English

English All Quiet on the Western Front Themes 1) The Destructiveness of War A major theme, not only on lives and property, but also on the human spirit. Men are subject to physical torment-eyes are blinded, limbs are blown off, blood flows everywhere, and innocent men die in agony. When soldiers take shelter in the graveyard, bombs explode all around them, the living hide in coffins and the dead are thrown from their graves. The destructive power is so great that even the fundamental differences between life and death become blurred. The impact of war on the spirit is subtle. They find themselves less able to returrn to civilian life- friends die all around them.

2) The Lost Generation This theme is an offshoot of the destructiveness of war. Paul’s generation grew up too fast, its perceptins of life grossly distorted by the horror or war. The youthful idealism that might someday have blossomed into constructive maturity has been nipped in the bud. Unlike earlier generations, Paul can never again hope to find comfort and inspiration in the hollow rhetoric of politicians and generals. The war has shattered their illusions. Their innocence is gone, and only in aimless skepticism is left to fill the void.

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3) Comraderie The theme of comraderie occurs constantly in the novel. The comraderie that exists in Paul’s company keeps them from being driven insane by the horrors all around them. In a sense, the comraderie among Paul’s friends can be seen as a last desperate clinging to the innocence of youth. These young men were transported almost directly to the battlefield from the schoolyard. The adolescent pranks of Paul and his classmates can be seen in their “adult” behavior, as in their attack on Himmelstoss.

If the social responses of Paul adn his friends seem at time childish, it is essential to remember that these are young men whose experience of life took them directly to the barracks from the classroom. If they seem immature, it may be because they weren’t given the chance to grow up normally. The best example of this theme os when Kat and Paul shared their roasted goose with Kropp and Tjaden. They were taking care of each other. 4) Alienation The theme of alienation develops as the novel progresses.

At first, Paul and his friends still behave as if their lives will someday return to normal. In the middle of the book, Paul goes home on leave, only to discover that his real home is now with his friends on the front. By the time Kat dies, Paul feels that his own life no longer has meaning. The process of alienation is now complete. 5) Shared Humanity The theme of shared humanity takes the eheme of comraderie one huge step forward.

Just as Paul comes to look upon his comrades almost as brothers, he also comes to recognize that all men are brothers under the skin. The irony of war is that brothers are forced to kill one another. Paul’s compassion for the captured Russian soldiers and the French soldier he kills in the trench are examples of this theme.

English

Hemingway’s Old Man And The Sea July 03, 1998
Click Here For Research Papers Online! English Old Man and the Sea This part of the story has to do with Santiago against nature and the sea. In this part of the story, he goes out and fights nature in the form of terrible forces and dangerous creatures, among them, a marlin, sharks and hunger. He starts the story in a small skiff and moves out in a journey to capture a fish after a long losing streak of eighty-four days. Unfortunately his friend must desert him due to this problem and a greater force, his parents. Santiago must go out into the danger alone. For three harsh days and nights he fights a fish of enormous power. This is the second form of nature he must conquer. Earlier in the story, the first part of nature is himself, for which he must fight off his hunger. This is a harsh part of the story. He manages though to get a few bites in the form of flying fish and dolphin of which he would like to have salt on. This part of the story tells of a cold and harsh sea, that is, one that has value and mystery as well as death and danger. It has commercial value as well as the population of life in it. It is dark and treacherous though, and every day there is a challenge. A similar story tells about a tidal pool with life called ‘Cannery Road’. This part of the story has to deal with figures of Christ. It mainly deals with Santiago as being a figure of Christ and other characters as props, that is, characters which carry out the form of biblical themes. On the day before he leaves when he wakes up, Manolin, his helper, comes to his aid with food and drink. Also a point that might be good is that he has had bad luck with his goal for a great period of time and is sure it will work this time. Later, though, when Santiago needs him for the quest he sets out to do, Manolin deserts him, although he may not have wanted to at this time. In the novel Santiago comes upon a force bigger than his skiff, the marlin which misleads him out far past his intended reach. This is where he starts to lose his strength against something which seems a greater force. Santiago has a struggle of three days, which is significent because of the three days in Easter, and continues to fight on though his goal may not aquire anything. This is another idea through which Christ did, a struggle to get a goal done even though it may mean certain destruction to himself. This might accomplish nothing but the satisfaction of doing this and also has great risks. Finally he comes upon a painful experience with his hand which is in great pain and won’t move. This is useful in the place where Christ loses his physical self and has less to deal with. On the third day, he recovers himself and returns to his home even though his only remaining treasure was a broken skiff, experience, and a torn up marlin. And in the final conclusion, you can see him dragging the mast of his skiff, a cross-like object, in his hand. This story has a certain sequence of events, first it has a hunter vs. his prey. This hunter does respect th e prey. Throughout the book it has this series of events: encounter, battle, defeat, and respect for the prey. This is Hemmingway’s ‘Code of Honor’. This part of the novel has to do with relationships between two characters. The first to discuss are Santiago and Manolin, Manolin being the small follower of the old man named Santiago. Manolin is a small person that follows Santiago and listens to his wisdom. They treat each other unfriendly though for Manolin calls the Santiago ‘old man’ and he calls Manolin ‘boy’ which seems to be absurd. In that situation I would consider both of them to go see a doctor. The next relationship to talk about would be that between Santiago and the village, which seems to be much better. He is given credit for food and he also is waiting to show his greatness to the villageby catching a great fish as soon as he can. His thought on that, though, is that any fisherman can ctach it during the easy season but only a few can go out and catch one during the hard season. He has no consideration for the luck, and would rather try to fish through being exact rather than being lucky. The other relationship in this story has to do with Manolin and his parents. Manolin seems to be very rebellious against his parents, although he does submit to their demands. Santiago’s greatest link to the village is the boy. Santiago may be poor in the story, yet is proud. This story when compared to being imaginative is good, but in real life is somewhat of a ‘Fish Story’. The part where an old man being able to load in a ton of fish is very unimaginable. The scenario, though, is very interesting for the part of the old man. He goes out all alone into the depths of the ocean without an idea for what is in store. This story has good points, for when it comes to the better parts of the story, it emphasizes by placing in mind step by step of the way he does certain actions. The part of the story which, to the best of my belief, had no part or reference in the story was the dream of lions on a beach of Africa, which this fisherman probably had never even visited much less seeing lions on a beach. This was like most stories in the main plot. First characters are introduced, then a threat reveals itself, showing true natures of all the characters, and finally the threat is fought off or it remains, leaving the reader in suspense. This had a good plot but needed more to go on in my opinion. Hemingway’s strong parts of this story are emphasized on vocabulary. He probably learned these fisherman terms for he once was a fisherman in Cuba. There is one problem to this, though. Throughout the story he uses these terms over and over although the ordinary person, like me, would forget them after the first use of them and unfortunately he doesn’t ever re-coin the terms again throughout the book. Some vocabulary he uses stands for sharks or the sea itself. Others he uses for bait. The main idea though in this part is to let the reader get the feel for the life, setting and character of the fisherman himself. This is a great move to place yet is also very hard to co-exist with the average reader. This has some good points, though, and among them is review. The reader must review the story and skim it in order to rethink the concept of the word. Then he or she must return to the current position in the book and place it into the text. The concept of vocabulary is a standard not to live by, and should not be placed into most books unless the terms are to be used many times throughout the book. Hemingway has merged three themes already mentioned above successfully unto this book. Among them are figures of Christ, Nature (the sea), and a code of honor. This was challenging. The obvious ones were nature, it’s cruelty and compassion. Nature caused his hand pain yet healed it, caused hunger yet satisfied it, and gave the fish yet reclaimed it. This is the way nature works. Nature is actually more luck than a set of rules, for it can shift back and forth with the greatest of ease. The second theme, religion, could not be easily pulled from the text. The best clue to where it happens is the falls of Santiago as well as his carrying the mast. This symbolizes the end of Christ, although Santiago on the other hand is just retiring for the night. But it could be interpreted as the end of the book for which it is. The code of honor is not actually probably the hardest to interpret. It can only be pulled from context, which is the hardest to do. It has mainly to do with the rise, battle and fall of the prey and respect following. The problem in this is that Santiago was at fault for expanding out so far, and it was dangerous. This is similiar to the book A Journey to the Center of the Earth, which I recently read. Back to School Sucks
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English

August Wilsons Fences
August Wilson’s 1985 Pulitzer Prize-winning play, “Fences” thoughtfully examines the escalating racial tensions in America during the 1950s. The playwright deftly handles such complex social issues as racism and adultery without smug commentary. The subtle discussion of black America offers more insight than lecture, which heightens the dramatic impact upon the audience. Wilson recognizes that the family lies the foundation for American society as a whole, and shrewdly chooses family as the emphasis for “Fences.”
The play’s central focus is the Maxson’s, the instrument Wilson uses to introduce African-American culture to those who are unfamiliar. In the mid-1950s, America was still experiencing a post-World War II economic boon, and could at last allow foreign affairs to take a back seat to domestic issues. The social climate was becoming increasingly heated with the 1954 Supreme Court decision Brown v. The Board of Education of Topeka, which ruled school segregation was unconstitutional. This landmark ruling ignited racial tensions across America, which had been slowly simmering for years.

The protagonist of “Fences” is former baseball player-turned Pittsburgh garbage man Troy Maxson, and the antagonist is clearly racism. It is racism which has defied Troy Maxson at every turn and his skin color stood in the way of his quest to grab a piece of the American dream for himself and his family. Racism creates the conflict, which causes Troy to feel that he has been “fenced” in by a discriminatory society. It has heated tensions within the Maxson home between Troy and his wife, Rose, and Troy and his son Cory.

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August Wilson establishes an impression of the 53-year-old Troy Maxson early in Act I, writing that he is “a large man with thick, heavy hands; it is this largeness that he strives to fill out and make an accommodation with. Together with his blackness, his largeness informs his sensibilities and the choices he has made in his life… He can be crude and almost vulgar, though he is capable of rising to profound heights of expression” (1).
The central focus of the play is clearly Troy — his family relationships, his adulterous affair with Alberta

English

For years, Division I athletes have been pouring their hearts out day after day, week after week, to protect the pride and tradition of their universities. With television contracts and shoe deals alone, the athletes are really bringing in the money and other forms of revenue. Sure, you can say that the typical athletes scholarship is enough to compensate, but are they? A true athlete plays the game simply because he loves it. When you’re at the Division I level of sports, it is more or less a business and it is their job to make money for the school. Also, these athletes give up many freedoms. For a given number of hours per week, they give their blood, sweat, and tears just to play a sixty-minute game or run two times around a track. Take these factors and combine it with the athlete’s academic responsibilities, and it’s a lot to account for. When all is said and done, how much money does the athlete see? Well, aside from scholarshipszero. I mentioned earlier that intercollegiate athletics is more or less a business in itself. Let me break it down for you. A business has different departments; the owner, the management, and your employees at the bottom rung making everything run smoothly. The owners of course have provided the money for the company, the managers run the company, and the laborers perform the work. I’ve never heard of a business that doesn’t pay its employees. And of course no one would work for them if such a thing did exist. Most people think that an athlete should just be thankful for the education he receives in exchange for a few hours of practice. But an enormous amount of cash is being circulated within that school, at the athlete’s expense, which that athlete will never lay eyes on. Author and sports writer Steven Wulf says, “They are required to put in long hours of hard work for next to nothing, in hostile conditions, always under intense scrutiny of their bosses”. (Wulf) Of course this is a controversial topic, and there are obviously two sides to this argument: a side for and a side against the argument. “It is true that student-athletes aren’t your typical college students. They are unable to deposit that measly check most us work toward outside academic duties. Time and physical constraints do not allow these individuals living in a fish bowl to actively pursue a part-time job.” (Henry) Judy Runge, a coach for the women’s basketball team at the University of Oregon said, “I don’t know that I even care for the idea because it professionalizes college sports.” Why? The athlete is not asking for a yearly salary or weekly paycheck, but just a stipend or allowance. The only item that will make it professional would be making a college athlete to sign a contract saying if you perform “X” amount then we will pay you “Y” amount. I believe that Judy Runge explains the most common point of view of someone that really stands against college athletes being paid. I hate to say it, but her thoughts and her comment seem to be weak. My side of the argument of paying college athletes is far more superior and well supported with evidence. Mike Belloti, the head football coach at the University of Oregon says, “You already subsidize athleticsit’s not going to make it anymore of a professional sport by giving them $100 per month to enable them to have a lifestyle that’s not even the average of some students.” (Henry) The average student can hold jobs and afford to experience the real college life, while the athlete spends his free time in the weight room or cramming for a final. According to NCAA rules, Section 2, Title V reads, “It is a violation of the NCAA rules for athletes to accept money or gifts while intending to remain eligible.” (NCAA) The NCAA is afraid that boosters and friends would offer athletes jobs, the possibility of a “no show” job. So the ability to hold a job is not possible. The athletes cannot work, even a second, and still be paid in wages. Most college athletes are on scholarships and receive money for their education, room and board. However, my point is that these athletes don’t have an opportunity to make money for their personal needs. Mike Belloti also mentions that, “Student-athletes deserve a little more money because they don’t get the opportunity to work during the year and their time frame is busy. Their scholarships cover tuition, books and board, but when you talk about phone bills, transportation, entertainment, laundry, toiletries, etc.- Student athletes just don’t have the opportunity.” (Henry) We run into another deciding question of, what if college athletes were to be paid? Where would the money come from and is it possible to pay them all? College athletics is already a billion-dollar industry and has been for quite some time. The reason of course for the attention would be the ratings these college athletes are getting on television. I want everyone to understand this: Big time college athletes generate big time bucks. Since 1965, the NCAA increased its revenue by 8000 percent. (NCAA) CBS signed a contract through the year, 2002, for $72 million to cover the NCAA tournament. (Lipana) Now with all this money they’re making, why doesn’t any go towards their workers. The workers being the athletes on the field, the students that are making it all happen for one of the most profitable businesses in the world. No money for the athletes that are isolated from their peers and keep difficult hours of training and practice. Can my message be anymore clear? I understand that these athletes get to go to college for free with their scholarships, but the money does not weigh properly compared to what they bring in and what is spent on them. Recently, all over the nation, we hear of athletes leaving school early to play professional sports. And it’s simply because that these athletes can’t survive merely on their scholarship money. Athletes, similar to us, also have bills to pay; where do they get the money without a job. The cost of living or just making ends meet, forces the athlete to leave school and find work. That’s what happens when you play professionally, it becomes your work, your job. That’s what puts food on the table and money in the bank. Chris Weber, of the University of Michigan, had to scrap for money to go to the movies while his uniform jersey was being sold in the bookstore for $50 a pop. (Plummer) Athletes leaving school early has become a major problem in the most recent years. Most would be better served to stay in school, get an education, mature, and then go to the next level. The amount of money these players bring to the table is obscene, but yet they don’t see a penny of it. Dean Smith, former basketball coach at the University of North Carolina, made thousands of dollars, for himself and the school; by letting his players wear Nike shoes. Of course Smith’s players made nothing for making them popular. Where’s the players money? When I say they should be paid, I don’t mean millions of dollars, but rather a small stipend of maybe $100 per month. Many athletes come from single parent homes or the projects and barely have enough money to do the laundry. Simply paying for the tuition, room and board is not enough for many athletes. Contrary to this point of view, an article states that, “If these athletes can’t wait for their agents to SHOW THEM THE MONEY, then they should by-pass college and go straight into either a minor league team or the pros. College should not be an arena for spoiled future millionaires, it should be a place to get an education. If you pay college athletes money, what kind of message does that send to an English major that is busting their butt to get an “A”? Why don’t we pay them $500 a month.?” (Pandoras) Comparing athletes to students is unfair. It’s great that students are busting their rear end in the classroom as well, but do Nike and Reebok sponsor the student while studying. The university profits from the athletes; millions of dollars. To compare students to athletes is like comparing apples to oranges, no correlation. They’re not the same. When was the last time an “A” student was sponsored by Nike and the school made millions? It never happened and I’m very certain it never will. I’m sorry for being so rude about the subject matter, but I like to call it as I see it. Whether it’s ethical or not, or whether it professionalizes college sports, the bottom line is that athletes juggle athletics with academics, while the average student makes his own money and enjoys it. Personally, I was brought up in a stable environment that was centered on morals and values. I was always taught to stand up for what I believe in, and for what I recognized was the right thing to do. My parents also taught me to be my own man, and to remember my family values in everything I do. My morals tell me that slighting someone of a credit or acknowledgement is wrong. It’s demeaning and oppressive. To work without pay is simply wrong. It sounds so evil, but that’s exactly what money is; sadistic in many senses. Did you know that the University of Michigan grosses over $20 million from football alone? In being able to formulate my own opinion for the student-athlete through research, I have become extremely sympathetic. Merchandise being sold with a specific athlete’s number on there, but yet that athlete doesn’t touch any of that green; this bothers me. I can’t lie; money is corrupting our society left and right, on every avenue in this country. So should they, or shouldn’t they get paid? Some say yes, some say no. Just think of this: 6 days a week of enduring pains of tough workouts at practice, and later putting on your academic hat to fulfill education requirements. Of course, I believe the athletes should be paid; not because of the decision to play but because of rulings of the NCAA prohibiting athletes to hold jobs. How else do they make money? The athlete’s main accomplishments go unnoticed and the dedication to the school is unappreciated. The paying of athletes would not be a paycheck but rather a stipend for the entertainment and flash (money) that they bring along with them to the University. Bibliography Jones, p223; College Life Harry, P22; Deal with the money Word Count: 1778

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