Affirmative Action in College Admissions free essay sample

An examination of affirmative action policies in colleges with focus on the treatment of African and Hispanic applications to colleges. An examination of affirmative action policies in colleges with focus on the treatment of African and Hispanic applications to colleges. The author argues that African and Hispanic admissions are more favorite as well as their admission into the world of work. A discussion of the shortfalls of affirmative action with focus on the systems tendencies to predispose separation. Websters New World Dictionary defines affirmative action as a policy or program for correcting the effects of discrimination in the employment or education of members of certain groups, as women, blacks, etc. (Lowery, 1995) Affirmative Action grants preferential treatment to racial minorities. Affirmative Action is also race specific (Williams, 1995). Many people are dedicated to the policys destruction. Much progress was made in this regard during the Reagan revolution (Lowery, 1995). With the GOP in firm control of Congress in 1995 and most of the 50 states, and civil rights groups such as the NAACP weakened, if not under siege, attacks on affirmative action intensified. We will write a custom essay sample on Affirmative Action in College Admissions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

The Rise Of Communism In Russia Unless We Accept The Claim That Lenin

The Rise of Communism in Russia ?Unless we accept the claim that Lenin?s coup d?tat gave birth to an entirely new state, and indeed to a new era in the history of mankind, we must recognize in today?s Soviet Union the old empire of the Russians -- the only empire that survived into the mid 1980?s? (Luttwak, 1). In their Communist Manifesto of 1848, Karl Marx and Friedrich Engels applied the term communism to a final stage of socialism in which all class differences would disappear and humankind would live in harmony. Marx and Engels claimed to have discovered a scientific approach to socialism based on the laws of history. They declared that the course of history was determined by the clash of opposing forces rooted in the economic system and the ownership of property. Just as the feudal system had given way to capitalism, so in time capitalism would give way to socialism. The class struggle of the future would be between the bourgeoisie, who were the capitalist employers, an d the proletariat, who were the workers. The struggle would end, according to Marx, in the socialist revolution and the attainment of full communism (Groiler?s Encyclopedia). Socialism, of which ?Marxism-Leninism? is a takeoff, originated in the West. Designed in France and Germany, it was brought into Russia in the middle of the nineteenth century and promptly attracted support among the country?s educated, public-minded elite, who at that time were called intelligentsia (Pipes, 21). After Revolution broke out over Europe in 1848 the modern working class appeared on the scene as a major historical force. However, Russia remained out of the changes that Europe was experiencing. As a socialist movement and inclination, the Russian Social-Democratic Party continued the traditions of all the Russian Revolutions of the past, with the goal of conquering political freedom (Daniels 7). As early as 1894, when he was twenty-four, Lenin had become a revolutionary agitator and a convin ced Marxist. He exhibited his new faith and his polemical talents in a diatribe of that year against the peasant-oriented socialism of the Populists led by N.K. Mikhiaiovsky (Wren, 3). While Marxism had been winning adherents among the Russian revolutionary intelligentsia for more than a decade previously, a claimed Marxist party was bit organized until 1898. In that year a ?congress? of nine men met at Minsk to proclaim the establishment of the Russian Social Democratic Worker?s Party. The Manifesto issued in the name of the congress after the police broke it up was drawn up by the economist Peter Struve, a member of the moderate ?legal Marxist? group who soon afterward left the Marxist movement altogether. The manifesto is indicative of the way Marxism was applied to Russian conditions, and of the special role for the proletariat (Pipes, 11). The first true congress of the Russian Social Democratic Workers? Party was the Second. It convened in Brussels in the summer of 190 3, but was forced by the interference of the Belgian authorities to move to London, where the proceedings were concluded. The Second Congress was the occasion for bitter wrangling among the representatives of various Russian Marxist Factions, and ended in a deep split that was mainly caused by Lenin -- his personality, his drive for power in the movement, and his ?hard? philosophy of the disciplined party organization. At the close of the congress Lenin commanded a temporary majority for his faction and seized upon the label ?Bolshevik? (Russian for Majority), while his opponents who inclined to the ?soft? or more democratic position became known as the ?Mensheviks? or minority (Daniels, 19). Though born only in 1879, Trotsky had gained a leading place among the Russian Social-Democrats by the time of the Second party Congress in 1903. He represented ultra-radical sentiment that could not reconcile itself to Lenin?s stress on the party organization. Trotsky stayed with the Mens hevik faction until he joined Lenin in 1917. From that point on, he acomidated himself in large measure to Lenin?s philosophy of party dictatorship, but his reservations came to the surface again in the years after his fall from power (Stoessinger, 13). In the months after the Second Congress of the Social Democratic Party Lenin lost his majority and began organizing

How to become a special education teacher

How to become a special education teacher Anyone who takes on the role of teacher is already pretty special- educating students of all ages is not for everyone, and it can be one of the most challenging and rewarding careers out there. And if you’re thinking of becoming a special education teacher, working with students with an even greater range of learning styles, academic needs, and levels of ability, the ups and downs of teaching can be even more intense. If you think this might be the teaching career for you, we have the info you need to get started on that path. What do special education teachers do?Special education teachers are educators who work specifically with students who have physical, academic, or emotional differences. Many special ed teachers focus on a particular age group (like elementary school or high school), but the range of student ages can vary, depending on how the school’s special education programs are set up. Special education teachers may work with students who have a variety of sp ecial needs conditions, including:Learning disabilitiesBehavior disordersAutism spectrum disordersPhysical disabilities (blindness, deafness, etc.)Students may range from having mild learning disabilities to severe mental and physical challenges. Special education teachers may choose to specialize in one of these areas and focus their master’s degree studies accordingly. As school employees, special education teachers typically have the same full-time work day and school year as other kinds of teachers, with summers off (unless a particular school or district offers summer courses as part of its special education curriculum). Although the school week typically involves a standard number of working hours, there may be additional time spent in the mornings, evenings, and off-hours to prepare for school and help students in extracurricular programs or other activities.These teachers have many of the same job responsibilities as other types of teachers, including:Lesson and curri culum planningManaging classroom lessons and activitiesTracking student progressMeeting with parentsAssisting students with everyday living tasksTeaching a variety of subjects (like reading, math, or science)Teaching communication skillsSpecial education teachers can be found in most types of schools: public, private, elementary, secondary, or magnet.What skills do special education teachers have?Special education teachers often need to have an extra dose of people skills, given that they’re dealing with students who may have a variety of physical, emotional, and educational needs.Teaching Skills:  This is the most important skill for any teacher, really, but special education teachers have to be especially good at teaching basic concepts to students who have different abilities to learn and understand the material.Flexibility:  Classrooms are unpredictable, and this can be even more true when a class has students with a variety of needs and abilities. The teacher should bring a certain amount of flexibility to lessons and classroom activities to help account for different students who learn in different ways. The special education classroom is rarely a one-size-fits-all educational experience, so a little flexibility in teaching can be very helpful.Patience:  This is a very important skill for a special education teacher to have. Many special needs students may require extra time or resources to learn the skills and concepts that other students may â€Å"get† faster. For the teacher, it’s crucial to understand that extra help or patience may be the best way to reach those students and help them learn.Creativity:  Again, because of the learning differences that special education students may have, standard lessons may not be the way to go. Finding ways to teach material in ways that students can relate to and understand, even if it’s a little unorthodox, can really help special education teachers in their day-to-day classroo ms.Organizational Skills:  Like in any classroom, organization can mean all the difference between chaos and success. Organization is extra important for a special needs classroom, where students have additional challenges and may need even more structure throughout the school day. There may be students with wildly different needs as well, so keeping the classroom and the students organized is essential to making sure everyone’s staying on track.What do you need to become a special education teacher?Becoming a special education teacher requires a four-year degree in education, ideally with a focus on special education. Many teachers also go on to complete a master’s degree in special education as well. Certification is typically required for special education teachers, particularly ones in public schools. Each state has its own certification requirements, so be sure to check with your state to see what’s expected.How much do special education teachers get paid ?According to the U.S. Bureau of Labor Statistics, the median annual salary for kindergarten teachers is $57,910. This can vary depending on the teacher’s experience and the type of school, as well as the types of students the teacher is working with.  What is the outlook for special education teachers?The U.S. Bureau of Labor Statistics expects that this field will grow about 8% by 2026, which is about as fast as average for all careers. Education is a rather perennial field (especially as the population continues to grow), and the demand for teachers who have the skills to work with special needs students will likely be one of the education specialties that sees the most growth within the industry.If you have the patience and skills to work with special students who have needs that go beyond many other students’, this can be an incredibly rewarding and satisfying career path. You’ll be helping students overcome their issues and learn and grow their potential . Good luck!

Saint Marys College in California Admissions Facts

Saint Mary's College in California Admissions Facts ​Saint Marys College in Moraga, California accepts most applicants each year, with a high acceptance rate of 80  percent, although applicants tend to have strong academic records. Students interested in applying to the school will need to submit an application (the school accepts the Common Application; more on that below), high school transcripts, a letter of recommendation, SAT or ACT scores, and a personal essay. Check out Saint Marys website for more information on how to apply. Admissions Data (2016) Saint Marys College of California Acceptance Rate: 80  percentTest Scores: 25th / 75th PercentileSAT Critical Reading: 480  / 590SAT Math: 470  / 590SAT Writing: - / -What these SAT numbers meanSAT score comparison for California collegesACT Composite: 22 / 28ACT English: 22  / 28ACT Math: 20  / 27What these ACT numbers meanACT score comparison for California colleges Saint Marys College Description Saint Marys College of California is a Catholic, Lasallian, liberal arts college located in Moraga, California, about 20 miles east of San Francisco. The college has an 11 to 1  student/faculty ratio  and an average class size of 20. Students can choose from 38 majors, and among undergraduates, business is the most popular program. Specifically, the most popular majors are Accounting, Business Administration, Communication Studies, Drama, English, Liberal Studies, Psychology. One of the defining features of the Saint Marys curriculum is the Collegiate Seminar, a series of four courses that focus on the major works of Western civilization. All students, including those in pre-professional fields, take these seminars- two in the first year, and two more before graduation. In athletics, the Saint Marys Gaels compete in the NCAA Division I  West Coast Conference. Enrollment (2016) Total Enrollment: 3,908  (2,802 undergraduates)Gender Breakdown: 40 percent male / 60 percent female93  percent full-time Costs (2016-17) Tuition and Fees: $44,360Books: $1,107 (why so much?)Room and Board: $14,880Other Expenses: $2,700Total Cost: $63,047 Saint Marys College Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 96  percentPercentage of New Students Receiving Types of AidGrants: 95 percentLoans: 61 percentAverage Amount of AidGrants: $25,400Loans: $8,018 Graduation and Retention Rates: First Year Student Retention (full-time students): 86  percent4-Year Graduation Rate: 60  percent6-Year Graduation Rate: 73  percent Intercollegiate Athletic Programs: Mens Sports:  Basketball, Golf, Cross Country, Soccer, Tennis, Track and Field, BaseballWomens Sports:  Lacrosse, Rowing, Softball, Soccer, Tennis, Basketball, Volleyball, Cross Country If You Like Saint Marys College, You May Also Like These Schools: San Jose State University: Profile | GPA-SAT-ACT GraphUniversity of San Diego: Profile | GPA-SAT-ACT GraphPepperdine University: Profile | GPA-SAT-ACT GraphCal Poly: Profile | GPA-SAT-ACT GraphUniversity of California - Irvine: Profile | GPA-SAT-ACT GraphStanford University: Profile | GPA-SAT-ACT GraphUniversity of California - Santa Cruz: Profile | GPA-SAT-ACT GraphLoyola Marymount University: Profile | GPA-SAT-ACT GraphSanta Clara University: Profile | GPA-SAT-ACT GraphUniversity of San Francisco: Profile | GPA-SAT-ACT GraphSan Diego State University: Profile | GPA-SAT-ACT Graph Saint Marys and the Common Application Saint Marys College uses the  Common Application. These articles can help guide you: Common Application essay tips and samplesShort answer tips and samplesSupplemental essay tips and samples Data Source: National Center for Educational Statistics

What are the strengths and weaknesses of a federal system of Research Paper

What are the strengths and weaknesses of a federal system of government Is it better than a unitary system of government Why or why not Be specific - Research Paper Example There is another advantage that states are able to settle its own policies and regulation to govern themselves, this system ensures government to remain close with people so they can be acquainted with necessitate and wants of the people. The weakness of this system is that there is a different system and each state government that can lead to over-lapping contradictory policies in various parts of the country. This system creates inequality between the states and this may steer the states to unhealthy hostility among them. Misuse of power can lead governments to corruption and in federal system corruption is very frequently practiced. (Baluyot) In unitary system, political and governing power resides with central government. In this system the central government usually delegates command to sub-national units and guide policy verdicts for implementation. This system is in contrast of federal system (K). Federal government system is better than a unitary government system because it has multiple hierarchy levels with central and local authority, also the central policy dominates over state policy and it is shared between national and local levels. But in unitary government there is no hierarchy of independent powers, states have no authority to pass their own laws, central government is the sole power to issue directives to do

Music Censorship Essay Example | Topics and Well Written Essays - 750 words

Music Censorship - Essay Example There are two sides on this issue, there those supporting and others opposing music censorship. At this point, the main question that lingers in many is what action transcends from the consumer matter to the censorship matter. A study carried out by Rabkin (2002) indicates that, censorship plays a fundamental role to the American government. One of the issues involving music censorship is at what age is appropriate for children to listen and watch music that is profanity. Following this, this paper affirm that parents and governments should not desist their children from listening to music, because as they do that, they deny them from grasping what’s happening in the society. It is worth noting that, music may serve as a purpose of motivation, or be used for moral, military, religious, or political reasons. These ideas may augment critical thinking and encouragement to many who are wounded by life experiences and encourage those desiring to achieve their dreams. It may express aspirations and hopes thus, promote a desirable society. Music is free expression of thoughts and ideas thus no one should be stopped from expressing his or her thoughts. Countries like China, Sudan, and Afghanistan comprehend the need of breach of musician’s rights to the freedom of expression in music (Szurek, 2008). However, other countries like Algeria and USA keep off popular music in the concert stage and out of the retail and media. In ex-Yugoslavia, musicians encounter challenges as their freedom of free expression has much been affected (Dahir, 1995). Many nations fail to regard music as the therapy to life and instead see it as vulgarity and cursing. However, this is not the case in most cases as some songs are just ridiculous and funny and they create a platform to understand how the world is. Those in support of music censorship believe that children are not mature people to listen and watch music with profanity.

The Poetry of WWI Essay Example for Free

The Poetry of WWI Essay My study aims to cover the key points of the poetry written during and about the first world war and the various factors which may have influenced it. We will start with Drummer Hodge which was written during the Boer war by a writer named Thomas Hardy. The poem offers an unusual view of war which isnt often seen elsewhere. Drummer Hodge by Thomas Hardy The poem is an existentialist paradox Hodge was an unimportant figure in a major war and is representative of the thousands of casualties of the battle. The poem begins ambiguously. They could refer to either friend or foe. Their identity is not as important as their attitude towards Hodge. Hodge is thrown into a pit just as found, without a coffin and presumably without a service. His homely Northern breast and brain suggests Hodge was a simple, modest sort, but a valuable human nonetheless. Unlike the other poems, Drummer Hodge is very structured and never changes its six-line 1-2-1-2-1-2 form as opposed to Brookes and Owens use of octaves and sestets. Hardy uses Roman numerals to separate each stanza and to provide a classical feel to the poem. The mood of the piece is somewhat sympathetic towards the subject. Hodge could be anybody but is used as an example of the unfairness of war. In the second part of the poem, Hodge is referred to as being fresh like a child to young to die. Hardy constantly emphasizes Hodges foreignness and he makes it clear that Hodge was a complete stranger to the southern surroundings in which he fell. Words such as ..foreign constellations and that unknown plain are used to portray the fact. In Brooks and Owens sonnets, death is focused on and referred to throughout as glorious, brave and heroic while in Drummer Hodge, a death is portrayed as, sudden, unexpected, and ultimately unfair and inglorious similar to the surprise death of Brooke himself. In June 1914, Austria, Serbia, Russia, Germany, America and several other countries plunged into world war, engulfing Europe in one of modern historys bloodiest and most catastrophic conflicts. In fact, it is said to be the landmark and the beginning of modern history, it had a profound impact on the remainder of the century. Before this great war began, it was received in Europe with much enthusiasm, not since repeated. The public were led to believe it would be over by Christmas and would put an end to all wars. As we know, that was not the case. On the favorable side, the war did give birth to a whole new genre of poetry, led mainly by Rupert Brooke, but also many others. The patriotism expressed in these pieces was printed regularly in newspapers so anyone not yet in battle would rush off to become a soldier and get their name in the memorials. It kept the soldiers going and maintained their will to fight and die for their country. Many soldiers saw it as their duty to sacrifice themselves in the name of their homeland and any form of death in war was regarded as heroic and glorious. In the latter years of the war, the poetry became harder, more realistic and perhaps discouraging to aspiring soldiers as Owen, Rosenberg and Sassoon took over from Brooke and therefore it was not received with equal enthusiasm. However, Brookes war sonnets are still read out in church memorials today, the soldier in particular. Born the son of a schoolmaster in Rugby on August 3rd 1887, Rupert Chawner Brooke went on to become one of the most famous poets of the first world war, due largely to the success of his poem the soldier that expressed the patriotic feelings of a generation at the time of his death. However this was only one of his hundreds of poems written over the course of his life-time, many dealing with subjects other than war. Rupert was educated at Rugby, before moving on to study at Kings College, Cambridge. He was a good student and athlete and proved an extremely popular young man. In 1909 he moved to Granchester where he lived with his friends and wrote many of his non-war poems. In spring, became a member of the Fabian Society. He spent the spring of 1911 in Munich studying German where he met and fell in love with Flemish sculptress Elizabeth Van Rysselberg. When he returned to Granchester in May 1911, he began to work for his Fellowship at Kings. At the same time, despite the demands of his academic career, he completed his first volume of poetry, which he entitled Poems 1911. This was published in early December, and produced a small profit within a few weeks. In the next twenty years it ran to 37 editions, totalling around 100,000 copies. In 1913, Rupert was finally awarded a Fellowship at Kings. On 15th September 1914, he applied for a commission in The Royal Naval Division. Rupert Brooke actually saw little combat during the war. It was during this period that he wrote his most famous poetry. He wrote a set of five sonnets which rewarded him in instant fame after the soldier was quoted in a sermon in St. Pauls church, London. He took part in an expedition to Antwerp but while sailing for the Dardanelles, he was bitten on the upper lip by a poisonous mosquito. He soon fell ill and at 4:46pm on the 23rd April 1915, the day of Shakespeare and St George he died aboard a hospital ship in the Aegan of blood poisoning. His companions buried him in an olive grove on the Greek island of Skyros. We buried him in the same evening in an olive-grove where he had sat with us on Tuesday one of the loveliest places on this earth, with grey green olives round him, one weeping above his head; the ground covered with flowering sage, bluish-grey, and smelling more delicious than any flower I know .. We lined his grave with all the flowers we could find, and after the last post the little lamp-lit procession went once again down the narrow path to the sea. A Brief Summary of Brookes five war sonnets I. PEACE In the first of the five war sonnets from which Brooke gained the majority of his fame, the word war is not mentioned even once. Instead, Brooke talks about the release from pain, grief and a world grown old and cold and weary which is death. Death is personified as the key to cleaner life and the poem is begun by the thanking of God who has wakened us from sleep. The sestet speaks further about the privilege of death and finally obtained peace which our previous world failed to offer. The worst friend and enemy is but Death. II. SAFETY In the second chapter of Brookes plea for death, he explores the idea of war being safe safe from survival in this case. Who is so safe as we? III. THE DEAD It was poems like this which was used in newspapers in order to encourage young men to go to war and die, with the image in their minds that if they did so, they would become richer souls and labeled as heroic. Brooke speaks of the privilage of death which is introduced in the first sonnet and further magnifies its magnificence and Honour. dying has made us rarer gifts than gold. The poet compares the death of a soldier to the inferior ending met with old age by those living a life of safety and absent usefulness outside of war. that unhoped serene that men call age The sestet mentions the gain of Nobleness, Holiness and love lacked so long which comes hand in hand with an honourable death. IV. THE DEAD Similar to Hardys Drummer Hodge, the fourth in Brookes five sonnets talks about what has been lost with death. As in Drummer Hodge, the poem mentions how the dead had known joy, love, sorrow, kindness, emotion all of which is ended by death. However, unlike Hardys sympathetic approach to the matter, Brooke inserts his traditional, patriotic conclusions. a white, Unbroken glory V. THE SOLDIER The last of the five is of course the most widely known and anthologized of Brookes work, in fact it wouldnt be unfair to say that it is one of Englands most famous pieces of literature. It was this poem that triggered off instant fame for the poet and inspired many others. Brooke begins the poem with If I should die, think only this of me: which sets the tone for the rest of the poem to follow. The octave speaks of how an English corpse, fallen in a foreign field will leave a superior presence in the air and earth to the non English soil which occupied the space beforehand. The soil becomes a body of England and breathes fresh English air, blest by the suns of home. In the sestet, Brooke becomes a pulse in the eternal mind and his heart will be in peace in an English heaven. Despite the poems obvious politically unacceptable flaws (suns of home, an English heaven, richer dust in a foreign field etc), it is clear that it was the mood and tone of the piece which appealed to many rather than its words. Laurence Binyon Binyon was born in 1869 and died age 74 in 1943. Like Brooke, he is best remembered for one poem in particular, his being for the fallen. Unlike Brooke, Binyon was not actually a soldier in the war, but rather an orderly working for the Red Cross. For the Fallen by Laurence Binyon The word They which appears twelve times in the poem refers to the soldiers fallen in battle to which the poem is dedicated. The first stanza begins by speaking of England and They as one. England is personified as mother to them, With proud thanksgiving, a mother for her childrenFlesh of her flesh they were, sprit of her spirit, The whole piece is presented in a funeral-style tone, in fact the poem was probably used for exactly that. Solemn the drums thrill, A glory which shines upon our tears, We will remember them. The fifth stanza sounds similar to Hardys Drummer Hodge and Brookes IV. The dead in terms of mood and sympathy, yet more in the style of Brooke rather than Hardy in that they died for a reason for their country. The last stanzas tell how They are to England as stars are to the night, Moving in marches upon the heavenly plainstarry in the time of our darkness. After 1915, the war poetry began to change. Tones became harsher and more realistic as the death count rose and the war dragged on. After living through the horror of the trenches, the soldiers lost the enthusiasm with which they came to battle and the war only got worse as opposed to its Christmas end originally expected. The best known poet of this period is Wilfred Owen (1893 1918), famously quoted as claiming My subject is warthe horror and the pityThe poetry is in the pity. And indeed it was. Owens works are quite unlike any other, patriotism replaced by pity. He came to war with a smile on his face, as Brooke and all the other soldiers had done, but after the traumatizing experiences of fighting in the trenches and after witnessing more than one too many unneccacary deaths, his enthusiasm was turned to anger and would later be reflected in his poetry. From 1917 to 1918, Owen was sent home for a year to recover from concussion where he met Siegfred Sassoon who also had signific ant influence on his works. His most popular poem is Anthem for Doomed Youth. Anthem for Doomed Youth His disgust and pity towards the unreasonable loss of lives is expressed without hesitation as the poem begins and throughout the Octave. He begins by rhetorically asking the reader, What passing-bells for these who die as cattle?. Passing bells are tolled at funerals in churches to mark the passing on to heaven and the neutralizing of the soul which is spoke of in the sestet of Brookes The Soldier. The question takes an important turn before it finishes, turning the mind away from church and into war where these (his comrades) die as cattle and from here until the sestet, his pity is demonstrated. He proceeds to answer his semi-sarcastic question with Only the monstrous anger of the guns, Only the stuttering rifles rapid rattle. These, the subject of the poem die to the sound of guns, the noise of war and are left respectlessly in the dirt to deteriorate rather than a ceremony and burial one would usually hope for. His expression, die as cattle applies the fact that they were mass slaughtered, killed inhumanly. The sound of the rifles is all that Can patter out their hasty orisons, meaning that the prayers of their somewhat undesirable funerals are in the form of rapid gunfire. Again comparing their deaths to the out of war funerals, the wailing shells are given the role of the mourning choirs. The Sestet makes a sudden change in setting, taking the reader back to the homes of their families and the tone changes from harsh and anger driven to a sudden quietness, carefully contrasting the two settings, yet the sadness is still very much apparent. What candles may be held to speed them all?, he asks in a second opening question. Once again, the candles refer to the candles lit in the church ceremonies in which their souls are speeded off to heaven. Not in the hands of boys, being the boys who carried the candles at the funeral, but in their eyes which talks of the glitter of tears in their comrades eyes who are also referred to as boys (the idea being that that is exactly what they were, hence Doomed Youth) Shall shine the holy glimmers of good-byes. In the last line a drawing down of blinds is the blinds which are drawn as funeral prosessions are passed by houses, where the blinds or shutters are closed as a mark of respect for the dead. Here however, the whole world draws its blinds for them at each dusk. The poem may be easily comparable to The Soldier given that they were both written during the first world war, they are of similar structure and length and both were written by young men who both died during that war. However, being that Anthem for Doomed Youth was written later on in the war, and Brooke died before experiencing the horrors of the trenches, both poets have approached the subject with a different tone, Brooke seeing the war from an entire different angle from Owen who witnessed the aftermath and the wars many casualties.