The Oakum Room by Theresa Tomlinson Essay Example

The Oakum Room by Theresa Tomlinson Paper The Oakum Room is a short story by Theresa Tomlinson that portrays the harsh and degrading conditions faced by female workhouse employees in a workhouse for the disadvantaged. The writer is able to depict the cruel and disgusting manner in which the workers are treated by her use of imagery and word choice, and in this essay, I intend to discuss these techniques. Tomlinson chooses to use a first-person narrative as a way of making the story more personal, as if the protagonist, Susan, is confiding in us. The use of this personal touch helps us learn more about Susan, in the way she depicts others and the storys events. The first example of this is the onomatopoeia with which she describes Mrs Hansons shoes slap the floor. The reader immediately becomes uncomfortable with the presence of Mrs Hanson (the administrator of the workhouses harsh regime), as the connotations of the word slap suggests violence and her desire for control. The writer chooses to repeat the word to illustrate the power held over the women by their oppressor. The protagonists recognition of the quick step of Mrs Hanson suggests she has already been given a reason to fear her. We will write a custom essay sample on The Oakum Room by Theresa Tomlinson specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Oakum Room by Theresa Tomlinson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Oakum Room by Theresa Tomlinson specifically for you FOR ONLY $16.38 $13.9/page Hire Writer When Mrs Hanson enters the oakum room, she chooses to address the workers while on the raised dais. The writer does this to imply the way Mrs Hanson feels above the workers and looks down on them, both metaphorically and (by choice) literally. This is evident when Mrs Hanson orders: Put down your work. This command clearly shows Mrs Hansons position over the workers. This short statement is quickly obeyed, even though the women were never told to stop their work: another signal of the absolute authority held by Mrs Hanson and the harsh regime the women are forced to work under. When the women receive a break to eat, they are poorly fed as their meals merely consist of potatoes and a thin liquor that they called gravy. The meal seems even poorer in quality and quantity when contrasted with the extremely heavy amounts of work the women are expected to do. When the workers are told of the reason they have been told to stop work, a murmur of suppressed excitement flew around the room. This tells the reader two things: the use of the term suppressed excitement suggests they feel the need to hide their happy emotions from Mrs Hanson; another sign of her power over them. It also shows the womens dependence on others and a sign of their desperation. They feel excited due to a farmers interest in finding a wife from the oakum room: a proposition that Mrs Hanson describes as most fortunate for the women. The womens desperation is depicted even more clearly when they argue frantically over who should use the one comb the workgroup possess. The author does well to present the women as individuals through her use of dialogue and description whereas Mrs Hanson attempts to rob them of all of their individuality and personal qualities. The gingham smock worn by all the women has been used to demoralise them and make them feel cheap and helpless. Although the women find it difficult under the brutal conditions, they are still able to form strong bonds and a sense of loyalty as a group. There is a strong sense of friendship amongst the women, proven when each worker says they hope the other gets picked. The writer creates gruesome images in the readers mind when describing the removal of sharp particles from red and raw hands. The alliteration here emphasises the extent of the womens suffering. Tomlinson describes the womens skin as: tough like the skin of a beast. This simile is used to convey the dehumanisation of the workforce, who have been forced to change over time, due to the difficult conditions faced as a worker in the oakum room. The workhouse is described as charitable on many occasions by Mrs Hanson. This seems to have been used as an ironic comment by the author who does not believe them to be charitable at all, but a hypocritical and dishonest organisation that exploits vulnerable women. The women are soon lined up like the cattle that he farms in front of their potential husband and Mrs Hanson goes through the qualities and defects of each of the women as if they are not women but dumb animals, unable to comprehend her callous remarks. This is evident when she describes a young woman by saying: She has a young child over at the infants ward. Father unknown, of course still, proof of childbearing. Her brutal and unfeeling words convey the idea that she is fully aware of the feeling that Jarrotson has lined these women up to choose one of them as he would an animal, with no regard for their feelings or emotions. Mr Jarrotson, the farm worker choosing a wife, is described by the author as an ugly and contemptible individual. The fat man of about fifty with small grey eyes openly looks in disgust at the women, choosing not to treat them as human beings, as his cheeks become flushed with enjoyment when he humiliates the workers. This vivid use of word choice clearly conveys his lecherous and disdainful attitude towards the helpless workers. This causes the women to make themselves as unappealing to Mr Jarrotson as possible, in an attempt not to be forced to live with Mr Jarrotson. This shows the reader that the women would rather be working in the treacherous and difficult oakum room together, than be left to marry the farm worker, without the support of each other. Mrs Hanson becomes furious as they continue down the line and she feels her domination and iron control of her workers slipping away. When they reach Polly in the line, it is obvious she possesses meek and humble qualities that Mr Jarrotson finds appealing: he smiles in relief then reaches out and grips her shoulder. The use of the term grip suggests that Polly feels uncomfortable with the contact made by Mr Jarrotson, she does not want to fall into his clutches, and as a result, lashes out, biting his hand. Pollys extreme behaviour here conveys the way in which the writer believes that the women have been treated as animals: they have therefore begun to act as animals. Mrs Hansons humiliation is clear to see as her face glows red with anger. Two women are called to restrain the unresisting Polly, one bearing a strait-jacket, used to symbolise the way in which the women are trapped in the oakum room with no other option in life. The workers are screamed at, and described as disgrace[s] to their charitable benefactors. Again, the writer uses this term to suggest the complete opposite: the organisation is not charitable, but harsh and degrading. The great entrance that consists of high porches and columns and ornate clocks is clearly there for show: an attempt to portray a prestigious and worthy charitable organisation, whereas the working conditions are poor; all of the available money has been spent on the picture painted for the outside world rather than the protection and safety of their workers. The story ends with the women returning slowly and quietly to the oakum room, right back where they started, to face more harsh treatment, knowing that they have made no progress in their position as workers. I believe this depressing image of their crushed defeated footsteps is described purposely to convey the womens inability to rebel due to their lack of options in life. The women are clearly in a desperate situation already, and this is the reason they choose to remain in these unrelenting and depressing conditions. In this short story, Theresa Tomlinson uses vivid and memorable language to depict a situation in which terrible and inhumane conditions have brought out the best in a group of people. The unity and loyalty the women show towards each other, is something we think of as admirable, and her story emphasises the idea that it seems ironic that this type of relationship was caused by such poor and vicious treatment. There are points throughout the story where the women admit that they wouldnt have managed if [they] hadnt had each other. This shows a feeling of their strong bond which persists despite Mrs Hansons efforts to crush their human spirit. In this short story, Theresa Tomlinson creates a stark contrast between the way in which the poor were treated in Victorian times and the way the poor are treated today. The themes in this short story of courage and dignity in the face of brutality clearly emphasise that people nowadays seem to be developing more respect towards each other as individuals; people nowadays are, thankfully, much more conscious of the way their actions affect others.

Looks Are Deceiving Essay Example

Looks Are Deceiving Essay Example Looks Are Deceiving Essay Looks Are Deceiving Essay Marmara was one of those people that everyone despises. Everyone knows how disputing the first portion of the school twelvemonth can be for new pupils. I mean. you have to do new friends and merely acquire used to an unaccustomed environment. Well. it was non like that for Marmora! She had already become popular on the first twenty-four hours and was elected as category representative for she was intelligent and talented. She wrote two books that are published. had good expressions. a beautiful voice. oculus capturing drawings. and a one of a sort personality. and she was still in the 8th class! I was certain Miley Cyrus was incorrect when she sang that nobody’s perfect . for Marmara was the exclusion. The new miss and I made friends rapidly. She entertained us throughout the long. dull. and frequently draining school yearss. Everything she did was different. She was particular it seemed. in every manner. She would sit on the floor in the center of a lesson when the wooden chair started to ache her. spark her hair every three seconds. and ever maintain a pen and paper besides her. I invariably saw her jotting down things. and she would non detect the teacher’s razor crisp eyes tiring into her. None dared to penalize her though. because she excelled in about all the topics. In English category. she would portion her poesy with us. and whenever we had to compose essays. the instructors would pick hers as a theoretical account. Everyone would gaze at her in a most baffled mode. amazed at the ability of this prodigy. I felt that I myself was worthless compared to Maramara’s flawless beauty and cognition. It was non until the center of the school twelvemonth that something fishy started to go on. I would sometimes happen Marmara red-eyed and watery-eyed. her long. lushly brown hair concealing parts of her sorrowful face. As us adolescents live our age. happenings like this are quiet common. but from perfect Marmara. it seemed unnatural. As schoolmates would hotfoot to acquire besides her. seeking to supply her with solaces. her province would go worse- her legs would get down to shudder. and she would inquire to be left entirely. Her melancholic image was at that place in forepart of me every second of the yearss that followed ; I was awfully worried. One glooming winter twenty-four hours during deferral. I found her sitting entirely on a rusty bench. I wondered how pupils could be so loud and care-free while others were traveling through bad times. Immediately. I sat myself besides Marmara. taking it as an chance to hold a talk. I felt a spot awkward sitting at that place speechless. picking my encephalons for a manner to get down. Randomly. Marmara pulled her arm up. uncovering reasonably fresh cuts of a knife right below her left thenar. She whispered. Don’t concern. it’s merely how I relieve my hurting. you see I can’t call any longer. My eyes have dried up. I was struck dense by the daze and ran for the public toilet where I in private shed cryings. She followed shortly after ; her characteristics now cryptic and endangering like a fox. The impulse to shout and shout filled my lungs. but my lips did non portion for it seemed incorrect. I wanted to inquire her why- why she was making this to herself. but could non acquire myself to. fearing the effects. Her poesy grew sad. Marmara merely seemed like a different individual now. She had immense temper swings. You would see her laughing and joking about and so two seconds subsequently. solemn. I knew I had to make something. so I told her uncle who worked at school because he and Marmara were near. He took in the intelligence of her status calmly. and thanked me for describing it to him. However. I sensed a little alteration in his crinkled face and his normally firm voice was unsteady. I could state he was awfully disquieted. He rapidly took action and found Marmara a head-shrinker who helped her acquire out of her wont and status. I watched her carefully as she transformed back into her normal ego. assisting her along the manner. It turned out that she had some jobs at place that had affected her psychologically. I eventually realized that Marmara was merely like the remainder of us- adolescents confronting the universe and its challenges. Marmara taught me that no affair how strong. perfect. or powerful a individual may look. he or she still is a individual. There will ever be something that comes and can non be overtaken. I besides acquired that I should non ever judge people merely by their visual aspect or actions. Now I know non to acquire tricked into believing felicity is a mere smiling on the face because you neer know what internal struggles are concealing behind it. As they say looks can be lead oning.

The Pennsylvania Academy of Fine Art Essay Example | Topics and Well Written Essays - 1250 words

The Pennsylvania Academy of Fine Art - Essay Example The building rises to a height of about 70 feet, and the whole structure is made of iron, stones, brick, with no wood being used anywhere in its construction. (Fairman Rogers, published in ‘The Philadelphia Inquirer’, on April 24, 1876) In keeping with the high Victorian Gothic style, the building is made of richly colored materials, the faà §ade being made of green and red sandstone along with purplish Bluestone. The architectural style is an eclectic mix of Gothic and Classical architecture, and it is revolutionary in the context that, until then, there was no other building that could boast of a â€Å"13th century Gothic arch on a 17th-century mansarded pavilion.† The building opens onto Broad Street, with the faà §ade 65 inches high. The North is flanked by Cherry Street, Burnt Street on to the east and Apple tree Street towards the South. The building is planned with a central corridor which is about 15 feet wide, with rooms on either side. The first floor of the building, houses the library, art studios and offices, while a mezzanine floor has a conservation laboratory, the boardroom and the plumbing. The museum’s collection or the artworks are housed on the second floor, called the Gallery, where the corridor is intersected by a Rotunda which is about 52'6" x 38'2". Pennsylvania, being an industrial city, Frank Furness could freely use â€Å"riveted iron truss that held aloft the great weight of the blind wall of the north faà §ade.† (Lewis)Above the Gallery is the attic made up of iron trusses.

ELO reflection Essay Example | Topics and Well Written Essays - 2000 words

ELO reflection - Essay Example The heightening of the adrenaline that comes with the speeding of the motorized vehicles is the best feeling. I have therefore developed interests in Play Station games that imitate the sport like ‘Need for Speed’. The excitement has also made me have an ever growing passion on movies such as ‘The Transporter’, ‘Need for Speed’ and ‘Fast and Furious’ (Crossroads Dragway, 2014). I have an interest in both the racing and non racing Motorsport activities. I am more propelled by the speeding effects that come with Motorsport thus making me to enjoy both kinds. I have an interest in automatic car racing, motorcycle racing and motor rallying when it comes to racing type of Motorsport. The non- racing Motorsports events that interest me include drifting, motorcycle trails, tractor pulling, freestyle Motorcross, and regulatory rallies. I have spent several moments in the past years just to get a glimpse of what is happening in these events. Even though I have passion with the Motorsports, I have never developed interest in knowing the participants. The case is different from that of movies since the elevating experience is also more captivating in the latter’s scenario (Crossroads Dragway, 2014). I have been captivated by the Motorsports, but the level differs when it comes to drag racing. The part of drag racing that interests me most is the fact that the competition is usually between two people at a time. In addition, most of the races are normally more competitive with the parties having a small gap as they go through the finish line. Due to the small difference that is experienced, the drag race employs the use of speed sensing systems and electric timing to record the results. The fact that the race course is normally on a straight short course of approximately a quarter mile in length elevates me more. It enables one to be able to see the whole competition

Design an interview schedule and evaluate it Essay

Design an interview schedule and evaluate it - Essay Example In fact, it may be seen that educational exchange programmes create maximum cultural interaction and exchange of views and ideas between different cultures. The city of Newcastle was selected in this project because the city is important in many respects. One, it is a prominent destination in the UK with regard to educational facilities and students, especially foreign students come to this place to pursue their education. The city also provides umpteen facilities and resources for students to exploit and further their educational aspirations. However, the city also has its fair share of problems. Cases of harassment based on colour, religion and ethnicity have recently been recorded from the city and people are apprehensive about local groups that are notorious for harassing foreign students. However, in spite of such irritants, the city administration has done a fair job of providing many facilities for education seekers who come to this place in search of a professional degree and qualifications. The interview will be designed to elicit the answer to the question ‘whats it like being an overseas student in Newcastle?’ The interview will try to encourage respondents to answer what their experiences are as a student at Newcastle. The interview will try to analyse the background of the students and also the common problems that they face as a student in this place. The country has witnessed a tremendous amount of progress in the area of educational reform over the last fifty years: the educational achievement gap between those of different races is narrowing and more and more students are finding the resources necessary to pursue higher education. However, it still has not solved one of the most persistent and pervasive inequities in the educational system: poorer communities suffer from substandard instruction and a lack

William Blake :: English Literature

William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their William Blake :: English Literature William Blake William Blake was born in 1757 in London. This city influences most of his work. For example, the depressing poem ‘London’. As Blake grew up it became harder and more painful for him to act like normal people, he hung around with a selection of rebels and reformers and he considered every form of oppression as an act of evil. He got into trouble with the law for saying, â€Å"Damn the King and damn all his subjects!† (From a biography of Blake). Blake was also influenced by the religion Buddhism in the verse: ‘He who bends to himself a Joy Doth the winged life destroy; But he who kisses the Joy as it flies Lives in Eternity’s sunrise.’ One of Blake’s favoured poems is ‘The Tiger’ of the ‘Songs of Experience’. The well-remembered lines are, ‘Tyger! Tyger! Burning bright; in the forests of the night’. Blake is comparing the creature, the tiger, to the Devil; he mentions fire a lot and also a furnace and anvil, hammer and chain, like in a blacksmith’s it is as hot as Hell. He also questions whether the Lord, who made something so tame and sweet as the Lamb, could ever have created the Tiger, or was it Satan? ‘Did he who made the lamb make thee?’. The final verse is the same as the first verse except for one word. He replaces ‘could’ with ‘dare’. It’s no longer ‘Who could frame thy fearful symmetry?’ but now you would have to ‘dare’ rather than be able to. ‘The Lamb’ is a song of innocence. In theory it is completely opposite to ‘The Tiger’. It is really sweet and innocent. In the first verse he is asking the lamb if he knew who made it and in the second verse he is telling it that it was God, ‘For He calls himself a Lamb’. The entire poem is informing the lamb where he came from in the eyes of an innocent little boy. As I mentioned before, ‘The Tiger’ is completely opposite to ‘the Lamb’. One is a ‘Song of Innocence’ and one is a ‘Song of Experience’. In ‘The Lamb’, Blake talks about how God and the lamb have so much in common, ‘we are called by His name’, and in ‘The Tiger’, he talks about how God and the tiger have so little in common, ‘Did he smile his work to see? Did he who make the Lamb make thee?’. He talks about how God and the heavens are ashamed of the creation of the tiger: ‘When the stars threw down their spears; and watered heaven with their

Exercise 38 Anatomy of the Digestive System

R E V I E W NAME ____________________________________ LAB TIME/DATE _______________________ S H E E T EXERCISE 38 Anatomy of the Digestive System General Histological Plan of the Alimentary Canal 1. The general anatomical features of the alimentary canal are listed below. Fill in the table to complete the information. Subdivisions of the layer (if applicable) Wall layer mucosa submucosa muscularis externa serosa or adventitia Major functions epithelium, lamina propria, (not applicable) ecretion, absorption protection protection, vascular supply for mucosa churning, mixing protection, anchoring circular and longitudinal (not applicable) Organs of the Alimentary Canal 2. The tubelike digestive system canal that extends from the mouth to the anus is known as the canal or the digestive tract. it has an innermost layer that runs obliquely alimentary 3. How is the muscularis externa of the stomach modified? ____________________________________________________________ ______________________ ________________ How does this modification relate to the function of the stomach? lets the stomach ix, churn and move food along trac while breaking it down and mixing it in gastric juices ____________________________________________________________ _______________________________________ squamous cells in the esophagus to columna 4. What transition in epithelial type exists at the gastroesophageal junction? in the gastric mucosa ____________________________________________________________ ______________________________________ simple columnar absorb. How do the epithelia of these two organs relate to their specific functions? Stratified squamous protect ____________________________________________________________ _______________________________________ 5. Differentiate between the colon and the large intestine. large intestine extend from the ileocecal valve to the anus, bu the colon is divided into the ascending, descending, sigmoid colon _________________________________________ ___________________ ______________________________________ 259 6. Match the items in column B with the descriptive statements in column A. Column A l y o c n w h d b s h p i v e j x b v k t r u f z y a g , t 1. 2. 3. 4. , v 6. 7. structure that suspends the small intestine from the posterior body wall fingerlike extensions of the intestinal mucosa that increase the surface area for absorption large collections of lymphoid tissue found in the submucosa of the small intestine deep folds of the mucosa and submucosa that extend completely or partially around the ircumference of the small intestine 5. regions that break down foodstuffs mechanically mobile organ that manipulates food in the mouth and initiates swallowing conduit for both air and food y , 8. three structures continuous with and representing modifications of the peritoneum the â€Å"gullet†; no digestive/absorptive function Column B a. b. c. d. e. f. g. h. i. j. k. l. anus appendix circular folds esophagus frenulum g reater omentum hard palate haustra ileocecal valve large intestine lesser omentum mesentery 9. 10. olds of the gastric mucosa 11. 12. 13. sacculations of the large intestine projections of the plasma membrane of a mucosal epithelial cell valve at the junction of the small and large intestines m. microvilli n. o. p. q. r. s. t. u. v. oral cavity parietal peritoneum Peyer’s patches pharynx pyloric valve rugae small intestine soft palate stomach 14. primary region of food and water absorption 15. membrane securing the tongue to the floor of the mouth 16. absorbs water and forms feces 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. rea between the teeth and lips/cheeks wormlike sac that outpockets from the cecum initiates protein digestion structure attached to the lesser curvature of the stomach organ distal to the stomach valve controlling food movement from the stomach into the duodenum posterosuperior boundary of the oral cavity location of the hepatopancreatic sphincter thro ugh which pancreatic secretions and bile pass serous lining of the abdominal cavity wall principal site for the synthesis of vitamin K by microorganisms region containing two sphincters through which feces are expelled from the body bone-supported anterosuperior boundary of the oral cavity . tongue x. y. z. vestibule villi visceral peritoneum 260 Review Sheet 38 7. Correctly identify all organs depicted in the diagram oral cavity paratoid gland mouth sublingual gland pharynx submanibulargland esphogus gall bladder liver hepatic portal region cystic duct bile duct hepatic pancreatic sphincter accessory pancreatic duct hepatic flexure jejunum ascending colon ileum rectum illiocecal vavle anal canal cecum appendix anus transverse colon decsending colon sigmond colon pancreas cardiac sphincter pyllitic sphincter Review Sheet 38 261 8. You have studied the histological structure of a number of organs in this laboratory. Three of these are diagrammed below. Identify and correctly label each. (a) ____________________(b) ________________________(c) ____________________ Accessory Digestive Organs 9. Correctly label all structures provided with leader lines in the diagram of a molar below. (Note: Some of the terms in the key for question 10 may be helpful in this task. ) enamel dentin crown pulp cavity gum Neck periodontal ligament Bone root cementum rooteneal Blood vessels and nerves in pulp 262 Review Sheet 38 10. Use the key to identify each tooth area described below. c b e f j p g j a 1. isible portion of the tooth in situ 2. material covering the tooth root 3. hardest substance in the body 4. attaches the tooth to bone and surrounding alveolar structures 5. portion of the tooth embedded in bone 6. forms the major portion of tooth structure; similar to bone 7. produces the dentin 8. site of blood vessels, nerves, and lymphatics 9. entire portion of the tooth covered with enamel ; the number of perma nent teeth is Key: a. b. c. d. e. f. g. h. i. j. 32 anatomical crown cementum clinical crown dentin enamel gingiva odontoblast periodontal ligament pulp root . 20 11. In the human, the number of deciduous teeth is 2,1,2,3 12. The dental formula for permanent teeth is 2 2,1,2,3 Explain what this means. 2 incisors, 1 canine, 2 premolars and 3 molars on upper teeth. 2 incisors, 1 canine, 2 premolars and 3 molars on upper teeth. multiple by 2 2,1,0,2 What is the dental formula for the deciduous teeth? 2,1,0,2 13. What teeth are the â€Å"wisdom teeth†? the third set of molars 2 20 14. Various types of glands form a part of the alimentary tube wall or duct their secretions into it. Match the glands listed in column B with the function/locations described in column A. Column A a f 1. 2. . 4. produce(s) mucus; found in the submucosa of the small intestine produce(s) a product containing amylase that begins starch breakdown in the mouth produce(s) a whole spectrum of enzymes and an alkaline fluid that is secreted into the duodenum produce(s) bile that it secretes into the duodenum via the bile duct Column B a. b. c. d. e. f. duodenal glands gastric glands intestinal crypts liver pancreas salivary glands e d b c 5. produce(s) HCl and pepsinogen 6. found in the mucosa of the small intestine; produce(s) intestinal juice 15. Which of the salivary glands produces a secretion that is mainly serous? ublingual salviary gland Review Sheet 38 263 16. What is the role of the gallbladder? store bile bile duct , 17. Name three structures always found in the portal triad regions of the liver. portal venule and poral arteriole 18. Where would you expect to find the Kupffer cells of the liver? What is their function? inside sinusoid walls they line the sinus' and remove bacteria plasma protiens 19. Why is the liver so dark red in the living animal? 20. The pancreas has two major populations of secretory cells—those in the islets and the acinar cells. Which population serves the digestive process? acinar cells 264 Review Sheet 38