Pearl Harbor :: essays research papers fc

Pearl Harbor On December 7, 1941, one of the biggest disasters in United States history occurred. Truthfully, this was and is, â€Å"’A date which will live in infamy.’†(Costello 1), but not for the bombing of Pearl Harbor, but for the trickery and the confusion used by the Government and Franklin D. Roosevelt. To him this was a chess game and Roosevelt sacrificed over 2400 American Seamen’s lives, thanks to his power as Commander in Chief of the Armed Forces. By over-looking the facts of an attack by Japan on Pearl Harbor, Roosevelt was able to control both the political and economic systems of the United States. Most of American life before the Pearl Harbor bombing believed in the idea of not participating in political or economic relations with other countries. Roosevelt knew this, and knew the only way United States countrymen would stand up and fight in Europe’s War was to be a clear action against the United States. Roosevelt also thought Hitler would not declare war on the U.S. unless he knew they were beatable. There are several actions by Roosevelt and his armed forces advisors, which show they were aware of the attack by Japan, but they were also planning on it, and encouraging it. On October 7, 1940, Lieutenant Commander Arthur H. McCollum wrote the eight-action memo. The memo outlined eight different steps that the U.S. could do that he thought would lead to an attack by Japan on the United States. The day after this memo was given to Roosevelt, he began to use these steps. By the time that Japan finally attacked Pearl Harbor on December 7, 1941, all eight steps had occurred (Willy 1). The eight steps were made of two main ideas; a sign of United States military preparedness and threat of attack, and being a forceful control on Japans trade and economy. McCollum called for the United States to make plans with both Britain and Holland, to use military facilities and to gain supplies in both Singapore and Indonesia. He also thought for the use of a division of long-range heavy cruisers an d submarines. The last key factor that McCollum called for was to keep the United States in the area of the Hawaiian Islands. With the fleet located around Hawaii and mainly in Pearl Harbor, a double-sided sword was created. It helped quicker deployment times into South Pacific Water, but it also lacked many necessary military needs.

First World War Poems Essay

In this essay I am comparing and discussing three poems from the Great War, each by a different author. These poems are ‘In Memoriam’ by F. A. Mackintosh, ‘Death Bed’ by Siegfried Sassoon and ‘Dulce et Decorum est’ by Wilfred Owen. First I shall discuss ‘In Memoriam’ by F. A. Mackintosh. The title starts by telling you that the memory of someone who has died is probably involved as the word memoriam is usually used in epitaphs. This can be linked to a memorial which is a monument in memoriam of a lot of people which shows that this not about one person. The first stanza starts by saying ‘So you were David’s father,’, and from this you know this is someone who is talking to the father of someone he knew. Also the use of the word ‘were’ in the past tense means that David is no longer his son and, at a guess, I’d say David was dead. The next line says ‘And he was your only son,’ notice the use of the past tense again in the form of the word of, as this says that he no longer has a son. Also it says his ‘only son’, which implies a tighter bond between the father and son than there would be in a family with two or sons in it and/or daughters, which means that the grief may be amplified. The next three lines say: ‘And the new-cut peats are rotting, And the work is left undone, Because of an old man weeping,’ These lines show that the grief did affect him deeply as he is not earning a living or even keeping warm by keeping the fire going. He is to busy weeping to do anything apart from grieve. This is shown to be the fact by the next three lines: ‘Just an old man in pain, For David, his son David, That will not come again.’ This proves that his son ‘David’ is dead and the father will never see him again. In this stanza it seems the theme has already been set, the feeling of death, grief and sadness are that theme. The next stanza talks about the letters that David wrote to his father and how there was never a mention of the war, just about what his father should be doing on the farm. The stanza last two lines are: ‘And the Boches have got his body, And I was his officer.’ Boche is a degrading slang word used by the British to mean Germen people during the war. This sort of thing happens whenever a society feels the need to belittle its enemies. This stanza virtually says David is dead, but it also tells us the person writing the poem is David’s officer. This means that the officer would feel more upset at David’s death than would someone who knew him as a casual friend as he is with his men twenty-four hours a day seven days a week. The next stanza says: ‘You were only David’s father, But I had fifty sons When we went up in the evening Under the arch of the guns, And we came back at twilight- O God! I heard them call To me for help and pity That I could not help at all.’ In this stanza the officer is comparing himself to David’s father, saying that the former was not only David’s father, but also a father to all fifty of his men. He says how he had to go over no mans land under the arch of the guns. And on their way back he had heard their screams and although he was like a father to them all he had to turn away from their screams as he could not help them. Then for the next two stanzas’ he is not talking to the fathers of his dead men but to the dead men themselves in the last two stanzas’. In the next stanza he starts by saying how he’ll never forget his men, perhaps a link to he title, which trusted him. He also says they were: ‘More my sons than you father’s, For they could only see The little helpless babies And the young men in their pride They could not see you dying, And hold you while you died’ In this section he is not comparing himself the fathers of his men but that he is the father of his men. He says he is because he has seen them in their entirety, not when they were children but when they were weak and dying. The last stanza says: ‘Happy and young and gallant, They saw their first-born go, But not the strong limbs broken And the beautiful men brought low, The piteous writhing bodies, They screamed ‘Don’t leave me, sir’, For they were only your fathers But I was your officer.’ In this last stanza he is again referring to the fact that is men’s fathers only see their sons in their prime and that he, their officer, saw them and held them in their last weak moments. He also no longer compares himself to their fathers but says ‘For they were only you fathers, But I was you officer’, therefore he implies it takes more to be their officer than to be their father. Now I shall discuss ‘Dulce et Decorum est’ by Wilfred Owen. The title is the beginning of a Latin phrase which is ‘Dulce et decorum est pro patria mori’ which means ‘It is a sweet and fitting thing to die for ones country’. This is sort of misleading as this gives the feeling, provided one knows what the complete phrase is and means, of someone who thought that the war was a glorious one. This is not actually so as he turns that phrase around by saying it is a lie and says: ‘My friend, you would not tell with such high zest To children ardent for some desperate glory, The old Lie : Dulce et decorum est Pro patria mori.’ The first stanza describes the soldiers’ actions and their condition. To do this he uses similes and metaphors. For example, ‘Drunk with fatigue’ and ‘Bent double, like beggars under sacks’. The first is a metaphor and the second is a slimily. The stanza is basically a description and when the stanza is read it goes along in a slow steady rhythm so that when you read the last two lines of the stanza: ‘Drunk with fatigue; deaf even to the hoots Of gas-shells dropping softly behind.’ you don’t realize that something serious has just happened. Then the first part of the first line of the 2nd stanza goes to speech and the urgency picks up, (probably because the rhythm of the poem speeds up), and then you realize the importance of the previous two lines. He then describes an ‘ecstasy of fumbling’ as the soldiers fitted their gas helmets just in time. And then he starts the main point of the poem, the man who ‘plunges at me, guttering, choking, drowning.’ From this point, the man who was killed by the gas attack, Owen moves to his ‘moral’ of the story, the old lie, and displays his anti-war feelings to the full. Now I will move on to ‘The Death Bed’ by Siegfried Sassoon. In the first stanza you see , already, the evidence of the fact that Sassoon uses metaphors and similes a lot in this poem. There are five metaphors and two similes alone in the first stanza and those are entwined as it is. This makes for interesting pictures upon the canvas that is your imagination when you read this poem. In this fist stanza you know someone is dying from the lines: ‘Silence and safety; and his mortal shore Lipped by the inward, moonless waves of death.’ Also you can see from these lines, the beginning of Sassoon’s theme of water. When the next stanza begins you get the feeling of a time lapse as someone is suddenly holding water to his mouth. The stanza then says he can feel his wound throbbing and then the water theme takes over, ‘Water-calm, sliding green above the weir. Water- a sky-lit alley for his boat.’ and then he sleeps. In the next stanza more time has past and wind is in the ward, blowing at the curtain. Then he says that he can only see blots of colour in his ‘drowning eyes’. More time passes and he hears rain and music. The last line of this says ‘Gently and slowly washing life away’ which can be linked with the last line of the 1st stanza. Then it says that his pain leapt like a beast and when he woke he shuddered because the evil thing had passed. In the penultimate stanza it suddenly changes to speech and the person speaking tells everyone to ‘light many candles’ and ‘you may save him yet’. In the last line of this stanza his anti war feeling are shown quite plainly: ‘how should he die when cruel old campaigners win safe through’. In the last stanza the personification of death in the form of a direct sentence that you could not argue with is shown. ‘But Death replied ‘I choose him’. So he went’ On the last line Sassoon reminds us the war was still going on by saying ‘Then, far away, the thudding of the guns.’ Now I come to the comparison of the three poems. One of the most obvious comparisons is the fact that in both F. A. mackintosh and Owen’s poems they both use realistic views whereas Sassoon uses more abstract thoughts and he also uses far far more metaphors in his, and he even uses the personification of death. Even though both Owen and F. A. Mackintosh use realistic style Owen uses more graphic details whereas F. A. Mackintosh uses the thoughts of a man for his soldiers. One difference between all the three poems is the prominent emotion in each. Owen’s is full of hate for the war, F. A. Mackintosh’s is full of grief for the loss of his men and in Sassoon’s there is no way I can really pin a main feeling on it except the feeling of waste that the war produced which is apparent in each. Although I say this about Sassoon’s poem the feeling of hate is made available for seeing in the lines ‘He’s young; he hated War; how should he die when cruel old campaigners win safe through? ‘, and in this you also see the grief and loss for this man as he was young. They also all have main themes. In Owen’s there is the theme of death and pain as there is in Sassoon’s although both are different in that Owens is more graphic in this respect. As for F. A. Mackintosh the theme is one of comparison between the officer and the fathers of his men, so much so in fact that the poem is almost a simile in itself. In conclusion I would say that each of the poems contains the feeling of terrible loss of life in the war and that fundamental feeling links all of the three poems. This means that for all the differences in style all the writers are trying to get the same message across. All three poets I would say were anti-war, although in F. A. Mackintosh’s poem he does not directly show as the other two authors do.

Discover The Cuban Swimmer, a Play by Milcha Sanchez-Scott

The Cuban Swimmer is a one-act family drama with spiritual and surrealistic overtones by the American playwright  Milcha  Sanchez-Scott. This experimental play can be a creative challenge to stage because of its unusual setting and bilingual script. But it also presents actors and directors with an opportunity to explore identity and relationships in modern California culture. Synopsis As the play begins, 19-year-old Margarita Suarez is swimming from Long Beach to Catalina Island. Her Cuban-American family follows along in a boat. Throughout the competition (the Wrigley Invitational Women’s Swim), her father coaches, her brother cracks jokes to hide his jealousy, her mother frets, and her grandmother yells at the news helicopters. All the while, Margarita pushes herself onward. She battles the currents, the oil slicks, the exhaustion, and the family’s constant distractions. Most of all, she battles herself. Theme Most of the dialogue within â€Å"The Cuban Swimmer† is written in English. Some of the lines, however, are delivered in Spanish. The grandmother, in particular, speaks mostly in her native tongue. The switching back and forth between the two languages exemplifies the two worlds which Margarita belongs to, the Latino and the American. As she struggles to win the competition, Margarita tries to fulfill the expectations of her father as well as the crass American media (the news anchormen and the television viewers). However, by the play’s end, when she drifts beneath the surface when her family and the newscasters believe that she has drowned, Margarita separates herself from all outside influences. She discovers who she is, and she saves her life (and wins the race) independently. By almost losing herself in the ocean, she discovers who she truly is. The themes of cultural identity, especially Latino culture in Southern California, are common in all of Sanchez-Scotts works. As she told an interviewer in 1989: My parents came to California to settle, and the Chicano culture there was so different to me, very, very different from Mexico or where I came from [in Colombia]. Yet there were similarities: we spoke the same language; we had the same skin color; we had the same interaction with culture. Staging  Challenges As mentioned in the overview, there are many complicated, almost cinematic elements within  Sanchez-Scott’s The Cuban Swimmer. The main character is â€Å"swimming† the entire time. How would you, as a director, portray this action on stage?Margarita’s family puts along on a boat. How would you convey this? With a set? Pantomime?Helicopters and news commentators â€Å"interfere† with the characters. In what ways could sound effects enhance or sully the play? The Playwright Milcha  Sanchez-Scott was born in Bali, Indonesia, in 1953, to a Colombian-Mexican father and an Indonesian-Chinese mother. Her father, a botanist, later took the family to Mexico and Great Britain before settling in San Diego when  Sanchez-Scott was 14. After attending the University of California-San Diego, where she majored in drama, Sanchez-Scott moved to Los Angeles to pursue an acting career. Frustrated by a dearth of roles for Hispanic and Chicano actors, she turned to playwriting, and in 1980 she published her first play, Latina. Sanchez-Scott followed the success of Latina with several other plays in the 1980s. The Cuban Swimmer was first performed in 1984 with another one-act play of hers, Dog Lady. Roosters followed in 1987 and Stone Wedding in 1988. In the 1990s,  Milcha  Sanchez-Scott largely withdrew from the public eye, and little is known of her in recent years. Sources Bouknight, Jon. Language as a Cure: An Interview with Milcha Sanchez-Scott. Latin American Theatre Review, Spring 1990.Mitgang, Herbert. Theater: Dog Lady and Swimmer. The New York Times, 10 May 1984.

The Geography Of Inequality Why Separate Means Unequal...

I was one of the 16.8 million students in the United States that were educated in a suburban school (U.S Department of Education as cited in Anyon, 1997). Fitting nicely into the figure of 90% of student that did not receive free and reduced lunch in the suburban setting (Anyon, 1997). My background, socioeconomic status, race, geography, and culture all have a meaningful impact on who I was as a student and who I now am as a teacher. Geography played a huge part in my experience with K-12 education. In the study titled, The Geography of Inequality: Why Separate Means Unequal in American Public Schools (2012), Logan, Minca, and Adar noted that inequalities of performance between schools that have a majority of minority groups and found connections between the performance of school when looking through the lens of race and ethnicity. Key findings included that African American, Hispanic, and Native American students were most likely to attend a school that averages between the 35th-40 th percentile (Logan, Minca, Adar 2012). Three types of high poverty schools were outlined; location in city center, majority African American and mixed location, and majority Hispanic (Logan et al., 2012). The school district that I attended for my K-12 education experience was nearly 95% white, located in the suburbs, and had low poverty. My education experience directly counters the education experience that my student engage in on a daily basis. This has created an internal motivation toShow MoreRelatedWhy Did The World Ever Become Unequal?2040 Words   |  9 Pagesin the first place?, Why did the world ever become so unequal?, What separates the haves from the have-nots?, and How have guns, germs, and steel shaped the history of the world? He was prompted to begin exploring these issues when he was visiting Papua New Guinea. 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Essay Political Communication - 2377 Words

Politics and the media have long been intimately involved with each other, with media strongly setting an agenda in which politics is very important. (Harris 1999,p.167) â€Å"Our perceived reality of the real world is largely a product of the media.† (Harris 1999,p.186) It is not known which influences more but there are definitely two sides to the story. Many studies have been done to decide but each comes out with different answers. Many say that the media has more of an impact on politics than does politics on the media. â€Å"The two have always been natural adversaries.† â€Å"Skewering each other in print and in conversation, but generally enjoying each other’s company. (Forum) It is the role of the mass media to keep the general public informed†¦show more content†¦In this situation both have been affected. nbsp;nbsp;nbsp;nbsp;nbsp;The media frames many issues, which are the central organizing idea for making sense of relevant events, and suggesting what is at issue. News and information has no basic value unless implanted in a meaningful context, which organizes and provides it with logic. It shapes the way the public understands the cause and the solutions to political problems. (London) nbsp;nbsp;nbsp;nbsp;nbsp;The Media also sets the agenda. Many believe that this is against the democratic process. They determine what people believe to be important issues. When the media focuses on a problem, the public’s opinions on that problem then become altered and this is also true for the president. The president reacts by responding to changes in attention to the media. The media has a strong influence on the policy agenda of public officials. The public’s familiarity with political matters is closely related to the amount and extent of their attention to certain issues received in the mass media. 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Being Criticized Free Essays

Man’s growing up process and the entirety of his life will surely and definitely involve certain amounts of criticism. The basic principle is that between the two parties involved in the process of criticism: the person criticizing and the person receiving the criticism – there is a certain so-called truth or rule or way of life or way of thinking that is being imposed upon. â€Å"Since most criticism involves interaction of two people †¦Ã¢â‚¬ ¦. We will write a custom essay sample on Being Criticized or any similar topic only for you Order Now . the ‘Demander’ and the ‘Perceiver. ’ The Demander is the person from whom criticism comes. The Perceiver is the person who perceives the demand in a critical way. In fact, criticism is a demand for someone to do something. Developmentally, this exchange between the demander and perceiver has its origin in the parent-child relationship. In later life it continues as the perceiver sees the demander as a person in power. The perceiver gives the power to the demander who is viewed as an unequal and in a superior position. All criticism, regardless of the form in which it is expressed, has its origins in one fundamental principle. This single principle is what I have called the Truth-Imposition Dilemma of Mankind. † (Smith 2006) And I have had my own share of criticism – from family, teachers, friends and foes alike. What has affected me most deeply (and I think will forever affect me) is how my parents are critical about the friends I choose to keep. From the variations of â€Å"you are the company you keep† as posed by Miguel de Cervantes to the Confucian admonition of â€Å"have no friends not equal to yourself† – guide the probing eyes, nose and ears of my parents about my friends (old and new alike). They keep on reminding me about those wisdom whenever they learn anything about my friends. Or, whenever I make a new friend and I get to introduce him or her to my parents. I get to be reminded and/or reprimanded whenever I passed even a bit of a second of my curfew to get back home after a â€Å"day† out with my friends. And my parents are very dicey about things that a friend or two would be inclined to, like: piercing, tattoo, smoking, speed driving, bike riding, rap music, provocative girl clothes, multicolored dyed hair, spikey hair cuts, very ostentatious â€Å"blings†. Although my parents criticize them to me in private and in a civilized and placid and constructive way, I am still mystified as to why they are always wary of me and my friends. I must also admit that my parents exercise appropriate choice of words – still, I feel remorse that my parents could be short-sighted about their generalized opinion. Their criticisms about my friends affected me both negatively and positively. First, I sometimes harbor the feeling that I am irresponsible. I am very sure that I am very responsible about my studies and life. And I know they know and believe that. Therefore, I think my parents should give me a little bit of credit along those lines. I have explained to my parents that the â€Å"in† things that one or two of my friends might be inclined to, does not necessarily diminish whatever goodness they have in their person. I told my parents that piercing or tattoo, respectively and relatively, is simply a personal expression of the inner thoughts of a person. That is why the negative effect of being criticized about the friends I keep, makes me resent the seeming distrust that my elders have on my sense of judgment and responsibility. At one point, I do give my parents the benefit of the doubt when they remind me about how I should choose my friends. I do realize that my parents simply love me and are very concerned that any of my friends will not end up to be a bad influence on me. I also appreciate that they illustrate their involvement in my life as what parents should be. I understand that there is no point in life that you will stop learning from criticisms or being annoyed by criticism. Destructive or constructive, I know that the end result of criticism rest on my shoulder to prove or disprove them wrong. Much as I might try to avoid being criticized, there is really no escaping. Therefore, I simply just have to be on my toes not to miss out on my sense of discretion and responsibility about things in life. And that will speak in lesser words that whatever that criticism is – it is unfounded. Work Cited: Smith, L. C. , Jr. , Ph. D. , â€Å"CRITICISM: OUR DIS-EASE†. 2006 The Writings of Laurence C. Smith, Jr. , PhD http://lcsmithphd. com/Criticism. html How to cite Being Criticized, Papers

The Notorious B.i.g. and Biggie free essay sample

The name was Christopher Wallace, to many of us, biggie smalls. He was born in Brooklyn, New York on May 21, 1972. He was a Gemini, just like me. He was raised in the extremely poor and ghetto Brooklyn neighborhood. As growing up he called himself biggie, due to his weight. Years and years later, practicing his flows and rapping, he made it into the big game. He was rapping with Daddy, Outpace and all the most famous and legendary people.HIS songs ere going off the charts, he was making a living and a great one at that. From going to nothing In a crappy neighborhood to making It big time with the cash, to his nice cars to luxurious house and cars. He was living the famous life, until his scandal with his best friend Outpace became. He knew that his wasnt going to be the end of It. They fought the east against west and as bulge, rapped against his ex best friend; they battled till the end. We will write a custom essay sample on The Notorious B.i.g. and Biggie or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As Outpace ended up being shot but survived.Some of Outpaces nag shot and killed Biggie at only 25 years old. HIS life will forever be remember as one of the best men alive. Biggie In my pollen Is the best rapper to walk on the face of this earth. He was an original, he was a gangster, and all around dope person. Biggie is going to be remembered till the end of the world he made such a inspiration on this planet that no one can live up to the one and only, Notorious B. I. G. For all we know he is probably making great songs up in heaven, Forever and always rest in paradise.