Writing effective Admission Essay

Writing a good, outstanding Admission Essay is a really important task for students. That is why a person needs to have a serious personal attitude to writing it for entering the college or any other educational institution he/she wants. The main purpose when writing this kind of essay is to make it different from others and at the same time show the evaluators all that they want to know about the writer. In this essay one needs to show both his writing skills and personality in the best way possible. And in order to do this the writer will have to: make a deep analysis of his/her personality, find the skills that evaluators are most likely looking for, show them that the writer has these skills by providing specific examples, organize a good structure of the essay, impress the evaluators with originality and personality. So, to start with, a writer has to find a topic for his/her essay if it is not provided. This can become a really good chance for the writer because he/she can choose the topic which he/she is efficient with and can provide a lot of specific examples from his/her personal experience. Admission Essay is totally different from what we all study in schools, there is no need for introduction and summary; it is all about showing personality and creativity. The process of making reader feel positive about the writer involves following steps: Step 1 The first thing writer has to do is to start with original paragraph which will capture readers attention and make him want to learn more about the writer. Step 2 After the attention is captured the writer has to keep it until the end of the essay. That is why all the sentences are to be interconnected and slowly lead from one point to another. Step 3 When the entire paper is read by evaluator he needs to have a stable positive image of the writer which is not likely to change. This can be done by applying to emotions and making the reader feel the events described in your essay. My last advise to the writer of an Admission Essay is to be creative. Try to show as much of your personality as possible, tie yourself with college or university that you are applying for, and always be positive and persuasive throughout the essay. GOOD LUCK!!!

Casino Royale - 1233 Words

The James bond film series has captivated its audience for decades with eye-catching gadgets, explosions, and heroism of Agent 007. Over the years that these films have been produced, a variety of actors have played James bond and many actresses have played his love interests. The male roles are portrayed as overly masculine and all of the women are overly sexualized. It seems that in every James bond movie the special agent is beating up twenty guys and saving the lives of various gorgeous women who immediately go to bed with him. The portrayal of men and women in this sort of way set expectations and standards that are far too high for both genders. The characters in the James Bond film series are portrayed in ways that are†¦show more content†¦Those women have little to do with the plot of the movie and have more so to do with proving Bond’s masculinity. This not only gives girls a negative image of themselves but at the same time gives boys a negative view on women. Even the names of the women in the James Bond films are highly sexualized. The authors of the article Shaken and Stirred say â€Å"strong potential for romantic entanglement with Bond, and a sense of self-assurance whose name (Pussy Galore, Honey Ryder, or Holly Goodhead, for example) is as provocative as the character she portrays† (Snyder-Suhy et al. 747) In the movie Casino Royal, Bond meets a girl who is married, yet is taken by Bond. In a recent study â€Å"91% of major female characters engaged in some type of sexual activity† ( Snyder-Suhy et al. 753). What kind of message does this present to young girls? Almost all women in the Bond film series engage in some sort of sexual act. In order to be of any importance in one of these films, as a woman, one has to use their sexuality. Even the most important female character throughout the series is reduced to nothing more than a stereo typical woman, Meaning that she is only there to be domestic and sexual. In a scene from the movie Gold Finger, Miss Money penny wants nothing more than to be domesticated. Bond: And what do you know about gold, Moneypenny? Moneypenny: The only gold I know about is the kind you wear on the third finger of your left hand. Bond: OneShow MoreRelatedCasino Royale Essay594 Words   |  3 PagesDaniel Craig’s new James Bond in Casino Royale breathes fresh life into what had become, in my opinion, a rather tired and worn out concept - a striking achievement, considering Casino Royale was Ian Fleming’s first novel in the series, written in 1953. We encounter Bond as a fledgling British agent, yet to gain MI6 double-0 Status, with its ‘licence to kill’. The film strikes me as being more violent than previous Bond films, showing him cleaning up after the action - indeed, some of his injuriesRead MoreComparing and Contrasting Casino Royale and The Spy Who Loved Me1634 Words   |  7 PagesMy essay is going to be about the similarities and differences between ‘Casino Royale’ and ‘The Spy Who Loved Me’. I Will explore all aspects of each film including, Bond, the Bond girls, the villain and enemy, special effects and the mise-en-scene. The opening scenes are both similar yet different in both films. ‘Casino Royale’ starts off with free running, a modern sport that makes the audience want to keep watching. It is dangerous, new age and suits the film itself. It is also a sport whichRead MoreComparing The Casino Royale Book And Movie Comparison1162 Words   |  5 PagesCasino Royale Book and Movie Comparison Today, there are a lot of movies shot in the spy genre. The special effects amaze with its inimitability and with each film are becoming brighter and more exciting. In this paper I want to analyze one of the most impressive and most of the first films about spies Casino Royale filmed by Martin Campbell and compare it with the eponymous book written by Ian Fleming, which soon served as the plot for the film. In such way it will be seen how the spy genre haveRead More The Glamorous Spy in Films Such as Casino Royale and Mission Impossible1615 Words   |  7 Pages Introduction - Content Films such as Casino Royale and Mission Impossible are both culturally significant to how people’s general opinions of spies and the profession of espionage. Ian Flemings Bond movies are the longest running film series ever and this helps the perception and opinions of the films to be passed on from generation to generation. So far six actors have taken on the role of James Bond and all were significant super fit good-looking and popular actors. This only helps to increaseRead MoreThe Italian People, Culture and Cities in Movies, Questions and Answers778 Words   |  3 Pagesgeneral and Venice in particular were depicted as places of pleasure, love and joy and then were transformed into places of tragedy, sorrow and danger. From my point of view, the brightest example is the sinking ancient building in Venice in â€Å"Casino Royale† (2006) reflecting something that seemed to be impossible at the beginning of the story. The narrative structure performs a serious of events and actions and the audience’s expectations at any stage. Our expectations regarding narrative relateRead MoreAnalysis Of James Bond s The Bond Girl s Wet Dream 1745 Words   |  7 Pageswas tragically killed in an air raid during the second world war. Fleming felt great remorse for how he treated Moo, and uses the Bond women to consistently recreate her, to save her. In the first Bond novel, Casino Royale the suspense created by a Bond girl is clearly evident. Casino Royale follows James Bond as he aggravates the novels villain, Le Chiffre, the banker for the brutal Russian spy agency SMERSH. Bonds sidekick Vesper Lynd, is from the office of the treasury and is absolutely gorgeousRead MoreOnline Gaming And Play Roulette For Fun1018 Words   |  5 Pagesfor Fun Explore various insights related to online gaming and play roulette for fun. Play Roulette for Fun Online Most of us play roulette for fun online on casinos specializing in digital games. Roulette is very popular amongst players of all ages. Roulette has retained the status of one the leading online casino games amongst the casino fraternity for ages now. In French the roulette refers to a tiny wheel. Roulette comprises of a roulette table that made of two circles inside it. These circlesRead MoreArticle On Blackjack Game Guide / Strategy2033 Words   |  9 Pagesunderstanding all the do’s and don’ts of the game. Today we will take a long look at what you should and shouldn’t do next time you sit-down at the virtual table to play a few hands of 21. Do’s Do take breaks – Have you ever noticed that online casinos websites don’t feature a real-time clock? There is a reason for this and it isn’t one that benefits the player. The whole concept of taking away a visible clock is to make sure players aren’t able to automatically track the amount of time they areRead MoreBond Movies: Tracing the Cinematic Changes from Doctor No to Quantum of Solace2374 Words   |  10 Pagesnudity as in the book for the censorship reasons. But since the Bond books are about the beautiful, glazing skin of the Bond girl the directors always filmed a scene or two where the Bond girl would be required to strip as script demanded it. In Casino Royale (2006) however Bond was for the first time shot in his swimming trunks walking up the beach front with nothing but blue water sparkling through the sunshine in the background. There is not much of an explanation for it but just this much that censorshipRead MoreJames Bond - Modern Myth312 6 Words   |  13 Pages and movies. One modern character who has achieved this title, partly due to this same timelessness and seeming immortality, is Ian Fleming’s James Bond. Fleming created the character of Bond in 1953, when he released his first novel entitled Casino Royale. Critical acclaim for the novels led Fleming to partner with EON productions to film a James Bond movie – the first being Dr. No. While Fleming penned his final Bond story in 1964, other novelists and directors have continued to produce material

Evaluating Published Research Problems Free Essays

Individual Assignment: Evaluating Published Research Problems Locate two research studies in your discipline or your field of study—one study must use a qualitative method and one study must use a quantitative method. Each study must have been published in a peer-reviewed journal. Perform the following with each study: Review of Contemporary Curriculum Research Qualitative Research Study Identify the research problem. We will write a custom essay sample on Evaluating Published Research Problems or any similar topic only for you Order Now Smith’s (2007) research study on â€Å"Support Services for Students with Asperger’s Syndrome in Higher Education† problem focus is on type of services or accommodations that are being provided for students who have been diagnosed with Asperger’s Syndrome (AS) and if these services are addressing the needs of the students. The study was conducted to inform Disability Support offices of what services are necessary for the population of AS higher education students to support them in their educational journey in higher education. Summarize the basis for the problem. Smith (2007) states that there has been an increase in diagnosis of AS. The Americans with (Powell, Higgins, Aram, 2009)Disabilities Act of 1990 (ADA) provides that individuals with AS cannot be discriminated against in obtaining higher education and that services and accomodations need to be offered to those students diagnoses with AS to have assistance in achieving their education both inside and outside the classroom. Smith (2007) further states that AS was only recognized about 20 years ago and in that short period of time there has not been any significant studies done concerning the impact of student achievement in the post secondary educational field. Evaluate the clarity and completeness of how the problem was described. Smith (2007) addresses the problem by explaining in detail the behaviors displayed by students who have been diagnoses with AS. Smith further explains how the behaviors of AS students affect their ability to be successful in a normal educational environment if the educators are not trained on providing accommodations that would assist with their learning process. Smith (2007) also addresses the issue of a growing number of AS students entering higher education and the need for the Office of Access and Learning Accommodations (OALA) to provide services that will address the needs of all types of disabilities. Smith is specific and direct regarding the services that would be specifically needed by AS students. Explain how the problem was addressed through designing and conducting a research study. Smith (2007) states the methodology used was an exploratory study evaluating and determining what type of accommodations, services and programs assistance were offered to AS post-secondary students. Surveys were emailed to staff members of the institutions Disabled Student Services offices. There was a letter sent with the survey explaining the purpose of the research and consent statements for the individuals acknowledging the information was being used as a study. Smith gathered qualitative data regarding programs, support groups and counseling that was currently being provided to AS students. The surveys also gathered data regarding the types of accommodations provided to students to assess if the services provided were addressing the specific needs of AS students Smith (2007) concluded from the research that although accommodations were being provided for AS students, the accommodations provided were not taking into consideration some of the individual students needs. Quantitative Research Problem Identify the research problem. Powell, Higgins and Aram’s (2009) research study, â€Å"Impact of No Child Left Behind on Curriculum and Instuction in Rural Schools† examines the decisions made by rural principals and teachers regarding curriculum and instruction and the impact No Child Left Behind Act (NCLB) had. Powell, Higgins and Aram focus was if there was significate impact on the instructional time, non-instructional time and if student motivation expereinced any negative effect resulting from the demands of NCLB. Summarize the basis for the problem. Powell, Higgins and Aram (2009) reported that twenty-five percent of the schools in the U. S. are rural schools. The retention of qualified teachers and students achieving the Average Yearly Progress (AYP) set by NCLB had a greater impact due to the lower percentages within the schools, than compared to the schools in larger cities and suburbs. Powell, Higgins and Aram further state that the rural schools in Missouri they used for their study, had an increase of minority students over a ten year period of over 120% compared to the average increase nationwide of only 54%. Powell, Higgins and Aram wanted to exam the overall impact of NCLB on the two rural schools in two completely different areas of the U. S. and exam the correlation between the NCLB and how curriculum and instruction were influenced. Evaluate the clarity and completeness of how the problem was described. Powell, Higgins and Aram (2009) study of the influence NCLB had on the decision making process of the principals regarding curriculum and instruction in rural schools described the problems associated with the AYP expectations set by NCLB. The study surveyed the teachers and principals on specific areas of the curriculum and if there was an increase in the test scores of the students on both math and reading scores. Powell, Higgins and Aram (2009) further stated that NCLB created additional problems such as teachers leaving the teaching profession and others not entering the teaching profession due to the change in climate within the teaching environment. Explain how the problem was addressed through designing and conducting a research study. Powell, Higgins and Aram (2009) research consisted of a survey that was sent to 571 principals in Missouri, of which 101 responded. They also gathered data from 76 certified teachers in Maine. 14 of 16 rural counties in Maine were represented in the research. About 76% of the principals surveyed were from Free and Reduced Lunch (FRL) and Title 1 schools, supporting the sampling of high minority student demographics. Powell, Higgins and Aram (2009) further surveyed the principals on how NCLB impacted their decision making process regarding curriculum and instruction both before and after NCLB. How to cite Evaluating Published Research Problems, Essays Evaluating Published Research Problems Free Essays ?Individual Assignment: Evaluating Published Research Problems Locate two research studies in your discipline or your field of study—one study must use a qualitative method and one study must use a quantitative method. Each study must have been published in a peer-reviewed journal. Perform the following with each study: Review of Contemporary Curriculum Research Qualitative Research Study Identify the research problem. We will write a custom essay sample on Evaluating Published Research Problems or any similar topic only for you Order Now Smith’s (2007) research study on â€Å"Support Services for Students with Asperger’s Syndrome in Higher Education† problem focus is on type of services or accommodations that are being provided for students who have been diagnosed with Asperger’s Syndrome (AS) and if these services are addressing the needs of the students. The study was conducted to inform Disability Support offices of what services are necessary for the population of AS higher education students to support them in their educational journey in higher education. Summarize the basis for the problem. Smith (2007) states that there has been an increase in diagnosis of AS. The Americans with (Powell, Higgins, Aram, 2009)Disabilities Act of 1990 (ADA) provides that individuals with AS cannot be discriminated against in obtaining higher education and that services and accomodations need to be offered to those students diagnoses with AS to have assistance in achieving their education both inside and outside the classroom. Smith (2007) further states that AS was only recognized about 20 years ago and in that short period of time there has not been any significant studies done concerning the impact of student achievement in the post secondary educational field. Evaluate the clarity and completeness of how the problem was described. Smith (2007) addresses the problem by explaining in detail the behaviors displayed by students who have been diagnoses with AS. Smith further explains how the behaviors of AS students affect their ability to be successful in a normal educational environment if the educators are not trained on providing accommodations that would assist with their learning process. Smith (2007) also addresses the issue of a growing number of AS students entering higher education and the need for the Office of Access and Learning Accommodations (OALA) to provide services that will address the needs of all types of disabilities. Smith is specific and direct regarding the services that would be specifically needed by AS students. Explain how the problem was addressed through designing and conducting a research study. Smith (2007) states the methodology used was an exploratory study evaluating and determining what type of accommodations, services and programs assistance were offered to AS post-secondary students. Surveys were emailed to staff members of the institutions Disabled Student Services offices. There was a letter sent with the survey explaining the purpose of the research and consent statements for the individuals acknowledging the information was being used as a study. Smith gathered qualitative data regarding programs, support groups and counseling that was currently being provided to AS students. The surveys also gathered data regarding the types of accommodations provided to students to assess if the services provided were addressing the specific needs of AS students Smith (2007) concluded from the research that although accommodations were being provided for AS students, the accommodations provided were not taking into consideration some of the individual students needs. Quantitative Research Problem Identify the research problem. Powell, Higgins and Aram’s (2009) research study, â€Å"Impact of No Child Left Behind on Curriculum and Instuction in Rural Schools† examines the decisions made by rural principals and teachers regarding curriculum and instruction and the impact No Child Left Behind Act (NCLB) had. Powell, Higgins and Aram focus was if there was significate impact on the instructional time, non-instructional time and if student motivation expereinced any negative effect resulting from the demands of NCLB. Summarize the basis for the problem. Powell, Higgins and Aram (2009) reported that twenty-five percent of the schools in the U. S. are rural schools. The retention of qualified teachers and students achieving the Average Yearly Progress (AYP) set by NCLB had a greater impact due to the lower percentages within the schools, than compared to the schools in larger cities and suburbs. Powell, Higgins and Aram further state that the rural schools in Missouri they used for their study, had an increase of minority students over a ten year period of over 120% compared to the average increase nationwide of only 54%. Powell, Higgins and Aram wanted to exam the overall impact of NCLB on the two rural schools in two completely different areas of the U. S. and exam the correlation between the NCLB and how curriculum and instruction were influenced. Evaluate the clarity and completeness of how the problem was described. Powell, Higgins and Aram (2009) study of the influence NCLB had on the decision making process of the principals regarding curriculum and instruction in rural schools described the problems associated with the AYP expectations set by NCLB. The study surveyed the teachers and principals on specific areas of the curriculum and if there was an increase in the test scores of the students on both math and reading scores. Powell, Higgins and Aram (2009) further stated that NCLB created additional problems such as teachers leaving the teaching profession and others not entering the teaching profession due to the change in climate within the teaching environment. Explain how the problem was addressed through designing and conducting a research study. Powell, Higgins and Aram (2009) research consisted of a survey that was sent to 571 principals in Missouri, of which 101 responded. They also gathered data from 76 certified teachers in Maine. 14 of 16 rural counties in Maine were represented in the research. About 76% of the principals surveyed were from Free and Reduced Lunch (FRL) and Title 1 schools, supporting the sampling of high minority student demographics. Powell, Higgins and Aram (2009) further surveyed the principals on how NCLB impacted their decision making process regarding curriculum and instruction both before and after NCLB. How to cite Evaluating Published Research Problems, Essays

History Test Questions free essay sample

Manzanar in CA – loss of $ property – 100th Battalion – â€Å"Purple Heart† Battalion – 442nd Regimental Combat Team – fought in Italy, France, Germany – Most decorated combat unit in US history for proportion of length of service – â€Å"Buddha Heads† – Most Japanese-Americans served as soldiers in Europe while interpreters and such went to the Pacific – obvious racism/discrimination Minority group most adversely affected by Washington DC’s wartime policies was – Japanese-Americans Internment – costs – effects – camps – prejudice – military service – Nisei born in USA, so citizens The general attitude toward WWII was – less idealistic ideological more practical than the outlook in WWI (This is according to the textbook – What would Zinn say in Ch 16? ) In the period of 1885 to 1924, the Japanese immigrants who came to the USA were â₠¬â€œ a select group (representing Japan abroad, so Japan cared who was sent) who was/were better prepared educated than most European immigrants (so they were middle class usually had $) Ex. Japan felt represented – wanted to avoid Chinese bachelors of 19th century – so â€Å"picture brides† When the USA entered WWII in December (7th attack at Pearl, war declared on 8th), 1941, a majority of Americans had no clear idea of what the war was about * WWI had campaigned (but many people didn’t know in WWI either – Ex. Sergeant York Gallipoli) During WWII, the US gov’t commissioned the production of synthetic rubber in order to offset the loss of access to prewar supplies in E. Asia (ex. French Indochina/Vietnam, Cambodia, Loas) Wartime agencies functions: War Production Board – assign priorities w/respect to use of raw materials transportation facilities Office of Price Administration – controlled inflation by rationing essential goods War Labor Board – imposed ceilings (maximums) on wage increases Fair Employment Practices Commission (FEPC) – saw to it that no hiring discrimination practices were used against Af-Am’s seeking employment in war industries * A Philip Randolph – 1941 threatened to march on Wash DC to demand equality in hiring – FDR feared march so made a deal to announce Executive Order #8802 for Af-Am’s fair employment in wartime industries Randoplh was leader of Brotherhood of Sleeping Car Porters union (mostly Af-Am’s but some whites too – began in 1920s) While most US workers were strongly committed to the war effort, wartime production was disrupted by strikes led by the – United Mine Workers (Why? Exploitation w/unequal distribution of wartime profits. ) * Coal mining is almost as risky as war – in fact they die more than any other industrial workers, both back then and today – only crab ishing is truly more hazardous b y proportion – although they are much safer today During WWII – labor unions substantially increased their membership †¢ There were some strikes – Ex. United Mine Workers – unfair distribution of wartime profits * Bracero Program – p. 833 Mexicans work in agriculture some industries (later deported in the offensive â€Å"Operation Wetback†) [Ironic after 1930’s treatment in CA for example – Okies for Mexicans, etc†¦ Smith-Connally Anti-Strike Act – June 1943 – federal gov’t could seize industries if strikes occurred Ex. Coal mines and RRs briefly] p. 832 Employment of more than 6 million women in America (~3 million had never worked for wages before) industry during WWII led to – the establishment of day-care centers by gov’t (*†Rosie† vs. â€Å"Wendy†) [Usually single women or w/husband in the war were the ones working in defense plants/war industries] * Not equal pay for equal work in almost all cases – although some women earned as good or better money if they were outstanding – some were indeed Ex. P. 33 – WOW poster * My recruiting posters WWII aircraft pictures * Not greater % of women working in USA than in Europe – Ex. Britain USSR – in war industries * Increase in employment in war industries for Af-Am’s (both men women) * Migrations from South as Af-Am’s leave while to the South came war industries and military bases Why? Cheap wages very few unions * Not a strong desire for most women to work for wages (especially in defense industries, etc†¦) *** p. 833 – WAACs, WAVES, SPARS, (WASPs) â€Å"GI† – â€Å"Government Issue† * USCG Merchant Marine Main reason majority of women workers left labor force at end of WWII was – family obligation Af-Am’s did all of following during WWII: rally behind slogan of â€Å"Double V† (victory over Axis racism at home), move north west in large migrations (seeking work – often in war industries) (move to cities – â€Å"urban† begins to mean â€Å"black†) (ghettos created – not like Jewish ghettos in Poland, etc†¦) (de facto vs. de jure/Jim Crow segregation discrimination – Ex. Race riots in Detroit in 1943 – later race riots in north in 1960s too), form a militant organization called the Congress of Racial Equality (CORE – 1942 increase in NAACP membership), serve (in US military) in (US) Army Air Corps (Tuskegee Airmen – 332nd/99th w/impeccable record – no bombers lost on their escorts – Benjamin O. Davis sr. Benjamin O. Davis jr. – West Point grads – endured silent treatment from whites – Davis sr. is first Af-Am general in US history – Davis jr. was in command of 99th squadron – see picture on . 835), What about fighting in integrated combat units? Not until Korea (w/exception of a few experiments) Which is least related to the other three? A Philip Randolph (Bro of Sleep Car Porters threat to march on Wash DC in 1941 – led to Executive Order #8802 – in 1963, helped organize march to Wash DC for MLK jr’s â€Å"I Have a Dream† speech. Fair Employment Practices Commission (FEPC – to protect Af-Am’s to be hired and treated fairly in war industries), racial discrimination in wartime industry (still even w/FEPC there was discrimination – but better than w/out it), proposed â€Å"negro March on Washington,† What about the Smith-Connally (Anti- Strike) Act (1943)? On pp. 834-836 Migration Map on p. 834 * Cotton production in South – hurt Af-Am laborers, tenant, and sharecropping farmers (whites too who did this – many) w/ introduction of mechanization – so migration p. 836 * Native Americans ~25,000 serve – Ex. Comanche in Europe Navajo in Pacific – â€Å"code talkers† p. 836 *** LA, CA summer 1943 – â€Å"Zoot Suit Riots† – Pachucos vs. Servicemen – violence – retaliation – gangs – blame – reactions – tensions – â€Å"Victory Suits† – race riots p. 836-837 ** Race riot in Detroit, MI in 1943 – fatalities pp. 36-837 Big gov’t intervention received its greatest boost from – WWII (not the New Deal) During WWII, most Am’s economically experienced – prosperity a doubling of personal income p. 837 National Gross National Product (all goods and services produced in USA) in 1940 was $100 b illion – GNP grew to $200 billion in 1945 – corporate profits rose from ~$6 billion in 1940 to ~$12 billion by 1944 – Henry Stimson (Sec of War) â€Å"if you are going to try to go to war in a capitalist country, you have to let business make money out of the process, or business won’t work. p. 837 * disposable income after war-time taxes more than doubled (but there was inflation too) * post-war consumerism w/surplus income to purchase in post-war US economy – Ex increase 33% in post war prices b/c of high wages consumer demand * Office of Scientific Research and Development p. 37 – developed weapons, including Atomic (nuclear) bombs *** â€Å"warfare-welfare state† b/t 1941-1945 * rationing – total war effort – bond drives – kids had Al drives for example, etc†¦ Ex of poster: â€Å"When you ride ALONE, you ride with Hitler! † – Black Market Chart for Rise in National Debt – rise b/c of WWII and after war it spiked higher than during war p. 837 On p. 38 Cost of war in $ was for USA $330 billion – 10 times more than WWI – more $ than all federal spending since 1776 – income tax – 4 times as many people than before war – some people taxed as high as 90% of income – taxes provided for 2/5ths of war cost – rest is borrowed from US public – Liberty Loans – Bond Drives others loaned $ too like individuals who were rich tycoons moguls and/or through corporations banks – 1941 National Debt was $49 billion – grew to $259 billion in 1945 – war cost ~$10 million per hour at peak of war – plus blood, sweat, tears – tremendous loss of life – Ex. USSR lost more than any other country Northward migration of Af-Am’s accelerated after WWII b/c – mechanical cotton pickers (machines) were in use p. 836 During WWII, American Indians – moved off of reservations in large numbers (~25,000 served in military) p. 836 By the end of WWII, the heart of USA’s Af-Am communities had shifted to – northern cities pp. 834-835 * p. 836 â€Å"The speed and scale of these changes jolted the migrants and sometimes the communities that received them. * Racism, de facto segregation vs. de jure (Jim Crow) segregation [Migartion Map on p. 834] National debt increased most during – World War II (and post-WWII to present) p. 838 Most $ raised to finance WWII came through – borrowing (individuals, corporations – bonds for middle class working class people) (*Liberty/Victory Loans – bond sales – hugely promoted) p. 38 First naval battle in history in which all of the fighting was done b y (aircraft) carrier-based aircraft was the Battle of – the Coral Sea (May 1942 near NE Australia – Tie to stop Japanese threat/invasion of the â€Å"Land Down Under† – USA lost one carrier – USS Lexington – USS Yorktown carrier badly damaged but back in action at Midway where she was finally sunk by a Japanese submarine after extensive damage from aircraft that left her a burning wreck) * Midway – 2nd such battle b/t carrier fleets so far apart they never see each other – June 3rd-6th, 1942 – the turning point of the Pacific war p. 839] The tide of Japanese conquest in the Pacific was turned following the Battle of – Midway (June 3rd-6th, 1942) * Details – our 3 carriers to their 4 – we sank all four and lost only one – planes – luck – plans – codes – drama – Spruance, Nimitz, etc†¦ plus Aleutian Islands (of Alaska) attacked just before Midway was dive rsion, which was fairly effective – cold, brutal fighting over frozen, barren islands, but were US territory like Hawaii pp. 39-841 Japanese made a crucial mistake in 1942 in their attempt to control much of the Pacific when they – over extended themselves instead of digging in consolidating their gains p. 839 – Japanese victories in Pacific up through first 6 months extended down to Dutch East Indies (for oil), Southeast Asia (for rubber), including Burma and Thailand into parts of China, the Philippines, the Marianas such as Guam, the Gilbets, the Marshalls, the Solomons, the Aleutians, Korea and Manchuria, Okinawa, Iwo Jima, etc†¦- They held it for about 6 months after Pearl Harbor before Allied advances began. In waging war against Japan, the USA relied mainly on a strategy of – (leapfrogging and) island-hopping across the South (and Central) Pacific while by-passing Japanese strongholds (whenever possible – but not always – Ex. Philippines Pelelieu Aleutians) [MacArthur/US Army Halsey in South – USMC Nimitz/Spruance in Central Pacific] All strategies considered implemented in some fashion – heavy bombing from Chinese air bases, invading SE Asia Burma, fortifying China transporting supplies from India over â€Å"the Hump† of the Himalayas, turning Japanese flanks in New Guinea (MacArthur) Alaska (Aleutians) * All were done – but priority was put on USN, US Army, USMC, USAAC (USAF), USCG in two prong drive across south central Pacific with Adm. Nimitz calling the shots Conquest of Guam (Marianas – Tinian Saipan too) in 1944 was especially critical, b/c from there (the Marianas) the USA could conduct round-trip bombing raids (B-29s) on Japanese home islands – But a nasty volcanic sulfur-smelling small island with large 500 foot hill on its southwestern corner on it called Iwo Jima was in the way – could notify Japan that bombers were coming – plus many damaged bombers needed the vital air strip on the island for emergency landings – so in Feb of 1945, USMC began its biggest, most-distinguished battle lasting 36 days in Hell before the island was completely secure – giving us two flag raisings on Mt. Suribachi – the 2nd becoming perhaps the most famous photograph in the entire world – â€Å"Semper Fi, Do or Die, Gung Ho! † Allies won Battle of Atlantic by – escorting convoys of merchants’ (and military) vessels (not using convoy system initially) [E x. Carrier other Task Forces], dropping depth charges from destroyers, bombing submarine (U-boat) bases (Ex. located in France), deploying new technology of RADAR At war’s end, U-boat crews are in a very deadly branch of voluntarily service still got volunteers up until the end – 4 out of 5 U-boaters die by late 1944 – Adm Downitz asked for more before war – didn’t get them, used convoy system w/ destroyer escorts – depth charges – RADAR (B-24s B-25s, other planes as sub hunters) – SONAR – Enigma code machine codes (read Japanese codes in Pacific too) – US subs sink lots of ships (especially in Pacific), But what about organizing â€Å"wolf packs† (which are German U-boats) to chase down German U-boats (submarines)? *** Battle of the Atlantic Most important battle in Western Europe! Until Spring 1943, perhaps Hitler’s greatest opportunities of defeating Britain winning the war was – the German U-boat would destroy Allied shipping (which it was faster than ships could be built early in war) Hitler’s advance in the European theater of war crested in late 1942 at the Battle of Stalingrad, after which, his fortunes gradually declined {* Leningrad, Kursk, Red Army, Counter-Offensives} pp. 841-842 Monte Cassino in Italy Allies postponed opening a second front in Europe until 1944 b/c – of British reluctance (b/c of the majority of troops would be supplied by them that early in the war) lack of adequate resources {* We’d have gotten our butts handed to us by the Germans – as indeed we did really until 1943 – we needed to learn how to fight – Stalin was angry we left his country to suffer while we lagged in opening a second front n France to relieve the USSR – cannot blame him entirely FDR’s promise to the Soviets to open a second front in Western Europe by end of 1942 – was utterly impossible to keep (just not ready for the undertaking really) * So USSR got pounded through most of 1942 before it went on the offensive in 1943 and until the end of the war really – meanwhile, the Allies invaded North Africa, then Sicily, then up the boot of Italy – before two major invasions of France in June Aug of 1944 Allied demand for unconditional surrender was criticized mainly by opponents who believed that such a surrender would – encourage the enemy to resist as long as possible (but USA also did this to show a ommitment to USSR as an Ally against Germany to avoid a separate peace as in WWI) FDR’s Churchill’s insistence on the absolute and â€Å"unconditional surrender† of Germany – eventually complicated the problems of postwar reconstruction Chronology: Casablanca, Morocco – Jan 1943 FDR Churchill meet – Pacific strategy, Sicily, Italy, unconditional surrender p. 842, (Cairo, Egypt before Teheran – w/FDR Churchill discuss Chiang Mao vs. Japanese in China), then Teheran, Iran (Persia at the time) – Nov 28th – Dec 1st, 1943 – plans for W E attacks on Germany p. 844 – FDR, Churchill, Stalin, Potsdam, Germany – July 1945 – Truman, Churchill, Stalin – Potsdam Declaration how to end war post-war plans p. 851 Chronology: Invasion of (Sicily and) Italy (1943), D-Day/Normandy invasion (June 6th, 1944), VE Day 5/8/45 [my mother turned 6 years old (my father turned 6 years old 10 days later) – she had two brothers in this war (others in Korea Vietnam) – one would come home from Europe w/2 Purple Hearts – served under Patton in N Africa was at the Bulge – his eye was hanging out of his head attached by the optic nerve – they saved his eye – but the war messed the young man up for the rest of his lif e mentally carrying the burdens of death – her other brother was in Pacific – he would not come home until Japan was beaten] – VJ Day 8/15/45 – Japan’s surrender was 8/14/45 – official surrender on deck of battleship USS Missouri in Tokyo Bay was 9/2/45 – WWII was finally over after many deaths – military ivilian (WWII began in 1931-37 in Asia, Sept 1939 in Europe, Dec 1941 for USA in Pacific) Major consequence of Allied conquest of Sicily in Aug 1943 was – overthrow of Mussolini (first of two times) and (eventually) Italy’s surrender o Italians surrender quicker than the French – At least they claim to be â€Å"lovers not fighters† – but the Romans seriously put a foot in and/or up one’s booty in battle as a vicious warrior empire known for organization in fighting After Italian surrender in Aug 1943, Germans poured into Italy and stalled the Allied advance (really until the end of t he war in Northern Italy – also harsh to Italians for switching sides) Real impact of the Italian front on WWII may have been that it delayed the D-Day invasion allowed the Soviet Union to advance further into E Europe (â€Å"iron curtain†) Brutal fighting in Italy Ex pp. 841-842 Monte Cassino in Italy Audie Murphy was in Italy, France, Germany 442nd Nisei were in Italy, France, Germany US First Army – The Big Red One Tuskegee airmen (99th squadron of 332nd fighter group) Italians switched sides – Germans reinforced – bloody battles b/c of terrain – Ex. Anzio * I disagree w/this – Italy was a vital valuable front – perhaps managed poorly, but necessary At the wartime conference in Teheran, Iran (Persia) (11-28 thru 12-1-43) (FDR, Churchill, Stalin) – plans were made for opening a 2nd front in Europe p. 844 – was Sicily Italy before France – Stalin still not happy Cross Channel (English Channel) invasion of Normandy (in NW France) to open a 2nd front in Europe was commanded by Gen Dwight David Eisenhower (future president) [Ike] {West Point, Aide of MacArthur, Bonus Army, North Africa, Great political general – needed for this command to deal w/ the prima- onnas US Gen Patton and British Gen Montgomery (Monty) plus other issues – he was the right man for the job – although many disagreed about that at the time} ***** Normandy/D-Day June 6th, 1944 (operation Overlord) Breako ut 5 beaches Monty, Bradley, Patton diversion pointed at Calais, French Underground, Airborne/Gliders/Paratroopers, Rangers, Amphibious, Air Superiority, Mulberry Harbors, Strategy, Hedgerows, Engineers, Etc†¦ (Saving Private Ryan, The Longest Day) In a sense, FDR was the â€Å"forgotten man† at the Democratic Convention of 1944 b/c – so much attention was focused on who would be VP (Truman – Sen from MO political machine – failed in business – US Army rtillery Major in WWI ) (VP former Sec of Ag Henry Wallace pushed out) (FDR in poor health) ** FDR complained of a headache and then shortly thereafter died from cerebral hemorrhage sitting for a portrait in Warm Springs, GA (where his health spa for his rehab for polio was) on April 12th, 1945 – funeral train – some people had really only known FDR as president, now Truman was the great unknown trying to replace FDR – Eleanor said to Harry, â€Å"The president is dead. â €  Truman replied, â€Å"Is there anything I can do for you. † Mrs Roosevelt responded, â€Å"Oh no, is there anything that we can do for you, you’re the one who is in trouble now. † FDR won 1944 election primarily b/c war was going well by Nov 1944 (many thought it was all but officially won and over) Action by USA against Adolf Hitler’s campaign of genocide against the Jews – was reprehensively slow in coming – Did not admit large numbers of refugees to USA, nor bomb RR lines at death camps – USA did know – Gov’t knew for sure since 1942 when â€Å"final solution† was implemented – US gov’t knew before if they chose to believe it (plus Mein Kampf, Hitler’s book), not major reason at all really that USA fought WWII – like Civil War sort of in that abolition of slavery was a by-product that many Federal/Union soldiers did not realize they were fighting for at the beginning of the war , nor would many of them fought for that ideal anyway–my opinion–so you know it’s correct! ( Hitler’s last ditch attempt to achieve victory against the USA British (plus other Allies) came in – Battle of the Bulge (Dec 1944-Jan 1945) My uncle FL was there – got that nasty eye wound †¢ Hurtgen Forrest (When Trumpets Fade) before Bulge near Achaen in W Germany almost on Belgian border – brutal mine fields – slaughter – overshadowed by Bulge so largely forgotten †¢ Bulge – why it’s called the Battle of the Bulge – weather – secrecy – push through weak Ardennes – Malmady – Mr. High – casualties 76,000 US – worst battle in US history (Okinawa close, Gettysburg too) – Germans lost 140,000+ cold – no air cover for weeks – Bastogne – 101st Airborne (Band of Brothers) – 101st at Normandy, Market Garden, Bastogne, Hitlerâ €™s Eagle’s Nest – Patton 3rd Army – costly choice to push bulge back rather than pinch it (liposuction) – air cover returns – push to the Rhine – USSR pushing from the East – USSR in Berlin brutal As result of Battle of Leyte Gulf – Japan was finished a s a naval power (Philippines 1944 – largest naval battle ever – Halsey – Taffy 3 – Kamikazes – Yamato) [Philippines fell – 500 POWs rescued at Cabanatuan (The Great Raid) – hold outs in to 1970s] {Iwo Jima and Okinawa and Japanese home islands left to take to end Pacific war} ***** War of attrition in Pacific – to the death – rarely took prisoners on either side unless want information Potsdam Conference – issued an ultimatum to Japan to surrender of â€Å"face a rain of ruin from the air† †¢ It’s already facing a â€Å"rain of ruin from the air’ as did German cities! p. 851 Potsdam Conference (Truman told Stalin of massive weapon to use on Japan – Stalin not surprised (b/c he knew from spies already) – told Truman to use it promised to enter war in Pacific as he had agreed to earlier – entered war 8/8/4 5, day before 2nd A-bomb on Nagasaki that time, Hiroshima the first on 8/6/45) Total unconditional surrender or be destroyed – threat of more bombing – not specific as to use of an atomic bomb – more bombing – so what – already taking that! Spending of enormous sums of money on the original (to be used against Germany) atomic (nuclear) bomb project (Manhattan Project) was spurred by the belief that – the American public would not tolerate the (massive) casualties that would result from a land invasion of Japan (***** Much More Complex Than That! ***** Letter â€Å"c† in the answer choices – The Japanese were (still) at work (and more successful than Germans – who tried heavy water in Norway but suffered to sabotage attacks – one at the plant, the other sinking a ferry w/the heavy water on board – still at bottom of the lake in Norway) on an atomic bomb of their own (claim to have detonated one in Manchuria) ***** Japanese had lots of weapons ready for the Final Battle or invasion of Japan, which was planned ready to go – they also had chemical weapons from Shiro Ishi’s Unit 731 in Manchuria – chemical biological weapons – delivery systems – Ex. High altitude balloons, flea bombs, etc†¦- USA made post-war deal w/ the Devil! No war crimes trials for vivisections, experiments, infection of disease, anthrax, plague, etc†¦ The â€Å"unconditional surrender† policy toward Japan was finally modified by – agreeing to let Japan’s Emperor Hirohito stay on the throne (w/Democratic gov’t) * No war crimes trials for emperor – Tojo took the fall for emperor – no Shiro Ishi or members of Unit 731 unlike Nazis – let Japan have terms that Germany did not get – then USA – built up former enemies (W Germany Japan) into allies while former allies (USSRlt; etc†¦) became enemies – COLD WAR! The following were qualities of US participation in WWII: A group of highly effective military political leaders, an enormously effective effort in producing weapons supplies (usually more, later, better equipment than enemies – out produced the Axis), the preservation of the American homeland against invasion or destruction from air (small submarine skirmishes some off-shore shelling, some balloons w/explosives in 48 continental USA), the maintenance re-affirmation of strength of democracy, What about a higher % of military casualties than any other Allied nation (USA had least casualties of big ones – USSR suffered more casualties than any country on either side) p. 27 FDR as â€Å"all wise† for Germany first strategy over those who disagree – Pacific war always get ripped off p. 828 Allies Trade Space for Time * German ( Japanese) scientists – weapons – A-Bombs pp. 829-832 The Shock of War pp. 830-831 Japanese-Am Internment (Farewell to Manzanar) Issei, Nisei, Exec Order #9066 (100th/442nd ) pp. 832-833 Building the War Machine * strikes Ex Coal Miners – exploited, underpaid – share profits Kaiser shipbuilding pp. 833-834 Man power Woman power – Braceros (later deportations in â€Å"Operation Wetback†) – Rosie (Wendy) – day-cares p. 834 War migration map pp. 835-837 wartime migrations p. 835 Tuskegee Airmen photo p. 835 A Philip Randolph (Exec Order #8802) **** (Charles Drew – Af-Am did first successful blood transfusion – put in charge of Allied blood banks – he was forced to segregate blood too – his death outside a hospital after an accident – died waiting for a blood tranfusion b/c white hospital would not admit him) p. 835 Double V, CORE – 1942, NAACP membership increases p. 836 Comanche (Europe) Navajo (Pacific) â€Å"code talkers† pp. 836-837 Zoot Suit Riots in LA, CA 1943 Detroit, MI 1943 â€Å"Sudden rubbing against one another of unfamiliar peoples produced some di stressingly violent action. † pp. 837-838 Holding the Homefront p. 837 National Debt Chart pp. 838-839 The Rising Sun in the Pacific p. 838 Map of Luzon, Bataan, Corrigador (Philippines) p. 838 (Mao and ) Chiang Kai-shek resist Japanese w/Allied help p. 38 Flying â€Å"the Hump† in Himalayas (b/c of Burma Road – Merril’s Mauraders Gen Stillwell) p. 838 â€Å"ill-trained† Filipinos, MacArthur holds fast – delays Japanese – Bataan Death March (POW rescue) p. 839 Japan’s High Tide at Midway (plus Aleutians) pp. 839-841 American Leapfrogging Toward Tokyo (island-hopping leapfrogging like blitzkrieg Pacific style) * Book does opposite of Europe First strategy of Allies †¢ Guam (Saipan – suicides), Marianas â€Å"Turkey Shoot’ F6F Hellcat kill ratio †¢ 6-20-44 Battle of Philippine Sea – massive Japanese losses p. 840 Map of Pacific War p. 841 Churchill – â€Å"The Hun is always either at you throat or at your feet. † pp. 841-842 The Allied Halting of Hitler p. 41 Battle of the Atlantic – U-boats, destroyers, RADAR, SONAR, Enigma, New U-boats (not enough early in war – Downitz) – no sub can stay under indefinitely b/c food is limitation (U-571) pp. 842-843 A Second Front from North Africa to Rome p. 842 USSR lost ~20 million pp. 842-843 â€Å"unconditional surrender† debate results pp. 843-846 D-Day: June 6th, 194p. 845 Examining the Evidence – Teheran 1943 – Overlord Discussion (* Dieppe in France) p. 844 Ike chosen to command D-Day invasion – (feignt w/Patton at Calais – codes, underground, paratroopers, Rangers, 5 beaches, air power, Mulberry harbors, etc†¦) p. 846 D-Day (Agincourt 1415 – officer recited Shakespeare) in picture caption p. 846 Aug 1944 invasion of S France (A Murphy) pp. 846-847 FDR: Four Termite of 1944 p. 47 Focus on VP – Truman – on Sen Committee for Wasteful Sp ending – told to stop investigating Manhattan Project – he later learns it was Atomic Bombs p. 848 FDR defeats Dewey – FDR had Rep owned newspapers against him again p. 848 Quote from Congresswoman Clare Booth Luce – â€Å"He lied us into war because he did not have the political courage to lead us into it. † pp. 848-849 The Last Days of Hitler p. 849 Map of Battle of the Bulge * 76,000 casualties – worst US battle ever – so far * Okinawa Gettysburg were both very bad too Bulge mistakes p. 848 bombings pp. 848-849 (Remagen) Rhine River crossing into Germany p. 849 Holocaust – camps liberated – horrors known now for all (unit 731 in Manchuria) p. 849 FDR’s deathVE Day 5-8-45 pp. 49-851 Japan Dies Hard – US subs sinking Japanese ships – cutting off Japan’s vital lifeline sank 1. 042 ships ~50% of Japan’s merchant fleet p. 850 Bombings in Japan Ex. Tokyo 3/9-10/1945 ~83,000 KIA p. 850 Ley te Gulf, Iwo Jima, Pkinawa – short-changed as usual by textbooks that suck! Iwo Jima 6,000 KIA not 4,000 Okinawa 50,000 US casualties (KIA, WIA, MIA, POW) @ Okinawa, Japanese had ~200,000 military civilian casualties p. 851 2nd Flag Raising (Flags of Our Fathers, Letters from Iwo Jima, The Sands of Iwo Jima) p. 851 Kamikazes (Saipan Leyte, then Iwo Okinawa – worst of all – no Final Battle – would’ve been worst) †¢ They had lots stored up for the Final Battle pp. 851-853 Atomic Bombs p. 52 Hiroshima picture – post-bomb on 8-6-45 180,000 KIA, WIA, MIA 70,000 KIA instantly 60,000 died later from radiation, etc†¦ p. 852 USSR enters war in Pacific on 8-8-45 day before Nagasaki 8-9-45 KIA of 40,000 instantly, more later USSR invaded Manchuria North Korea (not a country split N S until 1950) 8-14-45 Japan surrendered 8-15-45 VJ Day official surrender on deck of battleship USS Missouri (Big Mo) on 9/2/45 w/MacArthur , etc†¦ pp. 853-854 The Allies Triumphant p. 853 US casualties ~ 1 million ~1/3rd KIA †¢ plasma, penicillin, (quanine for malaria), etc†¦. (medics, corpsman, doctors, nurses) USSR lost ~20 million plus more casualties 13. 6 million military killed plus 7. 2 million civilians killed plus up to 30 million more wounded and refugees p. 853 US attacked on W coast Ex balloons w/bombs, etc.. submarines on both coasts p. 853 â€Å"In the end, the US showed itself to be resourceful, tough, and adaptable to accommodate itself to the tactics of an enemy who was relentless and ruthless. † Kind of funny given US history – don’t you think? p. 854 VJ Day 8-15-45 image p. 854 production marvels – won war through production – more of everything – then eventually better more! Churchill – â€Å"Nothing succeeds like excess. † Herman Goering (Head of German air force/Luftwaffe – â€Å"Americans can’t build planes – only elect ric ice boxes and razor blades. † Goering also said that the P-51 Mustang (US fighter plane) won the war for the Allies p. 854 â€Å"But the American people preserved their precious liberties without serious impairment. † What would Zinn say? Is this a reference to loss of liberties during WWI – Espionage and Sedition Acts? What would â€Å"enemy aliens† and citizens interned during the war say? Ex. Italian German internment Japanese-American internment p. 854 Chronology p. 855 World War II: Triumph or Tragedy? Post-war scholarship was to avoid isolationist appeasement in Cold War Another paralleled 1930’s revisionist of post-WWI said US should have stayed out – made it worse Another thought FDR was naive isolationist Others thought FDR was a calculating interventionist Another focused on Atomic Bombs controversy – racism issue or timing b/c Germans were beaten already Gar Alperovitz said bomb was used to scare USSR hurry surrender MartinJ. Sherwin said we dropped A-bombs when ready to end was ASAP w/bonus of scaring USSR ***** Textbook ignores Rises to Power of Totalitarian leaders like Stalin (communist), Mussolini (fascist), Hitler (fascist), Japan’s militarist gov’t w/emporer Hirohito led by Tojo early in war – he took the fall It does not explain the role of the emperor in Japan’s gov’t Battle of Berlin – brutal pay back – refugees – rapes – POWs – Hitler’s death

Romeo and Juliet short summary Essay Example

Romeo and Juliet short summary Paper From forth the fatal loins of these two foes A pair of star-crossed lovers takes their life; Whose misadventured piteous over throws Doth with their death bury their parents strife. Romeo and Juliet, a play of death marked love. Yet is the love presented realistic and believable? As important as love is to life and existence, the play is wholly based on love and its many forms. The time in history in which Romeo and Juliet is set, contributes to the play, and creates a realistic situation. Arranged marriages and marrying young plays a strong part in the play. This historical context goes against our modern society making the understanding of the play difficult for a modern audience to comprehend. Family relationships in the play are variable. The relationship between Capulet and lady Capulet is one of leadership, for example; A crutch, a crutch! Why call you for a sword? This question is spoken by lady Capulet and directed towards Capulet. It gives the effect that she has power or leadership over him. But in response Capulet over rules her question, which creates a sense of competition with leadership; My sword I say! Old Montague is come and flourishes his blade in spite of me. We will write a custom essay sample on Romeo and Juliet short summary specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Romeo and Juliet short summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Romeo and Juliet short summary specifically for you FOR ONLY $16.38 $13.9/page Hire Writer To show lady Capulet and Capulets love for each other they agree over Juliets sudden out burst over her arranged marriage to Paris. One occasion in this scene Capulet speaks to lady Capulet; Soft! Take me with you, take me with you, wife. Montague and lady Montague do not compete with each other and their son Romeo. Lady Montague says; thou shalt not stir one foot to seek a foe. She does not want any violence, and shows concern for her husband. Friendship is a strong variant of love in this play; it results in death and many consequences. The strongest impression of friendship is when Romeo avenges Mercutios death. Romeo and Mercutio were good friends. This is shown in their conversations. I thought all for the best. This is when Mercutio was stabbed and Romeo is saying how he tried to stop the fight. Romeo says this quotation as if he feels guilty and is trying to obtain forgiveness. There is a conflict here between love/loyalty to friends/relations and love for each other. Romeo and Juliets love is the most important in the play. When they first see each other they fall in love. From here on they make many references to love and death and a strange sense of tragedy to come. An example of this is after their night together, when Romeo must leave, Juliet says: Methinks I see thee, now thou art so low, As one dead in the bottom of a tomb. Either my eyesight fails, or thou lookest pale. This means that Juliet suddenly sees Romeo dead meaning a terrible tragedy is waiting to occur. Romeo and Juliet fall in love so instantly the audience will be unsure whether their love is true. It is not actually obvious whether it is true or not, but the ending may hold some answers. When Romeo finds Juliet dead he can see no other reason why he should live and Juliet feels the same when she wakes up to find Romeo dead. They kill themselves because the other is dead, but whether this is true love or they only think it is love, is not clear. In a way this does not matter, because the love is doomed. It is better that they die at the end of the play so it leaves the audience remembering the romance and passion and not the every day things. The dramatic irony of Romeo and Juliets love sets up tension for the audience in the beginning, showing love hand in hand with death. This makes their love special in the audiences view: I take thee at thy word. Call me but love, and Ill be new baptized. Henceforth I never will be Romeo. The consequences of love in this play, play a strong part in portraying the characters feelings. One such part is when Romeo has killed Tybalt and the consequence is Romeo being banished. This only happened because Romeo and Mercutio were good friends and Romeo had to take revenge. The consequence of the star-crossed lovers results in death for Romeo and Juliet, part of the dramatic irony for the audience. The party scene is where Romeo and Juliet first meet. This scene, I believe is one of the most important, as this is where their tragic end stems from. Is she a Capulet? O dear account! My life is my foes debt. This quotation is spoken by Romeo shortly after talking with Juliet. He says that his life is his enemys debt. His enemy is the Capulet family. When he finds out she is a Capulet his love for her reveals itself; otherwise her being a Capulet would not have worried him. The party scene is the scene that the audience dread. This is because they know their love will end in tragedy and so, they do not want Romeo and Juliet to meet. Thus with a kiss I die. There rust, and let me die. Romeo and Juliets last words, expressing desperation and last resort. The audience would feel emotional at the tragic end of the two star crossed lovers but realise how strong their love was. And there they die in Italy. Revenge, love and passion are the true cause of their love. For never was a story of more woe Than this of Juliet and her Romeo. The Prince rounds up the play and he emphasises how important Romeo and Juliets love was. Their love brought a new friendship between the Montagues and Capulets. Their love caused many misunderstanding, but it will always be remembered as a classic. A TRAGIC TALE OF WOE.

Boy Oh Boy

Boy Oh Boy Boy Oh Boy Boy Oh Boy By Maeve Maddox This sentence in a newspaper feature about Civil War hero David O. Dodd, got me thinking about the word boy: Dodd is lionized in these parts as the â€Å"Boy Martyr of the Confederacy† although â€Å"Teen Martyr† would be a more accurate sobriquet for a young man who was only a year short of being old enough to be drafted into the Rebel army.† Dodd was 17 when Union troops occupying Little Rock hanged him in 1864. The word boy to refer to a 17-year-old seems a valid choice to me. Boy has been in the language since 1300. More than one etymology has been argued, but its origin is uncertain. Its earliest use in English was with the meaning â€Å"male servant† or â€Å"slave.† Note: Before boy came to mean â€Å"a male child,† the word girl was used to refer to young people of either sex. A speaker who wanted to refer to a â€Å"male ‘girl’† used the expression â€Å"knave girl.† Both words, boy and girl, had taken on their present meanings by the 1400s. In the British colonies and in the American South, boy was used to refer to non-white servants, regardless of age. Today, of course, such usage is considered to be extremely offensive. In France, until fairly recently, the usual term for summoning a waiter was garà §on, â€Å"boy,† but nowadays, serveur is the masculine term for â€Å"waiter.† Apart from its general meaning of â€Å"a young male, (usually below the age of puberty, or still in school),† boy occurs in a great variety of idioms that refer not just to male human beings of any age, but to dogs as well. Oh boy! Depending upon context and intonation, this exclamation can denote delight or dismay. For example, â€Å"Oh boy! I’ve won the lottery!† or, â€Å"Oh boy, you’re in trouble now. That’s my boy! A parent, proud of a son, might say this in approval of some accomplishment. Old boys’ club/old boys’ network: network of social and professional connections that perpetuate favoritism in government and other sectors. The expression originated with the British â€Å"public school† system. (In the U.K., â€Å"public schools† are elite private schools attended by the children of the wealthy.) Male graduates of exclusive schools were called â€Å"old boys.† Because of connections forged in school, these â€Å"old boys† went on to occupy highly placed jobs in government and commerce, helped by a previous generation of â€Å"old boys† who made up a segment of insiders. By extension, the expression can be used to refer to any kind of favoritism that makes advancement difficult for outsiders. There’s a good boy! An expression pet owners use with male dogs. Sometimes it is phrased as a question: â€Å"Who’s a good boy?† Down, boy! This expression is used to address a dog that is jumping on someone. By extension, it is used humorously to a man who reacts with interest when introduced to a good-looking woman. Our boys in uniform: Men serving in the military, regardless of age. Now that women are more visible in the military, the expression is not as common as it once was. Boys’ night out: A weekly social outing for friends, limited to men. Boys will be boys: An expression of resigned acceptance uttered when men do something despicable that is considered to be characteristic of age or sex. Send a boy to do a man’s job: to ask someone young, ill-equipped, or inexperienced to do difficult or complicated work. Usually in negative contexts, as â€Å"Never send a boy to do a mans job.† boy next door: Unlike most â€Å"boy† expressions, this one has a corresponding one for women: girl next door. The expressions denote a stereotypical personification of a young, unspoiled, admirable character whom one might safely fall in love with. boy king: Tutankhamen is often referred to as â€Å"the boy king.† Boy can be used in a descriptive sense with any noun: â€Å"boy wonder,† â€Å"boy genius.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:36 Adjectives Describing LightCapitalization Rules for Names of Historical Periods and Movements15 English Words of Indian Origin

Money is the Root of Good Essay Example | Topics and Well Written Essays - 1500 words

Money is the Root of Good - Essay Example Ancient people graduated from Barter trade to using precious metal coins as their form of money. Gold, silver, bronze among other metals served as money in the olden days. Today, money is accepted as physical currency made of paper and coins. The growing technology has also introduced an acceptable business platform that involves online trade where currency is rarely used. These transformations aim at making exchange of goods and services easy. Even though there are various evils associated with money, money’s goodness outweighs its associated evils, thus money is the root of good stands. In the ancient world when money had not been introduced, traders used to engage in barter trade whereby goods were exchange for goods based on mutually inverse needs. It was difficult to agree on the value of goods to be exchanged due to quantity and quality differences. Traders needed to come up with a material that would be used to stop the direct exchange of goods. Money stepped in to determine the value of various goods. Moreover, it was widely accepted. It is divisible and trade has been easy since its introduction in the markets (Wollenberg para 1). Money is any acceptable material of exchange in a transaction. In a hypothetical situation, absence of money would mean that there wouldn’t be any platform to conduct trade. People would acquire goods from others by forceful means. Money has enabled trade thus it is good (Wollengerg para 2). Anything used rightfully and fairly is good. This includes money and general wealth. Wollenberg tells of a story of a poor man whose generosity elevated his financial status in the community but once he became rich, selfishness stepped in. Shannon Christman, in her article â€Å"why money is not the root of all evil† argues that its not money that causes evil but the love for money. Christman suggests that if money was the root off all evil, then religious people would be striving hard to be as