Popeye Essays - Popeye, The All New Popeye Hour, Popeye Song Folio

Popeye Every little kid has heroes. Most kids in my generation followed the ninja turtles, wrestlers, and other various sorts of characters. Not that I didn't like them also, but my hero was quite different from all the usual common heroes. My biggest hero was Popeye, the Sailor Man. To me, Popeye was the ultimate. He always did the right thing no matter what. Popeye had a girlfriend, and he got to wear a really cool sailor suit. And with a can of spinach, he could take anyone on, and come out victorious. Anyway, I was pretty well obsessed with Popeye. My best friend, Joseph Lake was an awesome artist, even at age six, and he was always drawing Popeye pictures. He even taught me how to draw him. The two of us would play Popeye games in his room, where he had specialized Popeye equipment just for such purposes. I remember we built a fort out in his woods, and pretended it was Popeye's boat. Even though it wasn't in the water, it worked for us. I would watch the cartoons every day. One of my most favorites was a circus episode, where Popeye and Olive Oil had a job in the circus, but eventually the animals got out of control. Of course, Popeye had to bring things to order, beat up the animals, and turn them into luggage in one punch, which was my favorite Popeye trick. One day, my teacher announced that we would be doing a school show. We would put on our very own parade, all first grade classes together, and everyone had to participate. There would be animals, clowns, jugglers, and puppets. ?But what about Popeye I asked. Umm... what about Popeye? replied the teacher. Well how can you have a play without Popeye The teacher, quite perplexed about the whole argument, tried to reason with me. I kept quiet, but I wasn't going to give up being Popeye. Back then, it was my understanding that we had a big problem: a teacher with a script set in stone and a first grade brat. When I went home after school that day, I was furious. I couldn't take it that my hero wasn't allowed in the play. I rambled off to my mom how Ms. Scott was unfair and mean. Mom told me if I cared so much, maybe I should write a letter to her explaining my thoughts. And that's just what I did. In my best handwriting, and my mom next to me making sure I spelled the words right, I wrote the letter. I told her how the parade would be so much better if Popeye was present and expressed that I would be the best Popeye. My mom and I stamped the note and drove down to the post office. I remember the drive down to the post office. My mom was driving and just started to laugh at the situation. She told me she had never seen a kid so concerned about something. Utill this day she still says she has never seen me more concerned. Her laughter angered me and I didn't talk to her on the ride back. I waited out the long weekend and was very anxious to see what Ms. Scott had to say. That weekend I practice my Popeye impersonation all over the house. I told mom to make me spinach thinking that if Popeye ate it and got strong, maybe I would. But when I took a bite, I didn't eat anymore spinach. Finally Monday arrived and I waited all day long to see if Ms. Scott said anything about the parade and Popeye. The day drew to a close and she said nothing. When we were dismissed, I was very confused. I kept wondering why she hadn't mentioned it. I told my mom and she said she probably had not received the letter since we mailed it on a Saturday. So I waited another day and hoped she would get the letter. Again I stayed patient all day long, still she said nothing. Finally when we were in our reading groups, she called me over. She handed me the note and told me to read it

“Anthem For A Doomed Youth” By Wilfred Owen Essay Essays

â€Å"Anthem For A Doomed Youth† By Wilfred Owen Essay Essays â€Å"Anthem For A Doomed Youth† By Wilfred Owen Essay Essay â€Å"Anthem For A Doomed Youth† By Wilfred Owen Essay Essay Essay Topic: Anthem â€Å"Anthem for Doomed Youth† is an lament in which Wilfred Owen conveys his bosom felt unhappiness and disgust for the loss of life in World War I. This verse form shatters the fantasized images of war by juxtaposing the opposite universes of world and the romanticized rhetoric that distorts it. He writes about the true experience of military decease. and efficaciously expresses these powerful sentiments in merely 14 lines by usage of a slightly violent imagination that is compounded by the changeless comparing of world to myth. The verse form is intriguingly entitled. â€Å"Anthem for Doomed Youth. † Get downing with the rubric. Owen places his words into a context that contrasts with his message. An anthem is normally a loyal vocal of a group of people. state. or state as a agency to honour it. such as in the National Anthem. An anthem is a vocal that is supposed to raise up feelings of jingoism. and love for one’s state or group. Here in America. our National Anthem particularly reminds us of the soldier. who is invariably juxtaposed with the image of the† Star Spangled Banner† . The National Anthem is thought to be something that is synonymous with congratulations for one’s state and support of its military personnels. For Owen to call his verse form â€Å"Anthem for Doomed Youth† implies that those Doomed Youth have no other anthem to honour them. Owen is stating that the experience of the deceasing young person is non the 1 that is conveyed in the National Anthem. His statement is that his verse form expresses the true sentiment of the deceasing young person of war. In the first sentence. Owen begins depicting what he views as the reliable image of war by usage of an attention-getting analogy. This analogy postulates that the young person who are being massacred are deceasing like cowss. This is such a dramatic phrase because cowss unrecorded and decease the worst of lives. Cattles are bred merely for mass slaughter. and decease is inevitable for them. They are kept in confined topographic points. frequently surrounded by fencings and barbed wire. Cattle are besides considered to hold no intent in life except to function and nourish others. It is clear that this comparing of deceasing soldiers to cattle is non a blandishing one. and it is a comparing that would non be given by an advocator of war. It is in direct resistance to the description of heroism and award that comes frontward from the romanticized description of soldiers. Owen places this dramatic analogy at the terminal of a rhetorical inquiry that he himself answers in the following fe w lines. The inquiry that Owen asks is. â€Å"What go throughing bells for these who die as cowss? † The passing bells refer to the bells that are tolled after someone’s decease to denote that decease to the universe. Owen says that unlike a funeral emanation the lone things that announce the decease of these soldiers are the sounds of the instruments that killed them. He answers his opening inquiry by stating that the lone bells that are tolled are the unerasable sounds of war and decease. When depicting those sounds of war. Owen undertakings upon the reader the evil interests of war through words like â€Å"monstrous. † â€Å"anger. † and â€Å"rattle. † These are words that give the reader a gustatory sensation of fright. and a sense of repeating solitariness. The 2nd stanza continues in its comparison of the sounds and images of a funeral emanation to the sounds and images of a battleground. He uses graphic words to demo the abrasiveness of war in this stanza merely as he did in the first stanza. However. in the 2nd stanza. Owen focuses on imagination of unhappiness and compunction instead than evil and horror. Owen seems to be consecutive depicting the jobs with the war in the first eight lines. First. he ingrains on the reader the sights and sounds of the battleground. Then. he expresses the after effects of sorrow and unhappiness. For illustration. the 2nd stanza contains the words â€Å"mourning. † â€Å"wailing. † â€Å"bugles. † â€Å"sad. † and â€Å"shires. † all marks and descriptions of compunction. The concluding six brakes off greatly from the remainder of the verse form. The first two stanzas usage heavy imagination to exemplify the horrors of war. and the solitariness that accompanies it. The stanzas plaint over the fact that the soldiers die a decease of amour propre. and are non remembered. The words that are used are really rough and acidic in that they leave the reader with a feeling of the bloodshed and loss. The last stanza is more melancholic and brooding in its words than the old two. And unlike the first two stanzas. the inquiry that introduces them is answered in a manner that leaves the reader with some type of consolation. This feeling of hope in the six is culminated in the last lines of the stanza. demoing that the male childs will be remembered by some. Owen’s sobering imagination is greatly empowered through his apposition of conflicting thoughts of war. Another illustration of this is his arranging the verse form into a sonnet. Sonnets are usually written about subjects of love and love affair. Owen wrote about decease and disenfranchisement. The usage of the word â€Å"anthem† in the rubric adds to this manner every bit good. An anthem is normally a superficial. wellbeing. cockamamie vocal. This anthem is sad. gloomy. and somber. This use of sarcasm gives the verse form a flooring consequence by boxing the text of the verse form in the signifier of a sonnet and anthem while the verse form has a message that is antithetical to those two genres. This apparently self-contradictory attack makes the reader experience the power of Owen’s constructs because those constructs are so strongly contrasted by conflicting images.

Subprime Loane Research Paper Example | Topics and Well Written Essays - 1750 words

Subprime Loane - Research Paper Example It is not the interest rate corresponding to the loan itself. â€Å"Subprime† denotes any type of loan which does not satisfy the prime guidelines of a loan. Subprime lending is a process of making loans or lending money to the borrowers who are not qualified to be given loan at the market interest rates because of their low credit ratings (Bahin, 2007). Both the borrowers and the lenders find themselves in a riskier position as a result of subprime lending. It is so because such lending is characterized by poor credit rating, high amount of interest rates associated with it, and unfavorable financial situations. The mortgage brokers played an important role in the rise and fall of financing related to subprime mortgages. The competition corresponding to the subprime loans increased as a result of increasing demand of Mortgage Backed Securities (MBSs) sought by the investment banks. The lenders were observed to be involved in activities of introducing innovative financial prod ucts which seemed to be attractive to the borrowers, and the latter were thus becoming more and more interested to borrow money from the lenders. If we consider the job responsibilities of mortgage brokers, it can be observed that they had to perform the activities related to identifying the borrowers, receiving an application for loan from the borrowers, assessing their credit worthiness, evaluating their income-to-debt ratios, and then finally sending the borrowers to the lender who meets all the criteria. However, it is worth mentioning that all these activities and processes followed by the mortgage brokers did not correspond to the actual plan. The mortgage brokers received emoluments in the form of commissions and, therefore, it worked as an incentive for them to earn greater commissions by sending even the prime credit borrowers to the subprime lenders. Even the people who had little knowledge about MBSs were attracted to them because of the increasing demand for them in the market. There were not even any kinds of licensing requirements for a person to become a mortgage broker (Sanders, 2002). All these factors led to the emergence of mortgage brokers in the market and had an impact on lowering their reputations. The lenders were exposed to such a huge number of participants in the mortgage industry that many of the borrowers received loans who should never have been lent money because they were to face financial problems while repaying the loans received by them. Based on the above evaluation of the situation it can be concluded that besides some of the minor incidents, certain specific individuals like mortgage brokers cannot be blamed for the downfall of the overall subprime mortgage lending process. The blame should actually go to the regulatory authorities and government institutions which failed to oversee the situation beforehand, to different corporate misdeeds, motivation to earn more profits, and also, to a large extent, to the borrowers them selves. Question 2 Incentive contracts or managerial incentives in a corporate organization mainly correspond with the agency theory and the problems associated with it. Jensen and Meckling (1976) are commonly associated with the term â€Å"agency theory† as found in most of the existing literature. According to Alchian and Demstez (1972), the business activities conducted by most of the organizations are mostly governed through contracts that involve voluntary exchanges.