Anti-War Owen’s “Dulce et Decorum Est” and Dylan’s “Masters of War” Essay
War has always served as an object of ardent discussions and reflections among politicians, philosophers, and theologians. People of art have not stood aside, which has brought about a number of paintings, books, movies, and other pieces representing or examining war. The poem “Dulce et Decorum Est” by Wilfred Owen is considered as one of the most powerful images of war ever created by a poet. In his work, Owen condemns those who do not get involved in the deadly fight by themselves, but. At the same time, encourage others to do so. Bob Dylan’s famous song, “Masters of War,” has a similar meaning. Both Owen and Dylan express the emotions of disgust and hatred towards war through the use of word choice and poetic forms, such as emphatic structures, similes, repetitions, and word choice. In the time dimension, there is a gap of several decades between the poem and the song. Owen wrote “Dulce et Decorum Est” at the end of the 1910s, whereas Dylan created “Masters of War” in 1963 (Araujo 326; Førland 340). Still, despite half a century between them, the two pieces have much in common in terms of the authors’ choice of stylistic devices for conveying their views. There are instances of similes in both writings, which Owen and Dylan employ to describe soldiers and those sending them to war, respectively. With the help of similes, Owen depicts those returning home from war “like old beggars under sacks (1) and “like a man in fire or lime” (12). Meanwhile, Dylan uses similes “Like it’s your little toy” (12) and “Like Judas of old” (17) to describe the rulers who send young men to participate in atrocious battles. The moral connection between the poem and the song is evident. Dylan’s criticism of capitalists who are ready to do anything to become richer is reflected in Owen’s description of how those exploited for such enrichment look after the war is over. The word choice in the song and poem is similar to a great extent, although Owen’s vocabulary is much more sophisticated than Dylan’s. Still, there are some striking parallels between the two pieces, the closest one being in the description of young soldiers’ bodies upon being wounded. In Owen’s poem, it is mentioned that “Many had lost their boots, / But limped on, blood-shod” (5-6). In Dylan’s song, the masters of war hide at the time “young people’s blood / Flows out of their bodies / And is buried in the mud” (30-32). Thus, both authors make an emphasis on how bloody the war is. They show that many young people suffer unjustly, not quite sure what they are fighting for, and why they have to lose their health and lives. A prominent place in both pieces is given to repetitions. In Owen’s poem, there is one instance of consecutive repetition: “Gas! GAS!” (9). Dylan repeats some phrases at the beginning or in the middle of several successive lines: “You that build” (2-4), “You that hide behind” (5-6), “I see through” (21-23), “You might say” (41-44). Although the structure of repetitions is different in the poem and the song, both authors pursue the same goal: the reiteration helps them to intensify certain ideas in the written pieces. Another common issue pertaining to the poem and song is the mentioning of children. Owen uses children as a hypothetic object of addressing for the one who may try to persuade young people to go to war: “children ardent for some desperate glory” (26). Meanwhile, Dylan speaks about children as “Unborn and unnamed” generations due to the fear of people to procreate in this cruel world (38). Both poets blame those who are afraid to enlist but urge others to do so. Owen says, “you too could pace / Behind the wagon,” which means that they have not actually followed any of such wagons (17-18). Dylan, too, accuses the elites of being cowards, but he does it more directly. He says that the authorities “hide” (5), “never done nothin’” (9), ‘put a gun in my hand” (13) and “hide from my eyes” (14). Hence, both authors blame and condemn the system that destroys the lives of thousands of people while not helping them in any way both during and after the war. Finally, it is relevant to note that anti-war views expressed in “Dulce et Decorum Est” and “Masters of War” have been acclaimed both by contemporary critics and those from the following generations. Day Lewis remarks that Owen was the only poet who rose above the “the sadly pedestrian rabble” (qtd. in Araujo 333). What concerns Dylan, he is regarded as the personality whose “footprints” were “so impressive” that his lead was followed by “a whole generation” (Førland 337). Both authors’ loathing of war is clearly depicted not only in the lyrics but also in the titles. Owen divides a famous Latin phrase into two parts so that someone seeing the title may think that his poem is going to be patriotic, which turns out to be the opposite. Dylan’s referring to the people ruling the wars as masters is also not void of irony. Wilfred Owen’s “Dulce et Decorum Est” and Bob Dylan’s “Masters of War” have much in common. The use of similar stylistic devices makes it possible to draw common features in the two seemingly different pieces of poetry. Both authors have employed repetitions, similes, and emphatic structures to make their writing more impressive and expressive. However, what unites the poem and the song most of all is the mutual hatred of war and the cowards who hide behind soldiers’ backs. Get your 100% original paper on any topic done in as little as 3 hours Learn More Works Cited Araujo, Anderson D. “Jessie Pope, Wilfred Owen, and the Politics of Pro Patria Mori in World War I Poetry.” Media, War and Conflict, vol. 7, no. 3, 2014, pp. 326-341. Dylan, Bob. “Masters of War.” Bob Dylan, 1963, Web. Førland, Tor Egil. “Bringing It All Back Home or Another Side of Bob Dylan: Midwestern Isolationist.” Journal of American Studies, vol. 26, no. 3, 1992, pp. 337-355. Owen, Wilfred. “Dulce et Decorum Est.” Poetry Foundation, 1921, Web.
MGT 403 SEU Knowledge Management Cultural Issues in Aviation Question
essay order MGT 403 SEU Knowledge Management Cultural Issues in Aviation Question.
I’m working on a management multi-part question and need an explanation to help me study.
ASSIGNMENT-1Knowledge Management (MGT-403)2nd Semester (2020-2021)Course Learning Outcomes-Covered1Demonstrate understanding of overall knowledge management concepts, goals and strategies within the context of organization2Explain issues pertaining to work with tacit knowledge & support its sharing3Explain processes of knowledge management in companiesSubmission Guidelinesv All students are encouraged to use their own words.v This assignment is individual assignment.v Be very specific and focused on the issue while answering a question.v Student must apply Saudi Electronic University academic writing standards and APA style guidelines and review at least three (3) scholarly, peer-reviewed journal articles to support their answer for each question.v A mark of zero will be given for any submission that includes copying from other resource without referencing it.v No marks will be given for irrelevant details.v It is strongly encouraged that you should submit all assignments into the safe assignment Originality Check prior to submitting it to your instructor for grading.v If the assignment shows more than 25% plagiarism, the students would be graded zero.Assignment 1.This Assignment is based on the Material covered in week 2 to week 4.The focus of the assignment is to evaluate the understanding level of students related to basic concepts of knowledge management. Students are required to:Read the material covered in week 2 to week 4 thoroughly from book as well as other sources.Based on your readings answer the following questions.Assignment QuestionsQuestion 1:Explain the concept of Knowledge management. Discuss the role of knowledge management in present day organizations. (1 Mark)Question 2:a.Describe how the major types of knowledge are transformed in the Nonaka and Takeuchi knowledge spiral model of KM. Use a concrete example to make your point. (1 Mark)b.Which transformations would prove to be the most difficult? Why? (0.5 Mark)c.Which transformation would prove to be easy? Why? (0.5 Mark)d.What other key factors would influence how well the knowledge spiral model worked within a given organization? (0.5 Mark)Question 3:a.In what ways is the Choo and Weick KM model similar to the Nonaka and Takeuchi KM model? In what ways do they differ? (1 Mark)b.Why is it difficult to directly codify tacit knowledge? (0.5 Mark)Answer:1.2.3…
MGT 403 SEU Knowledge Management Cultural Issues in Aviation Question
CMOS layout using Microwind, engineering homework help
CMOS layout using Microwind, engineering homework help.
An electronic character recognition systems is required to detect the presence ofcharacters ‘a’, ‘b’, ’c’ and ‘d’ in texts. The characters are coded as given below in thecoding table. The system process 4 bits of data at a time from an input stream ofdata.Coding Characters0000 a0001 b0010 c0011 dDesign an electronic system that performs the above detection from the characterstream for this specific application:1. The design should include the following:i. Development of the logic for the above detection.ii. Stick diagram as per the standard conventions.iii. Complete coloured layout for the design.iv. Simulations showing the specified output for the given inputs.2. Critically analyze and compare this design, with the design that can beobtained through implementing the system on Advance Programmable logicdevice like the CPLD’s and the FPGA’s.Note:1. This coursework should be an individual work and outputs should be shownfor verifications to instructor.2. Suitable assumptions about lambda (λ) can be made, otherwise usedefault/180nm process.3. Results to be analyzed critically and compared with the theoretical value.4. Screen shots of graph must be attached for the simulated output.All report must be submitted for turnitin checking. The project report should be neatly typed on A4 sizepapers. The following shall be the structure of the report:a. Title sheet,b. Acknowledgementsc. Turnitin – Similarity Index Report sheet.d. Abstracte. Table of contentsf. Introduction ( Problem statement, Problem Analysis)g. Design of Logich. Proper layout, stick diagrams and simulation graphs.i. Result Analysis and Inferencesj. Conclusionk. ReferencesThe maximum word limit is 2500 words1. Should use their initiative to find suitable material from the followingsources:a. Textbooks, Reference Books, Lecture Notes etc.b. The Library and Electronic library.c. Learned and Popular literature, relevant magazine, articles etc.d. The Internet.3. A coursework report not conforming to the above specified will not beaccepted.4. While preparing the report, please care to see that there are no grammaticalerrors or spelling mistakes.
CMOS layout using Microwind, engineering homework help
Documents of American History, history homework help
Documents of American History, history homework help.
What needs to be on the pages?
Each
document will be taking up two pages (A left and a Right) Below you will see
the layout of the pages. The top left needs to have the title of the document.
The title needs to fill up the box and must be colored. The top right has a
list of questions that you must answer for each document. Your answers need to be complete sentences.
The bottom left is a picture that represents the document. Each picture in this
book needs to be different. You can’t have the same picture for each page. The
bottom right is your translation of the document. In your own words tell me
what the document says. The right side of the page is a copy of the document.
You will need to find the document online and print out a copy of the document.
Some of these documents are long so you will need to find a copy that is not
too lengthy. DON’T staple the document into your book. Each page will be used
and staples will make this look sloppy.
project.docx
Documents of American History, history homework help