

'The importance of dance in animation must not be understated as it anticipates sophisticated use in later works e.g. Disney, Tom and Jerry. The Simpsons exaggerates this as the scenes often evolve into a full-blown dance routine a parody of the genre.

·TRANSFORMATION

'one particular device is unique to the animated form; some would argue that it is the constituent core of animation itself metamorphosis the ability of an image to literally change into another completely different image'

This narrative strategy helps narrative economy and continuity; it disrupts the established notions of storytelling by resisting logical development. This destabilises the form, making the cartoon radical and surreal. This can also create horror and humour. Examples of this include Bart's Nightmare' and the way that Itchy and Scratchy re-form, even after all the violent hacking.

·SIGHT /VISUAL JOKES

·SLAPSTICK HUMOUR

·THE CHASE SEQUENCE not often used in The Simpsons, except for Itchy & Scratchy whose chases look crude/clichd and remind us that we don't see chases much in the rest of the show.

DIALOGUE

'Even though the fundamental appeal of a cartoon lies in its commitment to action, character is often defined by key aspects of dialogue. Joke orientated dialogue was a particular feature of the characters created at Warner Bros. For Looney Tunes and Merrie Melodies. E.g. Bugs Bunny's laconic 'What's up Doc?' Daffy Duck is characterised by his constant babble and his lisping 'You're despicable!' Similarly Elmer Fudd's 'Wabbit'. All these verbal dynamics served to support the visual jokes and create a specific kind of noise, which is characteristic of these animations.

·BINARY OPPOSITIONS

In particular the use of good vs. evil e.g. Sideshow Bob

·STYLE

Visual conventions echo those of live action cinema deploying establishing shots, close-ups etc. The Simpsons probably does this even more than other cartoons it has a very cinematic quality.

NARRATIVE FORM

·THE PRIORITY OF CHARACTER whether a cartoon is based on a specific story or based on a sequence of improvised sight gags, it had a logical continuity even within a madcap scenario.e.g Disney's Goofy his perpetual attempts to succeed at a task and his consistent failure creates slapstick humour. Importantly, sympathy and understanding are created for him through this.

Most narratives in animation are based on character conflict and the chase s sequence. A situation is established involving problematic, comic events aand the narrative consists of finding a resolution, mainly through the

actions of a principal character that the audience has been encouraged to usupport and sympathise with e.g. Homer.

·INTERTEXTUALITY

'The orthodox cartoon only occasionally draws the audience's attention to its construction, especially in the case of the Disney hyper-realist text'

Here the Simpsons really goes against the convention. We are continually reminded that we are an audience watching TV. This is done through

a)Homer and the family's love of TV referring to it as a person, regarding it as the centre of all knowledge

b)Direct references to other cartoons Itchy and Scratchy etc

c)Film references

d)Highlighting media and society issues e.g TV violence

e)Krusty the Clown and his behaviour a critique of celebrity culture

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A forgettable person remembered

If you order your research paper from our custom writing service you will receive a perfectly written assignment on A forgettable person remembered. What we need from you is to provide us with your detailed paper instructions for our experienced writers to follow all of your specific writing requirements. Specify your order details, state the exact number of pages required and our custom writing professionals will deliver the best quality A forgettable person remembered paper right on time.

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August 1th, 00, 400pm The first day of school. I am sitting in a classroom waiting for the instructor to arrive. The class was Philosophy Introduction to Logic. There were dozens among dozens of students. Most were enrolled, but quite a few of the students were hoping to add the course. The classroom setting was more than familiar to me. My Economics class was held in this room the previous semester. The room was on the west side of the building, and since it was late in the afternoon, the rays from the setting sun blaze down into the classroom like a heat lamp at full blast.

"It feels like a sauna in here," I think to myself.

The instructor arrives a few minutes later. Son M. Le was his name. He looked like your average businessman wearing a suit and tie, and carrying a briefcase everywhere he went. He was a frail old man, and it seemed quite obvious that he dyes his hair to cover any gray hairs he might have. He was no taller than 5'5", and he wore prescription glasses with lenses so thick that it made his squinty eyes look big like how Japanese animation artists draw their cartoon characters. He had a nose like Michael Jackson's nose before all the cosmetic surgery; in other words, big. He had a grin or a smirk that made him seem like a sarcastic, condescending, and unfriendly person.

Dr. Le asked the students to sit as close to the front of the room as possible. At first, I wondered why he wants the students sitting close to the front of the room, but I quickly found the answer. He talks very softly with a strong accent. Students sitting in the back of the room would think that he mumbles because they wouldn't be able to hear what he says. I sat in the front of the room, and I still could barely comprehend what he says. He begins the lecture, and starts to write on the chalkboard. His handwriting goes hand-in-hand with his speech. Chicken scratch doesn't even begin to describe his handwriting. From this moment, I knew I was in for a long and difficult semester. To add insult to injury, Dr. Le wrote the textbook for this class.

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Aside from the grammatical and typographical errors, terms and definitions were poorly outlined. The textbook was poorly written. I recall students would ask Dr. Le questions regarding contents in the book they could not understand. He would explain, word-for-word, as written in his book--basically reading off his own book, which did not help the situation. There were times when he would actually try to explain a formula, and his answer would contradict the answer in his own book. Is his answer correct, or is the answer in the book correct? Again, he wrote the book, therefore both answers are his. Which answer was correct was open to discussion. Contradiction was prevalent in most, if not all his lectures.

It was the week prior to our first major exam, and Dr. Le spent the class time reviewing for the exam. One particular student was flabbergasted at the many terms needed memorizing for the exam.

"How are we supposed to remember all these terms?" she asked.

Dr. Le responded with a condescending and sarcastic tone.

"Well, you know what + is, right?"

That student eventually dropped the class shortly after the first exam.

I remember a classmate telling me that Dr. Le grades on a curve. At first, I did not believe it, but I later confirmed it after reading over the syllabus that was passed out at the beginning of the semester. Imagine my surprise when Dr. Le said that he would not grade on a curve. His reasoning was that a few students were passing the class with extremely high grades, and that he could not grade on a curve because of that. At this point, I began to wonder why I enrolled in this class. Granted, this class is a required transferable course, however, there are a few other classes that meet the same requirement.

Dr. Le gives private conferences for each student following the week of an exam. He would discuss with each student the grade for the exam and give an up-to-date progress report. I had a conference with Dr. Le following the midterm exam.

"Andrew, you did very poorly on the midterm. You are failing the class." He said. I sat there at a loss for words. I knew I performed very poorly on the exam, but I found it a shock that he said that I was failing.

"What didn't you understand in the chapters?" He asked.

"I didn't understand any of it, Dr. Le. The reading was too confusing, and your lectures did not help me understand the chapters."

"Well, at this rate, you are going to fail the class. I will give you some extra credit assignments to do to make up for the midterm."

"What do you want me to do?" I asked

"I want you to write essays. The essay questions are at the end of Chapter 5 in the book. Pick any essay questions, and I want at least pages per essay. You have two weeks. You do these essays, and you will more than likely pass the class."

I turned in the essays two weeks later, just in time to prepare for the final exam. Thankfully, the exam was not cumulative, as it only covers the last two chapters in the textbook. However, Dr. Le gave an implication that the exam was going to be very difficult and said, "If you fail this exam, you fail the class." If that wasn't a threat, then I don't know what is.

Dr. Le held private student conferences in his office following the final exam. I came in expecting to hear that I have failed the course.

"Ah, Andrew. Come in, and sit down." He said.

My heart was pounding and my legs were shaking. I was too afraid to hear what my final grade was.

"You did quite poorly during the first half of the semester. I don't really know if you actually learned anything or got anything out of this course. But you did extremely well on the final exam, and your extra credit essays were good. You pass the class."

Imagine my surprise when I heard him say that. For this one moment, Dr. Le showed a lighter side to his dark personality. After 4 months of frustration with this class, the worst was finally over. As I walked away from Dr. Le's office, I breathed a huge sigh of relief.

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The Adventures of Huckleberry Finn In High School Curriculums

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Some people feel that The Adventures of Huckleberry Finn by Mark Twain is

a disgrace to American Literature and that it should not be a requirement for high school

students. They feel that the number of times the word "Nigger" is used is uncalled for.

The Concord Public Library Staff states, "All Huck Finn is, is a racist book more suited

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for the slums than for intelligent people," and many others feel the same way(Concord

Public Library). However, The Adventures of Huckleberry Finn is a novel dealing with

racism, conflicts of society vs. what one truly believes, and a dysfunctional family;

therefore it should not be removed from high school English curriculum.

Racism occurs on almost every page of the novel. Huck Finn takes place in

the 1880's when slavery and the thought that all blacks are worthless and stupid stood

strong. Although many people believe this novel should be taken of the curriculum

because of the high amount of racism, it teaches a valuable lesson and is good for the

students to read. Reading about this racism is good for teens because it shows them how

hurt blacks are when they are a victimized. For example, several times in the novel a white

person states, "Ain't nothing but a nigger"(Townspeople). As time went on from the

1880's racism shrunk and shrunk, but with all the terror groups and horrible attacks it is

surely becoming an issue again. Many teens today are taught to hate Palestinian and Iraqi

people just because the major leaders of these terror groups are from those places.

Having racism throughout this novel allows teens to see things how they were, and realize

how much being prejudice can hurt one person.

Throughout Huck Finn, Huck faces several conflicts of society vs. what one

truly believes. It is so important that teens realize what is truly rite is not always what

society claims as being rite. Huck is taught by his father and Miss Watson to hate blacks

and to never befriend one. When he runs away from his father and ends up on the Island

he meets Jim(Miss Watson's runaway slave). As the novel goes on Huck starts seeing a

person in Jim and not just a thing that serves you. At one point on the island Jim and

Huck get separated by fog for several hours, when they finally are reunited Huck

convinces Jim that it was all a dream and they were never separated. Jim realizes Huck

has fooled him once again and is very hurt by it, he tells him how ashamed he is of him and

how much that hurt him and then walks off without saying another word. Huck then

exclaims, " It made me feel so mean I could almost kissed his foot to get him to take it

back. It was 15 minutes before I could work myself up to go and numble myself to a

nigger; but I done it, and I warn't ever sorry for it afterward, neither. I didn't do him no

more mean tricks and I wouldn't done that one if I'd 'a' knowed it would make him feel

that way."(Huck,86) By Huck saying that, it shows that he is realizing Jim is a human just

like him, with feelings, and that he is truly sorry for playing mean tricks on him and

treating him any differently than he would a white man. Huck shows his realizations a few

other times throughout the novel. At one point, a man searching for runaway slaves stops

Huck and Jim's raft looking for a slave. Huck shoves them away by saying his father was

on the raft laying down because he had a case of small pox. Huck knew that saying that to

the men was the only way to save his best friend Jim and he knew it was the right choice,

but part of him felt like he should have sold Jim out to the men an done what would have

been rite to society. The Adventures of Huckleberry Finn is a good novel for teens to read

because these conflicts of society vs. what one truly believes teaches people the lesson that

what society teaches you is not always right, what is always right, is making yourself feel

satisfied and good inside and out.

Dysfunctional families have been around forever, even though back in the 1880's

only the happy families were portrayed dysfunctional ones still existed. Huck had a very

dysfunctional family life...if you would even call it that. This is another reason why

keeping this novel in the curriculum is a wise choice. Huck's father was a drunk man that

left him alone when he was younger. When Huck is left by his drunken father he is taken

in by Miss Watson. She is a caring and loving lady but expects the boy to be the perfect

child. Dysfunctional family lives form the child, and therefore Huck was into doing any

wrong he could get his hands on. Once Huck's dad hears he has money, he comes and

kidnaps Huck from Miss Watsons house, beats him brutally and locks him in a room.

Huck lives his childhood with no really parental guardian or advisor and this starts to get

to him. He runs away from being beaten with his father and that is where he finds Jim. If

he had a normal childhood family, there would be no adventures and no stories. The

family aspect of this novel shows people how much a loving family molds a wonderful

child and how a dysfunctional family molds a rebel.

Overall the novel The Adventures of Huckleberry Finn , should not be removed

from the high school English cirriculum. The fact that Mark Twains novel shows its

readers the seriousness of racism, the important matter of knowing that sometimes society

isn't always right and that it is normal to have conflicts of society vs. what one truly

believes, and how a dysfunctional family, like Huck's, molds a child's life is an impressing

thing. People who can get over the fact that the word "Nigger" is used continuously

throughout the novel will get the chance to experience a thrilling and exciting story about

the adventurous Huckleberry Finn.

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Persian and Greek Strategies during Xerxe's invasions

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Strategies of the Persians and Greeks

Evaluate the Greek and Persian strategy in Xerxes' invasion of 480-47BC

In the years before the discovery of gunpowder, canons and nuclear weapons, ancient warfare relied on the adoption of sly and skilful tactics. This is clearly evident throughout the historical period of the "Third Persian Campaign" where Xerxes the Persian king (486-465 BC) invaded Greece seeking revenge for his father Darius' humiliating defeat at Marathon. In the time period of 480-47 BCE, the Persians and the Greeks used a variety of techniques such as intimidation, encirclement and more importantly the extensive use of naval vessels. Much of the Greeks' success also came about through their employment of trickery as well as their clever choice of battle sites.

We are firstly told by Herodotus that Xerxes spent four long years to planning his incursions. One of his main objectives was to travel across Greece without any drawbacks; this was achieved through his implementation of "scare tactics". In comparison to Xerxes' Persian forces, Darius' past army would have been seen as minute. The number of his troops was the largest ever to have been assembled in the ancient world consisting of an estimated 100 000 enslaved men from all over the Persian Empire, and most notably the inclusion of an elite corps of ten-thousand soldiers often referred to as the "Immortals". Just knowing these statistics would have sent alarm bells off in Greece, where city states such as Thrace submitted to the Persians without any threatening any form of conflict. The terrifying reputation that he had built for his army through the creation of the canal at Mt Athos and the construction of the floating bridge at the Hellespont, allowed Xerxes to achieve one of his main goals in these battles to march closer to his target Athens unthreatened.

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The first two battles in the second invasion of Greece were that of Thermopylae and Artemisium, which have been disputed to have been deliberate "distractions" known to have deterred the attention of the Persians away from the Athenian civilians allowing them to escape to Salamis. In the battle of Thermopylae, the legendary Spartan king Leonidas lead the Greek contingent behind a reinforced ancient stone wall which protected them from any harm for four days, another prime example of a protective barricade was the palisade built by the Persians in the battle of Plataea. Although Xerxes eventually managed to break through the Greek barrier many of the Persians were defeated, after the Spartans instigated their well-planned tactic where they would firstly simulated a retreat encouraging the Persians to chase after them, then return in full force and attack the unsuspecting enemy who by then would have separated into an unorganized mass from the run. This act saw the death of hundreds of Xerxes' frontline ranks and incredibly the demise of his highly valued Immortals.

Similarly to the battle of Marathon, the employment of spies was also evident in this battle. Xerxes' victory in Thermopylae was due solely to the knowledge of Ephialtes who lead the Persian aggressors on a hidden mountain path, which would allow them to reach the Greeks. This information enabled Xerxes to use another tactic- encirclement; this ploy was carried out by Persian commander Hydarnes and the immortals who surrounded the Greek troops. Despite the loss of 00 Spartiates and their king Leonidas, the number of Greek casualties had been reduced after Leonidas had sent the majority of his troops to safety after being informed by yet another spy

In the time surrounding the battles of Thermopylae, Artemisium, Salamis and Plataea- the Greek navy had the reputation of being one of the most powerful in the Mediterranean region. This was mainly due to their expert construction and use of triremes. These vessels were built for speed and outstanding mobility in water, which played key factors in their success in the straits of Salamis. Greek playwright Aeschylus recorded how the size of their vessels gave the Greeks an advantage over the larger and heavier Persian ships "Crushed ships lay unturned on the sea so thick that none could see the water, choked with wrecks and slaughtered me; while the shores and reefs were strewn with Persian corpses". The battle of Salamis also saw the use of naval formations such as the defensive position called the "kyklos" tactic- where the Greeks ships would form a circle with their bows pointing outwards towards the enemy. This arrangement prevented the ships from being rammed in the side, and was used when the fleet was outnumbered.

Both of the Persians and the Greeks were aware of each other's assets and weaknesses. Xerxes' forces relied heavily on the use of their cavalry whereas the Greeks invested in their navy. Each of the opposing sides chose certain battle sites to reduce the advantage these resources had. For example, in preparation for the battle of Salamis, the Greeks knew that the Persian ships would noticeably outnumber them. The straits of Salamis were the ideal location for the Greeks, as the narrow waters would enable them to fight the Persians on equal terms. Thermopylae was also selected for its narrow area, which would protect the Greeks from the fierce Persian cavalry. However Plataea was chosen by the Persians to allow the Persian commander Mardonius to maneuver their cavalry. Plataea was also chosen as it was a Persian ally.

The Persian wars are renowned for the intelligent use of primitive war tactics where weapons of this modern age were replaced with scare tactics, encirclement, the use of fast triremes and more significantly their employment of spies, deception and in their selection of locations of their battles. Whichever side used more of these above mentioned strategies would gain them the upperhand and usually were victorious in the conflict.

Please note that this sample paper on Persian and Greek Strategies during Xerxe's invasions is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Persian and Greek Strategies during Xerxe's invasions, we are here to assist you. Your cheap custom college paper on Persian and Greek Strategies during Xerxe's invasions will be written from scratch, so you do not have to worry about its originality.

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"The witches are greatly to blameFor Macbeth's fortunes"

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"The witches are greatly to blame

For Macbeth's fortunes"

William Shakespeare has told a tale of a tragic hero's journey down a misleading path of evil, and how power and the misuse of power can lead to downfall and misfortune, when in the wrong hands. We see this journey through the eyes of a courageous soldier called Macbeth, who stumbled across three wicked evil witches who were mostly to blame for his misfortunes.

The witches quickly try to tempt Macbeth by appealing to his vanity and ambition. After one of the prophecies comes true, Macbeth starts to plot Duncan's death but still is still unsure. "If chance will have me king, why, chance my crown me, without my stir." (Act 1, scene ) Already Macbeth has been intertwined with the forces of evil that the witches have presented, and beginning to yield with temptation.

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As the witches accomplish their first task, they decide to take it further and tell Macbeth halftruths. The second apparition tells him "Be bloody, bold, and resolute; laugh to scorn the power of man, for none of woman born shall harm Macbeth" (Act 4, scene 1). This prophecy tells Macbeth that he will not be killed by anyone born of woman. This is half true because Macbeth was defeated by Macduff who was born caesarean section and not by natural birth. The third apparition says "Be lion mettled, proud, and take no care who chafes, who frets, or where conspires are Macbeth shall never vanquish'd be until great birnam wood to high Dansinane hill shall come against him" (act 4, scene 1) Macbeth believes this is true knowing that a forest cannot move.

But the witches also made it possible for Macbeth to believe in evil powers. "I bear a charmed life, which must not yield to one of women born. Accursed be that tongue that tells me so, for it hath cow'd my better part of me." (Act 5, scene 8). Macbeth has become immune to danger and is prepared to live a life of evil and mistrust. The witches have corrupted him leading him to believe in the powers of evil.

The witches have corrupted Macbeth so much that at the end of the play he lost not only his wife and honour but also his friends and is now lonely and isolated. So the witches corrupted Macbeth but temptation was also there for Banquo who did not yield. There were other factors that bought about Macbeths fortunes.

Lady Macbeth had a great deal of responsibility towards Macbeth's misfortunes. She supported him in wrongful ideas. "Hie thee hither, that I may pour my spirits in thine ear, and chastise with the valour of my tongue all that impedes thee from the golden round." (Act 1, Scene 5) Lady Macbeth has had the evil thought of making Macbeth king from the time she read the letter that had been sent to her. She takes responsibility. She plans action in spite of Macbeth's refusal.

She also tries to manipulate him by engaging to his man-hood by describing him as a coward. "Which thou esteem'st the ornament of life, and live a coward in thine own esteem." (Act 1, Scene 7) She knows how to appeal to him and get to the point where Macbeth gives up and lets Lady Macbeth take over. But her influence is limited after her initial actions.

Macbeth himself brought this upon himself as well. He has also contributed to his downfall and misfortunes. Macbeth was very vain, after the first prophecy of him being thane of Cawdor came true, he instantly thought, why stop here? That he should keep going. "Glamis and thane of Cawdor The greatest is behind. Thanks for you pains" (Act 1, Scene ). Now the fact that he is both Thane of Glamis and Cawdor his vanity and his macho-ness have excelled and he wants that little bit more. "If chance will have me king, why, chance my crown me, without my stir" (Act 1, Scene ). He now has that task of making happen. He might be vain but with that comes weakness.

His weakness came about by allowing Lady Macbeth to overrule him. She made him feel worthless, and that not until he became king that he will finally be a man.

Macbeth's ambition really weighed him out because he desperately wanted the prizes the witches offered him. He wanted it so badly that jealousy and anger overruled his rage and he conquered his ambition and became king.

He was self centred, that he sacrificed his friends. But he also had a fear of Banquo. "To be thus, is nothing; but to be safely thus our fears in Banquo" (Act , Scene 1). Macbeth is terrified of Banquo for two reasons that he knows too much and that Banquo could discover Macbeth secrets. So Macbeth had only one thing on his mind and that was to Murder Banquo and his son. Scared that Fleance, Banquo's son, will become king whilst Macbeth is still in reign, Macbeth believes that murdering Fleance would be the best for his kingship.

Macbeth is a character that was born cruel. He is described as the 'The dead butcher' because he killed Duncan, killed Lady Macduff and her son, killed Banquo and he killed his wife. He stoped giving her affection which brought Lady Macbeths death. She didn't want Macbeth to see her in a state where all she could think about is evil assassination that she paned herself. But Macbeth's ignorance and lack of trust, and love for her brought Macbeth's biggest misfortune, this was the death of his wife.

William Shakespeare has portrayed the role of Macbeth as a tragic hero. Macbeth did have a lot to blame for his fortunes but the witches finalised the realisation of it all. They showed him that to get anywhere in life you have to fight for it. Macbeth and his wife plotted an ingenious plan to eliminate the present king. But that took of from there. They didn't realise that they had stepped so far into a pool of blood, that to turn around would get then into more trouble than to keep going. And the witches helped them in accomplishing that dream.

Please note that this sample paper on "The witches are greatly to blameFor Macbeth's fortunes" is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on "The witches are greatly to blameFor Macbeth's fortunes", we are here to assist you. Your cheap research papers on "The witches are greatly to blameFor Macbeth's fortunes" will be written from scratch, so you do not have to worry about its originality.

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