The Long and the Short and the Tall.
The Long and the Short and the Tall In the drama 'The Long and The Short and The Tall,' the playwright Willis Hall convincingly uses the characters and their reactions to their situation to effectively reveal the theme of war. The play centres around seven soldiers in the First World War, who have become separated from their platoon and are stuck in the Malayan Jungle with only weapons, a minimal food supply and each other. The first part of the play concentrates on how the soldiers relate to each other in this isolated and pressurising situation, and we find out what kind of people they are. Later on though, they find a Japanese soldier and have to let him live with them in their hut. However, they must decide how to deal with him in the long run and in the end, after many arguments and changes of heart, an example of the harsh reality of war is demonstrated - they kill him, surprising themselves as much as anyone. The play finishes unpredictably, with all of the soldiers but one being killed after leaving the hut. This soldier, Johnston, surrenders to the Japanese, and what is going to happen to him is foreseeable. The first important aspect we see which influences the characters and shows the idea of war is the setting. The setting is described to us before any dialogue takes place: "A short burst of heavy gunfire is heard in the distance - and then silence. A pause
The First World War.
The First World War brought about much destruction and horror to extents that the world had never before seen. With the suffering came a wave of change that saw millions after their opinions towards not only war, but life itself. The romanticised adventure of defending one's country had utterly vanished as people were shown the cruelty and brutality that was associated with the First World War. An unreserved hatred towards those that promoted this fabled ideal emerged and this was exemplified through poetry, literature and above all, the people. The war robbed millions of their homes, families and lives. To talk of all the physical ramifications of the First World War, not a hundred speeches would suffice. Statistics such as 38 million casualties and 185 billion dollars worth of destruction cannot 'wholly' capture the true damage World War I brought about. Much of Europe was shaken to its very foundations, and it revealed a vast domain of devastation and rubble. Even decades after the war, its physical effects were still not healed. The small roots of development that had been sown were rocked again by both the Great Depression and World War II. It could be said that these two events, although separated in time from each other, were promoted by the effects of the First World War. Another consequence the war had was its total demoralisation, which instigated a people to see
The Great War
To understand the human catastrophe that was the "Great War," it is imperative to consider the socializing factors that shaped the generation of men whose lives and futures were forever altered by one of the most costly events of the twentieth century. A large, naïve membership who had, for the most part, only known the fruits of industrialization and the patriotic highs of nationalism, this generation quickly found itself amidst the horrors of a modern, technological war: an experience characterized by death, madness and near starvation for many of its participants. Yet, out of the ferocity and desperation, these young men discovered "the finest thing that arose out of the war - comradeship."1 In the aftermath of the First World War, authors and historians alike have attempted to assess the impact of the tragic ordeal on its participants. Erich Maria Remarque, renowned author of All Quiet on the Western Front, himself served in the war and harshly critiqued the conflict's validity throughout his acclaimed novel. Indeed, for Remarque, the special camaraderie shared amongst those involved, acquired only in the annals of war, was the only positive result amidst the deprivation and despair that defined the First World War. Other assessments, most notably Ernst Jünger's Der Kampf als inneres Erlebnis, have possessed a more 'productive' outlook of the war. Jünger,
The Haber Process
THE HABER PROCESS The Haber process was developed by a physicist named Fritz Haber during the period of the First World War. In simple terms, the Haber process is a method of producing ammonia from nitrogen and hydrogen through chemical reactions. This method was invented during the First World War. Haber was of Jewish origin, which was not really a concern at the time. However, after Adolph Hitler came to power, and World War Two began, Haber migrated to Switzerland, due to the anti-Semitic beliefs arising in Germany. This paper will discuss some of the main aspects of the Haber process, its significance at the time of discovery, some of the important impacts of this breakthrough, and basically some general information about Fritz Haber, and his concept of the Haber process. In 1913, Haber had his greatest achievement, the discovery of a process for producing ammonia, by thy combination of nitrogen and hydrogen. Fritz Haber was a German chemist who received the Nobel Peace Prize in 1918 for his accomplishments in chemistry. Haber lived from 1868 to 1934. He helped Germany a lot during World War One, when he became chief of the German chemical warfare service. He served his country in many ways during the First World War such as inventing the process of ammonia synthesis. Ammonia was a vital tool for Germany as it was used as a raw material in the production of
The Haber Process.
9R 22/1/02 The Haber Process During the first ten years of the twentieth century, the global necessitate for ammonia for use in fertilizers (in nitrate form) and in the production of explosives for war purposes and mining could only be fulfilled on a considerable extent. Because of this crisis, there was a great deal of research being made to discover ways of producing ammonia from atmospheric nitrogen. The problem was ultimately resolved in 1913, when Fritz Haber exposed a method now known as the "Haber Process" or the "Haber-Bosch Process". Haber relieved the world of their ammonia calamity when he discovered the "Haber Process" by combining both Nitrogen and Hydrogen. He was a German scientist, who received the Nobel peace prize in 1918 for his success in chemistry. He lived from 1868 to 1934. Fritz Haber was appointed chief of the German chemical warfare and assisted Germany greatly in World War I, because of his invention of the process of ammonia synthesis. Ammonia was a crucial tool chemical for Germany as it was utilized as a raw material for fertilizers, as was mentioned before, and was used in the making of excessive explosives and other ammo. Discovering the "Haber Process", he made Germany free from the dependency of other countries. This, perhaps, was the way in which he served his country the most of all. Without his help, Germany would not have stood a
Journey's End
Journey's End R. C. Sherriff created characters that aid the audience's understanding of war through their emotions and dialogue. Each character generates an intensive atmosphere and prompts differing emotions and thoughts from the audience, expressing different feelings and reactions towards war, which all aggregate to the same thing, the fear that they are all going to die sooner than later. The play was written to make people contemplate the futility of war. World war one was a war which lead hundreds of thousands of soldiers to their death. A road where millions met their death, World War One truly was a 'Journey's End'. The play shows how an economically and socially secure era was coming to an end. Sherriff's characters make the best of the situation in which they have found themselves. Each action is displayed in accordance to their character, but they all soon realise that there is nothing noble about war. Raleigh discovers this by joining the army straight after finishing school and sees his hero torn apart, lost, and drinking. Soldiers never found the excitement and adventure that war was supposed to provide them. Instead, their dreams fell apart until there was no hope left. The language is consistently colloquial making it easier for the audience to understand. The shifts in tone express the emotions that the characters are feeling. The
The Crusades.
In the middle ages, most Christians believed that War was a good thing, and that if it was to defend innocent people, then it would be right in the way of their religion. Another factor was that if the opposition declared a Holy War, then it would be their right to defend their religion, and fight for to defend this religion no matter what the consequences. In the middle ages, campaigns were led by Christians known as Crusades. Muslims ran Jerusalem, and had done for the last four hundred years. The Christians wanted to reclaim Jerusalem as their own by fighting the Muslims. They would do this by the help of the leaders of their churches, the popes. The popes were afraid of the Muslims extending their empire. At this time, the crusades were seen by people as being brave and everyone agreed with what they said and done. All of these crusades believed that what they done were 'Just' and that God was there to help them win the battles. They also believed that when the fought the Jews and the Muslims, they were fighting all the evil in this world. During the battles, there were many fatalities, and most of the wars that were fought were often brutal and severe. The way in which these were fought did not make it seem as if it was a 'Holy War' but a war of greed and local dispute. Prisoners were treated unfairly, and often tortured. Everyone was treated roughly and mercilessly.
The Daffodils
THE DAFFODILS I wandered lonely as a cloud That floats on high o'er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze. Continuous as the stars that shine And twinkle on the milky way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. The waves beside them danced; but they Out-did the sparkling waves in glee: A poet could not but be gay, In such a jocund company: I gazed - and gazed - but little thought What wealth the show to me had brought: For oft, when on my couch I lie In vacant or in pensive mood, They flash upon that inward eye Which is the bliss of solitude; And then my heart with pleasure fills, And dances with the daffodils. The Daffodils Ashleigh Carr 2A AT3; An Analytical Essay November 2002 For my piece of coursework I have chosen the famous poem 'The Daffodils' written by William Wordsworth. William Wordsworth was born in 1770, in Cumberland. He was sent to Cambridge and later married Mary Hutchinson. Orphaned as a child, he had a very close relationship with his sister Dorothy. She lived with William and Mary in the Lake District village of Grasmere. He and Mary had four children but sadly two of the four died. In 1843, Wordsworth
The contradiction between one's public image and unadulterated feelings or desires is a dominant theme in Death in Venice and Cat and Mouse. Both use minor characters to help represent this theme as well as foreshadowing plot.
Thesis: The contradiction between one's public image and unadulterated feelings or desires is a dominant theme in Death in Venice and Cat and Mouse. Both use minor characters to help represent this theme as well as foreshadowing plot. Minor characters may often be overlooked in literature as the reader's attention is focused on the major characters. However, minor characters are, in fact, an important contributor to theme and plot. On comparing Death in Venice and Cat and Mouse, a similar theme arises; the struggle in human nature between what is conveyed on the surface and what is happening beneath. The minor characters represent this struggle in the major characters, while foreshadowing their fate. In Thomas Mann's novella, the reader is invited to witness Aschenbach's struggle with admitting his love for Tadzio, while maintaining his respectable reputation. When examining the old man on the boat and the poor singing quartet, it is clear that the appearance and manner of the minor characters are very similar. They portray Aschenbach's inner torment and foreshadow his tragic fall from grace. The minor characters in Günter Grass's novel represent somewhat differently Mahlke's actions (participating in the war) conflicting with his inner beliefs. The undermining of the priest and the behaviour of Mahlke towards the lieutenant commander symbolize Mahlke's struggle and
Anthem for Doomed Youth
Since there threat of war in some part of the world everyday and because of the impact that it has had on our lives, it doesn't seam surprising that it is a popular theme for a poem. Sonnets are an extremely passionate form of poetry, used to show how the poet feels in their heart, both Rupert Brooke and Wilfred Owen create this passion is an excellent, but very different ways. "Anthem for Doomed Youth" by Wilfred Owen is a Shakespearean sonnet reflecting on the callous life at war. Owen wrote this poem during his four months at Craiglockhart, a war hospital, whilst recovering from trench fever. Faced with many fatally injured men, this must have inspired him to write a great deal. Unlike Brooke's poem "The Soldier", Owen portrays, not a glorified or heroic war, but a realistic war. Brooke, not a witness to war, had an image of hysteria projected to him, and knowing no different he had to believe it. There is genuine optimism in Brooke's poem, to him, it was an honour to fight for his country; it was an honour to die for your country. The title "Anthem for Doomed Youth" has a huge sense of irony to it. Our first thought of an "Anthem" is a song of pride and honour, but when such a word is followed by "doom", it takes away the glee and puts misery in replacement. Full of solemn comparisons, it is a poem about the traditional funeral being substituted by the one that war
