Invasion
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The poem describes the impending invasion of Kurdistan by Iraqi forces from the perspective of the Kurdish people. In the first sentence, the poet establishes that the Kurds can hear the approaching soldiers' boots at dawn and then see them through the mist, dressed in their menacing uniforms with guns and tanks pointed forward. The second sentence conveys the sense of hopelessness, as the outgunned young Kurdish men will lose the battle and the roads will be covered in blood, entering their dreams. The Kurds are told to stay indoors, as the war is already lost before it begins.
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Here are 3 potential points of comparison between this poem and others we've read:
1. Like [OTHER POEM], this poem creates a sense of impending doom and conflict through its use of ominous language and imagery. Both poems build tension through short, direct statements.
2. Similar to [OTHER POEM], this poem leaves some details ambiguous or undefined, such as not describing the invading soldiers in much detail. This adds to the sense of uncertainty and vagueness that is characteristic of conflict situations.
3. The repetition of "will" in statements of certainty about the future outcome, as in this poem, is reminiscent of [OTHER POEM'S] repetitive phrasing that drives home its central message. Both poems
Conscientious objector
This poem expresses a conscientious objection to war. The speaker refuses to help or provide any information to support the war effort, stating "I will not tell him which way the fox ran" and "I shall die, but that is all that I shall do for Death; I am not on his pay-roll." The language emphasizes the speaker's strong opposition to violence and determination not to contribute to death or profit from war.
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The document provides summaries and analysis of 14 poems from the English Literature anthology. For each poem, it outlines the poet and their background, the main ideas, tone, and literary methods used. The methods section analyzes the linguistic and structural techniques employed by the poet to convey their ideas and tone. These include imagery, metaphor, rhythm, rhyme, repetition and more. The document also provides potential exam questions focusing on how different poets present themes like conflict, war, social class and more through their writing. It concludes with a glossary of poetic devices.
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Includes detailed annotations of every stanza and includes the poem.
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This document provides analysis of the poem "Flag" by John Agard. It summarizes that the poem explores the emptiness of flag-worship and dangers of patriotism. Through its repetitive structure and dismissive language, the poem undermines the significance of flags and questions the justifications for violence in their name. The last stanza suggests that while flags are symbols of nationhood that unite people, embracing them can also blind one's conscience to harmful ends.
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This document contains information about examining the form, structure, and language of the poem "Flag". It includes analysis of the poem's structure, with each stanza beginning with a question about the flag. It also notes the repetition of the line "It's just a piece of cloth" throughout. The document discusses how the flag is portrayed as having power over people's actions and emotions. Students are asked to analyze the poem and consider the power it attributes to national symbols.
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John Agard - Flag: GCSE AQA Conflict Cluster Poem Analysis
John Agard's flag analysed.
Analysis is best suited for the GCSE AQA specification. This poem fits into the conflict cluster.
Includes detailed annotations of every stanza and includes the poem.
This is a useful revision tool of classroom presentation.
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The poem is a series of questions and answers between two people about what life was like for the Vietnamese people before the war. It paints a picture of a simple, agrarian lifestyle with the people living peacefully in rice paddies. However, the bombing of Vietnam destroyed everything, leaving the land and people scarred. It questions whether the people laughed or had ceremonies before, but suggests that after their children were killed in the war, there was only screaming and no more joy or life. The ending notes that while it is silent now in Vietnam, their speech that was once like singing can still be faintly remembered.
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Aquifer
Created by Loven Getutua from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
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The document discusses food chains and food webs. It defines key terms like ecosystem, habitat, population, community, food chain, and food web. It provides examples of food chains like grass-springbok-cheetah. A food web shows how different food chains are interlinked, with herbivores serving as food for various predators, carnivores and omnivores. Decomposers play an important role in food webs by recycling nutrients from dead plants and animals back into the soil.
Eutrophication
Eutrophication is a process where water bodies receive excessive nutrients, such as from fertilizers and sewage, which causes excessive plant growth. This depletes oxygen levels and can kill other organisms. It leads to issues like algal blooms, loss of biodiversity, fish kills, and problems for drinking water. Examples given are the Baltic Sea, where blooms have damaged industries and health, and the Mediterranean Sea, where coastal development contributes to the problem. Solutions include reducing nutrient inputs, filtration, and policies to meet nutrient reduction targets.
bioaccumulation and
Bioaccumulation and biomagnification refer to the increasing concentration of pollutants like pesticides, mercury, and other chemicals as they move up the food chain. Bioaccumulation is when an organism absorbs more of a substance than it eliminates, resulting in increasing concentration over time. Biomagnification occurs when concentrations increase at each trophic level, so organisms at the top of food chains face greater exposure. Pollutants like DDT, PCBs, and mercury are especially prone to bioaccumulation and biomagnification due to their persistence and ability to concentrate in fatty tissues. This can negatively impact wildlife and pose risks to human health through consumption of contaminated fish and seafood.
Food Chains and Food Webs (PowerPoint)
This document discusses food chains and food webs. It explains that a food chain begins with an energy source like a producer and is made up of different trophic levels including producers, primary consumers, secondary consumers, and tertiary consumers. Producers make their own food, primary consumers eat plants, secondary consumers eat herbivores, and tertiary consumers eat other carnivores.
Food Chains & Food Webs
A food chain depicts a linear pathway of organisms transferring energy as one organism eats another. A food web illustrates a more complex network of interconnected food chains within an ecosystem. An energy pyramid visually represents the decrease in biomass and increase in trophic levels from producers to primary, secondary and tertiary consumers.
Food Chains And Food Webs
Food chains and food webs describe how energy moves through an ecosystem. A food chain represents a single path of energy transfer between organisms, such as from berries to rabbits to foxes. A food web shows multiple interconnected food chains and demonstrates that most organisms obtain energy from many different sources. Producers, like plants, capture energy from the sun to start the process, while consumers obtain energy by eating other organisms, and decomposers break down waste to recycle nutrients and energy back into the system.
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Invasion
- 1. Invasion
- 2. Some background • The poet was born in Iraqui Kurdistan • Iraq invaded Kurdistan and persecuted its people, killing thousands of Kurds between 1987 and 1989 • The poem is from the point of view of the Kurds, waiting for an approaching invasion. Kurds fleeing their homes to safety A terrified Kurdish boy
- 3. Soon they will come. First we will hear the sound of their boots approaching at dawn then they’ll appear through the mist. In their death-bringing uniforms they will march towards our homes their guns and tanks pointing forward. Personal pronouns highlights the sense of “them” and “us” Caesura adds to the sense of threat Builds anticipation A sinister image Suggests that once they wear the uniform, they become killers A threatening position
- 4. They will be confronted by young men with rusty guns and boiling blood. These are our young men who took their short-lived freedom for granted. We will lose this war, and blood will cover our roads, mix with our drinking water, it will creep into our dreams. Keep your head down and stay in doors – we’ve lost this war before it has begun. Contrasts with the well-armed soldiers in line 6 Alliteration emphasises anger Emphasises the tragic waste List of verbs highlights the amount of blood loss and its effect Sense of hopelessness – there is no point fighting back Personal pronouns
- 5. Links to other poems • War and fighting – Our Sharpeville, Belfast Confetti, Exposure, The Drum • Fear and threat – Parades End, Our Sharpeville, The Drum, Belfast Confetti • Injustice – The Drum, Half-Caste, Cousin Kate, The Class Game, Your Dad Did What? Parade’s End