USS New Jersey (BB-62) During World War II

USS New Jersey (BB-62) During World War II The USS New Jersey (BB-62) was an Iowa-class battleship that entered service in 1943 and saw combat in World War II and later fought in Korea and Vietnam. Overview of the USS New Jersey  (BB-62) Nation:  United StatesType:  BattleshipShipyard:  Philadelphia  Naval ShipyardLaid Down:  September 16, 1940Launched:  December 7, 1942Commissioned:  May 23, 1943Fate:  Museum ship Specifications Displacement:  45,000 tonsLength:  887 ft., 7  in.Beam:  108.2 ft.Draft:  36 ft.Speed:  33 knotsComplement:  2,788 men Armament Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Design Construction of the USS New Jersey In early 1938, work began on a new battleship design at the urging of Admiral Thomas C. Hart, head of the US Navys General Board. Initially envisioned as an enlarged version of the South Dakota-class, the new ships were to mount twelve 16 guns or nine 18 guns. As the design evolved, the armament settled on nine 16 guns. This was a supported by a secondary battery of twenty dual-purpose 5 guns mounted in ten twin turrets.  Additionally, the designs anti-aircraft armament moved through several revisions with many of its 1.1 guns being replaced with 20 mm and 40 mm weapons. Funding for the new ships came in May with the passage of the Naval Act of 1938. Dubbed the Iowa-class, construction of the lead ship, USS Iowa (BB-61), was assigned to the New York Navy Yard. Laid down in 1940, Iowa was to be the first of four battleships in the class. Later that year, on September 16, the second Iowa-class battleship was laid down at the Philadelphia Naval Shipyard.  With the US entry into World War II following the attack on Pearl Harbor, the building of the new ship, dubbed USS New Jersey (BB-62), quickly advanced. On December 7, 1942, the battleship slid down the ways with Carolyn Edison, wife of New Jersey Governor Charles Edison, acting as sponsor.  Construction of the vessel continued for another six months and on May 23, 1943, New Jersey was commissioned with Captain Carl F. Holden in command.  A fast battleship, New Jerseys 33-knot speed permitted it to serve as an escort for the new Essex-class carriers that were joining the fleet. USS New Jersey During World War II After taking the remainder of 1943 to complete shakedown and training activities, New Jersey then transited the Panama Canal and reported for combat operations at Funafuti in the Pacific.  Assigned to Task Group 58.2, the battleship supported operations in the Marshall Islands in January 1944 including the invasion of Kwajalein.  Arriving at Majuro, it became Admiral Raymond Spruances, commander of the US Fifth Fleet, flagship on February 4.  On February 17-18, New Jersey screened Rear Admiral Marc Mitschers carriers as they conducted large-scale raids on the Japanese base at Truk.  In the weeks that followed, the battleship continued escort activities as well as shelled enemy positions on Mili Atoll.  In the second half of April, New Jersey and the carriers supported General Douglas MacArthurs landings in northern New Guinea.  Moving north, the battleship bombarded Truk on April 28-29 before attacking Ponape two days later. Taking most of May to train in the Marshalls, New Jersey sailed on June 6 to take part in the invasion of the Marianas.  On June 13-14, the battleships guns struck targets on Saipan and Tinian in advance of the Allied landings.  Rejoining the carriers, it provided part of the fleets anti-aircraft defense during the Battle of the Philippine Sea a few days later.  Completing operations in the Marianas, New Jersey supported attacks in the Palaus before steaming for Pearl Harbor.  Reaching port, it became the flagship of Admiral William Bull Halsey who rotated in command with Spruance.  As part of this transition, Fifth Fleet became Third Fleet.  Sailing for Ulithi, New Jersey rejoined Mitschers Fast Carrier Task Force for raids across the southern Philippines.  In October, it provided cover as the carriers moved to aid MacArthurs landings on Leyte.  It was in this role when it took part in the Battle of Leyte Gulf and served in Task Force 34 which was detached at one poi nt to aid American forces off Samar. Later Campaigns The remainder of the month and November saw New Jersey and the carriers continue attacks around the Philippines while fending off numerous enemy air and kamikaze attacks.  On December 18, while in the Philippine Sea, the battleship and the rest of the fleet were struck by Typhoon Cobra.  Though three destroyers were lost and several vessels damaged, the battleship survived relatively unscathed.  The following month saw New Jersey screen the carriers as they launched raids against Formosa, Luzon, French Indochina, Hong Kong, Hainan, and Okinawa.  On January 27, 1945, Halsey departed the battleship and two days later it became the flagship of Rear Admiral Oscar C. Badgers Battleship Division 7.  In this role, it protected the carriers as they supported the invasion of Iwo Jima in mid-February before moving north as Mitscher launched attacks on Tokyo. Beginning on March 14, New Jersey commenced operations in support of the invasion of Okinawa.  Remaining off the island for a little over a month, it protected the carriers from relentless Japanese air attacks and provided naval gunfire support for forces ashore.  Ordered to Puget Sound Navy Yard for an overhaul, New Jersey was out of action until July 4 when it sailed for Guam via San Pedro, CA, Pearl Harbor, and Eniwetok.  Made Spruances Fifth Fleet flagship again on August 14, it moved north following the end of hostilities and arrived in Tokyo Bay on September 17.  Used as the flagship of various naval commanders in Japanese waters until January 28, 1946, it then embarked around 1,000 US servicemen for transport home as part of Operation Magic Carpet. USS New Jersey and the Korean War Returning to the Atlantic, New Jersey conducted a training cruise to northern European waters for US Naval Academy and NROTC midshipmen in the summer of 1947.  Returning home, it went through a deactivation overhaul at New York and was decommissioned on June 30, 1948.  Moved to the Atlantic Reserve Fleet, New Jersey was idle until 1950 when it was reactivated due to the beginning of the Korean War.  Recommissioned on November 21, it conducted training in the Caribbean before departing for the Far East the following spring.  Arriving off Korea on May 17, 1951, New Jersey became Seventh Fleet commander  Vice Admiral Harold M. Martins flagship.  Through the summer and fall, the battleships guns struck targets up and down the east coast of Korea.  Relieved by USS Wisconsin (BB-64) late that fall, New Jersey departed for a six-month overhaul at Norfolk. Emerging from the yard, New Jersey participated in another training cruise in the summer of 1952 before preparing for a second tour in Korean waters.  Arriving in Japan on April 5, 1953, the battleship relieved USS Missouri (BB-63) and resumed attacking targets along the Korean coast.  With the cessation of fighting that summer, New Jersey patrolled in the Far East before returning to Norfolk in November.  The next two years saw the battleship take part in additional training cruises before joining the Sixth Fleet in the Mediterranean in September 1955.  Abroad until January 1956, it then served in a training role that summer before taking part in NATO exercises in the fall.  In December, New Jersey again underwent a deactivation overhaul in preparation for being decommissioned on August 21, 1957. USS New Jersey in the Vietnam War In 1967, with the Vietnam War raging, Secretary of Defense Robert McNamara directed that New Jersey be reactivated to provide fire support off the Vietnamese coast.  Taken from reserve, the battleship had its anti-aircraft guns removed as well as a new suite of electronics and radar installed.  Recommissioned on April 6, 1968, New Jersey conducted training off the California coast before crossing the Pacific to the Philippines.  On September 30, it commenced attacking targets near the 17th Parallel.  Over the next six months, New Jersey moved up and down the coast bombarding North Vietnamese positions and providing invaluable support to troops ashore.  Returning to Long Beach, CA via Japan in May 1969, the battleship prepared for another deployment.  These activities were cut short when it was decided to move New Jersey back into reserve.  Shifting to Puget Sound, the battleship was decommissioned on December 17. Modernization In 1981, New Jersey found new life as part of President Ronald Reagans plans for a 600-ship navy. Undergoing a large-scale program of modernization, much of the vessels remaining anti-aircraft armament was removed and replaced with armored box launchers for cruise missiles, MK 141 quad cell launchers for 16 AGM-84 Harpoon anti-ship missiles, and four Phalanx close-in weapons systems Gatling guns. Also, New Jersey received a full suite of modern radar, electronic warfare, and fire control systems. Recommissioned on December 28, 1982, New Jersey was dispatched to support US Marine Corps peacekeepers in Lebanon in late summer 1983.  Arriving off Beirut, the battleship acted a deterrent and later shelled Druze and Shiite positions in the hills overlooking the city in February 1984. Deployed to the Pacific in 1986, New Jersey led its own battle group and that September operated close to the Soviet Union during a transit of the Sea of Okhotsk.  Overhauled at Long Beach in 1987, it returned to the Far East the following year and patrolled off South Korea prior to the 1988 Summer Olympic Games.  Moving south, it visited Australia as part of that nations bicentennial celebration.  In April 1989, as New Jersey was preparing for another deployment, Iowa suffered a catastrophic explosion in one of its turrets.  This led to the suspension of live-fire exercises for all ships of the class for an extended period.  Putting to sea for its final cruise in 1989, New Jersey took part in Pacific Exercise 89 before operating in the Persian Gulf for the remainder of the year. Returning to Long Beach, New Jersey fell victim to budget cuts and was slated for decommissioning.  This occurred on February 8, 1991, and deprived it of a chance to participate in the Gulf War.  Taken to Bremerton, WA, the battleship remained in reserve until being struck from the Naval Vessel Registry in January 1995.  Through reinstated to the Naval Vessel Registry in 1996, New Jersey was struck again in 1999 prior to being moved to Camden, NJ for use as a museum ship.  The battleship is currently open to the public in this capacity.

Franz Boas, Father of American Anthropology

Franz Boas, Father of American Anthropology German-American anthropologist Franz Boas was one of the most influential social scientists of the early twentieth century, noted for his commitment to cultural relativism and as a staunch opponent of racist ideologies. Boas was arguably the most innovative, active, and prodigiously productive of the first generation of anthropologists in the U.S. He is best known for his curatorial work at the American Museum of National History in New York and for his nearly four-decade career teaching anthropology at Columbia University, where he built the first anthropology program in the country and trained the first generation of anthropologists in the U.S.  His graduate students went on to establish many of the first and most highly regarded anthropology programs in the country. Fast Facts: Franz Boas Born: July 9, 1858 in Minden, GermanyDied: December 22, 1942 in New York City, New YorkKnown For: Considered the Father of American AnthropologyEducation: University of Heidelberg, University of Bonn, University of KielParents: Meier Boas and Sophie MeyerSpouse: Marie Krackowizer Boas (m. 1861-1929)Notable Publications: The Mind of Primitive Man (1911), Handbook of American Indian Languages (1911), Anthropology and Modern Life (1928), Race, Language, and Culture (1940)Interesting Facts: Boas was an outspoken opponent of racism, and used anthropology to refute the scientific racism that was popular during his time. His theory of cultural relativism held that all cultures were equal, but simply had to be understood in their own contexts and by their own terms. Early Life Boas was born in 1858 in Minden, in the German province of Westphalia. His family was Jewish but identified with liberal ideologies and encouraged independent thinking. From a young age, Boas was taught to value books and became interested in the natural sciences and culture. He followed his interests in his college and graduate studies, focusing primarily on the natural sciences and geography while attending the University of Heidelberg, the University of Bonn, and the University of Kiel, where he graduated with a Ph.D. in physics. Research In 1883, after a year of service in the military, Boas began field research in Inuit communities in Baffin Island, off the northern coast of Canada. This was the beginning of his shift toward studying people and culture, rather than the external or natural worlds, and would alter the course of his career. Spirit of the Earthquake, Nootka Mask, Pacific Norwest Coast American Indian. Possibly American Museum of Natural History. Acquisition Year: 1901. Heritage Images / Getty Images In 1886, he began the first of many fieldwork trips to the Pacific Northwest. Contrary to dominant views during that era, Boas came to believe- in part through his fieldwork- that all societies were fundamentally equal. He disputed the claim that fundamental differences existed between societies that were deemed civilized versus savage or primitive, according to the language of the time. For Boas, all human groups were fundamentally equal. They simply needed to be understood within their own cultural contexts. Boas worked closely with the cultural exhibits of the 1893 Worlds Columbian Exposition, or the Chicago Worlds Fair, which celebrated the 400th anniversary of Christopher Columbus arrival in the Americas. It was a huge undertaking and many of the materials gathered by his research teams went on to form the basis of the collection for the Chicago Field Museum, where Boas worked briefly following the Columbian Exposition. Eskimos At The Worlds Columbian Exposition, which Franz Boas helped create. Chicago History Museum / Getty Images Following his time in Chicago, Boas moved to New York, where he became assistant curator and later curator at the American Museum of Natural History. While there, Boas championed the practice of presenting cultural artifacts in their context, rather than attempting to arrange them according to imagined evolutionary progress. Boas was an early proponent of using dioramas, or replicas of scenes from daily life, in museum settings. He was a leading figure in the research, development, and launch of the Museums Northwest Coast Hall in 1890, which was one of the first museum exhibits on the life and culture of the indigenous people of North America. Boas continued to work at the Museum until 1905, when he turned his professional energies toward academia. Franz Boas was curator of the American Museum Of Natural History from 1896 to 1905. The New York Historical Society / Getty Images Work in Anthropology Boas became the first professor of anthropology at Columbia University in 1899, following three years as a lecturer in the field. He was instrumental in establishing the universitys anthropology department, which became the first Ph.D. program in the discipline in the U.S. Boas is often referred to as the Father of American Anthropology because, in his role at Columbia, he trained the first generation of U.S. scholars in the field. Famous anthropologists Margaret Mead and Ruth Benedict were both his students, as was the writer Zora Neale Hurston. In addition, several of his graduate students went on to establish some of the first anthropology departments in universities across the country, including programs at the University of California at Berkeley, University of Chicago, Northwestern University, and beyond. The emergence of anthropology as an academic discipline in the U.S. connects closely to Boas work and, in particular, his lasting legacy through his former students. Boas was also a key figure in the founding and development of the American Anthropological Association, which remains the primary professional organization for anthropologists in the U.S. Chiefs Blanket with Bear Design, Totemism,Tlingit Tribe, Pacific Northwest Coast Indians. Totemism is a system of belief in which humans are said to have kinship or a mystical relationship with a spirit-being, such as an animal or plant. Heritage Images / Getty Images Main Theories and Ideas Boas is well known for his theory of cultural relativism, which held that all cultures were essentially equal but simply had to be understood in their own terms. Comparing two cultures was tantamount to comparing apples and oranges; they were fundamentally different and had to be approached as such. This marked a decisive break with the evolutionary thinking of the period, which attempted to organize cultures and cultural artifacts by an imagined level of progress. For Boas, no culture was more or less developed or advanced than any other. They were simply different. Along similar lines, Boas denounced the belief that different racial or ethnic groups were more advanced than others. He opposed scientific racism, a dominant school of thought at that time. Scientific racism held that race was a biological, rather than cultural, concept and that racial differences could thus be attributed to underlying biology. While such ideas have since been refuted, they were very popular in the early twentieth century. In terms of anthropology as a discipline, Boas supported what came to be known as the four-field approach. Anthropology, for him, constituted the holistic study of culture and experience, bringing together cultural anthropology, archaeology, linguistic anthropology, and physical anthropology. Franz Boas died of a stroke in 1942 at the Columbia University campus. A collection of his essays, articles, and lectures, which he had personally selected, was published posthumously under the title Race and Democratic Society. The book took aim at race discrimination, which Boas considered the most intolerable of all forms. Sources: Elwert, Georg. Boas, Franz (1858-1942). International Encyclopedia of the Social and Behavioral Sciences, 2015. Pierpont, Claudia Roth. The Measure of America. The New Yorker, March 8, 2004.Who Was Franz Boas? PBS Think Tank, 2001.White, Leslie A. Book Review: Race and Democratic Society. American Journal of Sociology, 1947.

The Effect of Emotional and Psychosocial Difficulties and Anonymity in Research Proposal

The Effect of Emotional and Psychosocial Difficulties and Anonymity in Online Interaction on the Willingness of Teenagers to Engage in Cyber Bullying - Research Proposal Example Ultimately, it is similarly crucial to become aware of useful ways of addressing episodes of cyber bullying when they happen. Statement of the Problem Cyber bullying, not like traditional bullying, can take place anytime and anywhere, and it is virtually unlikely for a cyber bullying victim to avoid or walk away from the cyber bully. Moreover, in majority of cases, even though the cyber bully knows or is acquainted to the victim, the latter does not know his/her attacker’s identity. Hence, according to some studies (Willard, 2006), anonymity in the Internet is the primary motivator of cyber bullying. However, aside from this external motivation, there are also internal ones such as emotional and psychosocial problems (Ybarra et al., 2007) which are discussed in the latter sections of the research proposal. This study focuses on the motivations behind the behavior of cyber bullies. More specifically, this study explores potential motivators, namely, (1) emotional and psychosoci al factors (e.g. depression and anxiety) and (2) anonymity in the Internet. Brief Background to the Problem Cyber bullies have distinct social and psychological profiles. Teenage cyber bullies, according to Pellegrini and colleagues (1999), have a tendency to have low self-discipline and high emotionality. Even though bullies are reactively and proactively antagonistic, bullies seem to exercise proactive hostility to build authority and power in their peer groups. Bullies display little or no empathy to their victims (Pellegrini et al., 1999). As reported by Menesini and colleagues (2003), bullies are usually aware of the feelings of their victims but are reluctant to or incapable of letting those sentiments affect them. Schoolyard bullying and cyber bullying equally... Cyber bullies have distinct social and psychological profiles. Teenage cyber bullies, according to Pellegrini and colleagues, have a tendency to have low self-discipline and high emotionality. Even though bullies are reactively and proactively antagonistic, bullies seem to exercise proactive hostility to build authority and power in their peer groups. Bullies display little or no empathy to their victims. As reported by Menesini and colleagues, bullies are usually aware of the feelings of their victims but are reluctant to or incapable of letting those sentiments affect them. Schoolyard bullying and cyber bullying equally affect bullies. Bullying, as reported by Ybarra and colleagues, is correlated with serious psychological and health difficulties among adolescents such as poor academic performance, emotional distress, anxiety, and depression. Research on cyber bullying is a new field of inquiry. Even though studies on cyber bullying focus on the effects of bullying on victims and other researchers have explored the frequency, associated factors and forms of victimization and incident of cyber bullying in depth, there remains an inadequacy of findings about the factors that motivate adolescents to engage in cyber bullying and whether cyber bullying behaviors can be predicted from certain psychological and social needs. These issues are addressed in the study.

Gallery Paper Essay Example | Topics and Well Written Essays - 500 words

Gallery Paper - Essay Example The contrast makes every item stand out. The artist has also used light colors in painting parts that get exposure to light and darker colors for parts that do not meet light. The artist has also used colors that characterize the items in real-life. For example, the skin of the people in the artwork is brown just as in real-life. Shape. The art entails many shapes that combine to form the people and objects on the picture. Since this picture is a representation of natural objects, the writer mostly uses freehand shapes. Such shapes, usually, consist of curved lines that are drawn or painted without the help of drawing instruments. Texture. The artist does not lose the texture of the objects despite the art being visual. It is full of visual impressions of texture. The clothes the two human beings are wearing have crescents and valleys that are not tactile, but visual. On the other hand, their bodies and the objects in the background also appear very smooth. Space. The artist creates an illusion of a third dimension by manipulating light, shading and overlap (Prince 13). The crescents on the clothes of the two human beings appear to overlap each other. Every crescent appears to be on top of the preceding one. The artist also creates a third dimension through using dark and light colors on different parts of the painting. For example, the woman’s forehead is bright while her cheeks are dark. Apart from shading, overlap and lighting, linear perspective also helps in the creation of the third dimension. For example, the windowpanes in the background vary in size depending on the proximity to the main picture. Harmony. The work has an extensive amount of harmony. The colors appropriately combine with each other. There is harmony between the colors of the clothes the two people are wearing. Besides the harmony in color, the shapes of the items are very consistent. In the background, the windowpanes are similar in size and color. The

Baz Luhrmann and Franco Zeffirellis film Essay Example for Free

Baz Luhrmann and Franco Zeffirellis film Essay Having watched two different film adaptations of Romeo and Juliet, it is clear to see that the two directors have used a number of different techniques, quite differently at times, to put across their particular interpretations of the play. These methods and different interpretations are very obvious if one studies the same scene as portrayed in each film. We looked at Franco Zeffirellis 1970s version of the play and Baz Luhrmanns recent adaptation produced in 1996 and focused on their interpretation of the scene where Romeo and Juliet meet for the first time. The first thing I noticed is that costume is very important in Zeffirellis scene. Juliet, played by Olivia Hussey, is wearing a traditional styled red and gold dress, which highlights wealth. It is not as detailed as most at the party which points to the fact that it is not just material wealth she has but also the huge amount of natural beauty she has. The bright red contrasts with her pale complexion and jet-black hair to make her look very striking. Romeos outfit is also very noticeable as he is wearing a mask. It adds to the air of mystery around him as Juliet meets him for the first time. It also helps to make a point about the nature of their attraction: when she first sees him, Juliet sees only Romeos eyes, yet is still drawn to him. Therefore, here there is something more than physical attraction. Instead, it seems to be a communion of souls since eyes are often considered to be the windows to this part of ourselves. The choreography of the scene also reveals something about Romeos feelings towards Juliet. His attention is fixed upon a lady which we assume to be Rosaline who is dancing and then twirls out of shot to reveal Juliet to R0meo. It is here that he proclaims he has never seen true beauty until now. It is showing to us that although Romeo thought he was in love with Rosaline, it is nothing compared to his feelings for Juliet. When the chance arises for Romeo to join Juliet in a dance, he dismisses other ladies for the opportunity to dance with Juliet. As the dancing gets faster, long shots are used to show the amount of people present at the party. The dancing changes and people begin to spin around in a circle; the camera shots change, letting people flow past the camera at a very high speed. It looks like flashes of colour flying through the shot; no faces can be seen  clearly. The fast dancing reflects the sheer excitement that they are feeling, that they are so in love that it is truly exhilarating. It is here that Franco Zeffirelli shows how love at first sight really can be true as amongst the chaos and frivolity of colour, the camera jump cuts to Romeo to the party of moving colour and to Juliet. He has done this to show how amongst the chaos of their feuding families, they have their own world where no one else matters except each other. When the bard starts to sing, Romeo and Juliet speak for the first time. As they do, the words being sung in the background have a large resemblance to their lives. It tells of their willingness to be together but their struggle to make it possible as they are torn apart by their feuding families. As the choreography reflects the emotions of the characters, the score that plays in the Zeffirelli film reflects their emotions again as when Romeo sees Juliet, he sees her beauty and the score changes to a softer, more gentle tune. Franco Zeffirelli contrasts Romeo and Juliet when they are together with the music. It changes from loud, frantic music to gentle, heavenly tunes, the score changes to a minor key as she is not sure about him and then surges as they kiss. In the play, Shakespeare also juxtaposes scenes that are chaotic with very calm peaceful ones. As I have said, the score changes as Juliet and Romeo are together and in the play, Shakespeare shows their love by constantly comparing scenes with them in to scenes with fighting, frantic happenings and chaos. In Baz Luhrmanns film adaptation of Romeo and Juliet, the scene I have studied begins with Romeo played by Leonardo Di Caprio with his face submerged in water, washing his face, which clears his mind of drugs and he sees Juliet in a clearer light. The lovers first meeting is a sequence where each is on either side of a lavish fish tank. The lighting used is a pale blue, making it seem slightly surreal, almost dream like. As Romeo and Juliet playfully look at each other through the tank, camera shots cleverly portray their meeting to look like they are together inside the tank. In this scene, camera distances vary from medium close-shots to close-ups and  back again, their eyes are depicted throughout, as the camera shots change, it portrays them watching each other, discovering each other every feature, every move. The idea of social and physical barriers is presented by having the fish tank between the two of them, keeping them apart thus visualizing to the audience the other aspect of Romeo and Juliets love. The fish tank serves as a physical barrier between the two lovers, even though there are also a lot of emotional barriers. Even though Romeo is dazed from the ecstasy pill and his infatuation with Rosaline, it is the water that purifies and cleanses his mind and it the free, flowing nature of water that Luhrmann uses as a representation of love. When the two lovers kiss in the lift, the cameras encircle them, thus suggesting that Romeo and Juliet are at the centre of their own universe, in total disregard or lack of awareness of the social chaos as suggested by the blurred images around them. The way in which the imagery of water is used to symbolise their own world, camera shots, lighting and music also add to the depth of their love. The beautiful melody of Kissing You marks the initial meeting of Romeo and Juliet, and Desrees deep, soulful voice glides gently through the house as the strangers playfully observe each other through the fish tank. The score is a brave and eclectic mix of atmospheric music from Radioheads Talk Show Host to Wagners Liebstod. The emphasis is on music that is emotive and suitable for a particular scene rather than creating a soundtrack rooted in one genre as in the Zeffirelli adaptation. The Capulet Ball is one of the most outstanding sequences in the movie. The decorations are spectacular, and the costumes are magnificent. However, the party is not all just glitz and glamour. Upon closer investigation, we can see that it is also a perfect opportunity for Luhrmann to accentuate the individual motivations of the characters with clever use of costumes. Romeo is the knight in shining armour who has been sent to rescue Juliet, and Juliet is a bright angel, innocent and pure, who has been sent to relieve Romeos confusion and despair. Luhrmann supplements this image by showing Romeo and Juliet as innocent, beautiful and youthful. This is achieved by the continuous focus of the cameras on the freshness of their skin, their  sparkling eyes, flushed cheeks and pink lips in addition to the words of Shakespeare. In conclusion, these two films, although based upon the same play, come across very differently. The fact that Franco Zeffirelli has set his in the time Shakespeare intended it to and Baz Luhrmann has set his in 20th century Verona beach, Florida has a considerable amount to do with these differences. It is interesting to see that both directors have used the concept of the young couple existing in their own world, although both of them use different techniques to present this, their outcome is visualised to the viewer the same. Baz Luhrmann has had certain advantages to his film as he had technology to help him portray the initial meaning in a more dream like manner with the help of special lighting and specific camera shots. Also, this adaptation was a major Hollywood blockbuster with millions of dollars to be spent on it. Whereas, 40 years ago, I imagine that Franco Zeffirelli would have had to deal with a budget and obviously, did not have the technology to portray special effect s and sounds.

Overall Basis :: essays research papers

On an overall basis, total assets increased from a projected balance of $115MM on January 1, 2002 to $159MM on December 31, 2002. The investment securities portfolio is anticipated to be $19MM as of December 31, 2002. Projected loan volume increase during 2002 is from $92MM to $127MM. Cash and Cash Equivalents Due From Banks – With the loan portfolio increasing by nearly $35MM and total deposits projected to increase by $27MM, a larger cash letter is anticipated. Due From Banks – Int Bearing – These funds are primarily FHLB deposits. The budget reflects a decrease in the balance by $100M per month during the entire year. The decrease is due to servicing interest on the advances netted against security interest payments. Fed Funds Sold – Plug. Pending Loan Disbursements – With the increase in loan production for 2002, the % of PLD to total cash and cash equivalents is anticipated to double from 14% at 1/1/02 to 28% at 12/31/02. Investment Securities With the exception of Equity Securities, each security type retains its pro rata share of the entire portfolio at both the beginning of the year and at year end. No assumptions are made for called securities. Each security type reflects the maturing schedule as provided by HFW. Securities are added to the portfolio randomly. Equity Securities are increased when a new FHLB advance is added. Loans Commercial Loans – The total C/L portfolio reflects new loan volume of $23.5 million during 2002. This growth is reduced by an anticipated prepayment rate of 21.28%. Consumer/H.E. Loans – Growth in this area parallels the growth in total assets (39.13%). Mortgage Loans – The total M/L portfolio reflects new loan volume of $42MM during 2002. Again, this growth is reduced by an anticipated prepayment rate of 21.28%. Mortgage Loan Pools – One new pool ($300,000 per pool) is added to the portfolio from April through December. In addition, the prepayment rate of 21.28% applies. Other Loans and Overdrafts – Growth in this category parallels the growth in total assets (39.13%). Reserve for Loan Losses – Computed at 1.5% of Gross Loans. Fixed Assets & Other Assets Bank Premises & Equipment – Monthly activity reflects a $40,000 increase reflecting beginning of year purchases. Subsequent purchases are slated in April, June, September, and December at $10,000 for each quarter. Monthly depreciation is estimated at approximately $15,000 per month. ORE – Other Real Estate is calculated at 2% of net loans. Interest Earned not Collected – The monthly balance is a percentage of gross loans.

World History Unit

Which of the forces at work in Europe played the greatest role in helping to prompt the outbreak of war? A force at work in Europe that played a large role in helping to prompt the outbreak of the war would be the formation of alliances between the several superpowers at the time. If they would have gone along with themselves and Just keep each other In check while keeping everything balanced It would be easier to create a treaty Instead of war. The alliances created Increased tensions. Another main factor is the murder of Archduke Franz Ferdinand of Austria Hungary. . Was he description of the Balkans as the â€Å"powder keg† of Europe justified? Yes, the Balkans was overlapping many groups that were trying to unite the Slavs and take ore more and more territory. That caused major conflict in Europe. Powder Keg refers to a keg full of explosives. It would be very unstable. The Balkans caused instability in Europe due to different people wanting its land. Not everyone could ha ve it. Everyone wanted It and no one would Just allow the other to invade it and take it for them. 8. Do you think World War I was avoidable?Yes, practically any war Is avoidable. The thing Is that more often than not the people Involved don't always know the consequences of their actions or simply don't know how everything can happen peacefully, especially when there Is tension. If Balkan â€Å"powder keg† was taken care of earlier on then the war could have been avoided. World War I would have been a difficult thing to avoid, but if tension in Europe could have been resolved then it might not have happened. Page 415 3. Which countries comprised the Central Powers? Which countries comprised the Allies?The countries that comprised the Central Powers are Germany, Austria/ Hungary and Turkey. The countries that had comprised the Allies are Britain, France, Russia, Italy, United States, and Japan. 4. What were the characteristics of trench warfare? The soldiers that were in tren ch warfare had to undergo horrible conditions. It was muddy, rat infested, and messy. Rats, lice, diseases, and fleas would be spread In massive numbers In the trenches. There would be bodies Just lying In the trenches and sometimes water would flood the trenches.Blood would be everywhere. For defense and offensive there was barbed wire, machine guns, poison gas attacks, tank attacks, and more. The trenches were set up with interlinking passages to the front and the command center. 5. What factors contributed to Russian's war difficulties? The first factor was the factories. Out of all the European nations, Russia was the least developed. The factories could not manufacture enough supplies and didn't always have enough materials. Second factor is Education. Russians weren't able to be trained too well for the war.Most troops weren't educated well. A large majority couldn't read or write. Third factor is transportation. As I said earlier the Russians are much undeveloped. Their railw ays were not efficient and It took a long time to bring food and supplies up to the front. Fourth and last factor Is leadership. Russian generals were not the best generals. Plus with the uneducated troops, most of them weren't able to effectively give orders. 6. How was war on the Western and Eastern front different? How was It the same?The war for the Eastern led to the collapse of Russia whereas the war in the Western front did Austrian defeated the Allied forces and defeated Russia. The Western front had very developed trenches, while the Eastern had less developed trenches. 7. Why did the Schlemiels Plan ultimately collapse? The Schlemiels plan was designed so that the German army would not have to fight on two fronts. It failed more several reasons. There were many delays, for example the Belgians resisted Germany. Although Germany definitely overpowered them, Germany was still delayed one month.This allowed the French to move north to confront the German army. Because of the delays caused by the British and Belgians, the French had more time to transfer troops. The Russians were then able to mobile their army in an amazing 10 days instead of the expected 6 weeks. 8. Why might it be fair to say that neither side won he battles of the Some or Verdure? Both sides lost a massive amount of soldiers. The losses were extremely horrendous. Very little ground was gained for either side. Both of the sides lost hundreds of thousands of men. All of that gave them no gain in distance.It was a negative battle for both sides, therefore neither side had won. It would be hard to choose if a side won because both lost so much and gained so little. Page 422 6. In what ways was World War I truly a global conflict? World War I was a global conflict for a number of reasons. It involved fighting in many different nations. Not only in Europe but outside countries, such as United States, Japan, and the countries of the British Empire which are Australia, Canada, India, New Zeal and, and South Africa). There wasn't a nation in the world that wasn't somewhat affected.The world was shifted. It involved a majority of the world's great powers. 7. Do you think governments are Justified in censoring war news? Why or why not? In wartime some censorship is necessary. People who do not value freedom tend to be cautious and censor too much. However sending out false news is not ethical. The government also wouldn't want a lot of panic. The enemy could also easily read their papers so they wouldn't want to give out information that might Jeopardize their battle plans. Censoring could help with rebellion against the government. . Which of the non- European countries had the greatest impact on the war effort? America had the greatest impact on World War l. Before we came in the Allies had virtually lost and even Britain was nearly overtaken. America also took part in the treaty. President Wilson attended the conference and was one of the four who created the entire peac e treaty. Page 427 6. Were the Versailles treaties fair? Consider all the nations affected. The Versailles readies were after World War l. The Versailles was fair to everyone except the Germans.Most of the nation's got what they were looking for. Those nations made sure to get what they wanted for the pain and suffering that they had undergone. 7. Why might the European allies have been more interested in punishing Germany than in creating a lasting peace? The European allies still went to war with Germany. They would have their reasons to be interested in punishing them. They did kill their men. 8. Was the United States right to reject the Treaty of Versailles? Why or why not? Yes, because those terms towards the Germans were very harsh and not

Placement Tests & Proficiency Tests Essay

Imagine that you are responsible for admitting students to an English language school. Design a simple interview based on 20 personal questions for the student about his job, family, school or country. Begin with simple grammar and vocabulary and develop more complexity by the conclusion. This is to follow the school ´s placement test to confirm its results. 1. Placement Tests & Proficiency Tests I. I would start by asking the student to answer in full sentences if they can. For the purposes of this assignment I am assuming these students are adult learners. The questions I would ask are; 1. How are you? 2. What’s your job? 3. What are some of your responsibilities at work? 4. Do you play sports? 5. How long have you played that? (sport from the previous question) 6. Are there any sports/hobbies you would like to try? 7. How often do you watch movies? 8. What kind of movies/music/tv do you like? 9. Please tell me about your family 10. Do you have any pets? 11. What did you do at the weekend? 12. How long have you been studying English? 13. If you could travel to another country, where would you like to go? 14. What did you do/Where did you go on your last vacation? 15. Tell me about your hometown†¦what is it called, city/country 16. What are your plans for the next weekend? 17. When is your birthday? 18. What did you do/get last birthday? 19. Can you drive/play a musical instrument/speak any other languages? 20. If you could meet any person, living or dead, who would you like to meet? Look online for information about TOEFL iBT at ets.org. Conduct a mini-research project. Summarize pertinent information about this test,  including its purpose, form and audience. TOEFL iBT: The TOEFL iBT ® test, administered via the Internet, is an important part of your journey to study in an English-speaking country. In addition to the test, the ETS TOEFL Program provides tools and guides to help you prepare for the test and improve your English-language skills. The TOEFL iBT test measures your ability to use and understand English at the university level. And it evaluates how well you combine your listening, reading, speaking and writing skills to perform academic tasks. Purpose: The purpose of the TOEFL iBT test is to evaluate the English proficiency of people whose native language is not English. The TOEFL iBT scores are primarily used as a measure of the ability of international students to use English in an academic environment. The Test (TOEFL iBT) evaluates all four language skills that are essential for effective communication: reading, listening, speaking and writing: Reading – measures the ability to understand academic reading matter.  · Listening – measures the ability to understand English as it is used in colleges and universities.  · Speaking – measures the ability to speak English. Responses are recorded and scored by human graders.  · Writing – measures the ability to write in a way that is appropriate for college and university course work. The TOEFL iBT contains an added 20-minute essay along with the current 30-minute essay. Form: www.ets.org/s/toefl/pdf/iBT_reg_form.pdf 2013–14 TOEFL iBT ® Registration Bulletin (PDF) 2013–14 Bulletin Supplement for Test Takers with Disabilities or Health-related Needs (PDF) Audience: More than 27 million people from all over the world have taken the test to demonstrate their English-language proficiency. The average English skill level ranges between Intermediate and Advanced. Students planning to study at a higher education institution English-language learning program admissions and exit Scholarship and certification candidates English-language learners who want to track their progress Students and workers applying for visas Who should take it? Students planning to pursue their Associate’s or Bachelor’s degree: International students who wish to pursue undergraduate study at an American college or university have the option of taking the TOEFL ® iBT. In some instances, the institution will waive the TOEFL ® iBT if a student has completed Level 112 of ELS’ English for Academic Purposes program. If the institution does not waive the TOEFL ® iBT, the student must attain a certain minimum score on the exam in order to gain acceptance to the college or university. Students should check with the institution to find out what minimum score it requires on the TOEFL ® iBT. Students planning to pursue their Master’s degree or Doctorate International students who wish to pursue graduate study at an American college or university can take the TOEFL ® iBT. Most graduate schools require a minimum score on the TOEFL ® iBT as well as the Graduate Record Examination ® (GRE ®) or the Graduate Management Admissions Test ® (GMAT ®). Students may take ELS test prep programs for the GRE ® or the GMAT ® at Level 110 and higher—or if they meet other requirements. To learn more about entry requirements for either test prep program, click the links for each test Business Students Students entering the Business English Program must attain a minimum score on the TOEFL ® iBT, TOEIC ®, or IELTSâ„ ¢ exams, or achieve an advanced level on the ELS Pre-Arrival Test. Notes about TOEFL iBT: TOEFL iBT is approximately 4 hours long. Each section of the test has a time limit. The Reading section has new questions that ask test takers to  categorize information and fill in a chart or complete a summary. There is no longer a Structure section. Grammar is tested on questions and tasks in each section. Lectures and conversations in the Listening section are longer, but note-taking is allowed. In fact, note-taking is allowed throughout the entire test to help test takers answer the questions. The TOEFL iBT integrated approach requires that the students be proficient in note taking. The speech in the listening material sounds more natural, and one lecture per test is spoken with a British or Australian accent. There are also new multiple-choice questions that measure understanding of a speaker’s attitude, degree of certainty, and purpose. The Speaking section is new, and includes both integrated and independent tasks. Integrated task are questions that require use of mo re than one skill at a time: – read, listen, then speak in response to a question – listen, then speak in response to a question – read, listen, then write in response to a question Look online for information about TOEIC at ets.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The Test of English for International Communication is produced by ETS (Educational Testing Service). There are two separate parts to the TOEIC test. You can do one or both parts. 1. The Listening and Reading test is a paper and pencil test that takes 2.5 hours and is taken at a test centre. 2. The Speaking and Writing test is an online test that is taken in a test centre and takes 90 minutes. The Speaking and Writing test is a new test which is only available in some countries. Purpose: TOEIC evaluates the level of one’s command of English appropriate for the further work in the sphere of business (global workplace). Form: wie.ac.nz/download/TOEIC_Application_Form.pdf www.hau.gr/?i=examinations.en.toeic-application-form testprep.about.com †º Education †º Test Prep †º Registration Info Audience: This test is intended for Academic Institutions, the Workplace and Test Takers. The TOEIC ® tests: Help businesses build a more effective workforce Give job seekers and employees a competitive edge Enable universities to better prepare students for the international workplace TOEIC focuses on the English language, which prevails in the business sphere and global workplace. It consists of 200 multiple-choice questions, which are to be answered in 2 hours. The possible score results vary from 10 to 990 (5-495 for listening comprehension and 5-495 for reading comprehension). TOEIC test questions are based on real-life work settings in an international environment (meetings, travel, telephone conversations, etc). Score reports provide accurate, meaningful feedback about a test-takers strengths and weaknesses, along with a description of the English-language strengths typical of test-takers performing at various score levels. This allows employers to: Relate test scores to the tasks employees may perform on the job Use the descriptions to inform critical hiring and placement decisions Select the employee with the English-language abilities the job requires ETS’s ongoing research helps ensure that the TOEIC tests are accurate and relevant to today’s changing global workplace, which helps internationally competitive companies hire, place and promote the right candidates year after year. TOEIC test scores provide accurate, reliable measurement of English  proficiency — they can be compared regardless of where or when the test is administered. ETS ensures standardized test conditions give test takers equal opportunity to demonstrate proficiency. Test administrations adhere to strict guidelines to ensure a consistent and fair test-taking experience. A scoring process held to the highest quality-control standards results in the most reliable and valid scores available. Look online for information about IELTS at ielts.org. Conduct a mini-research project. Summarize pertinent information about this test, including its purpose, form and audience. The International English Language Testing System (IELTS) assesses the English language proficiency of people who want to study or work where English is used as the language of communication. IELTS tests are held in over 900 locations across the world with tests up to four times a month. IELTS tests all four language skills – listening, reading, writing and speaking. The IELTS Speaking test is a face-to-face interview with a certified Examiner. It is interactive and as close to a real-life situation as a test can get Purpose: IELTS measures ability to communicate in English across all four language skills – listening, reading, writing and speaking – for people who intend to study or work where English is the language of communication. Form: www.ielts.org/PDF/IELTS_Application_Form_November2011.pdf Audience: This test is designed for non-native speakers. IELTS is required by higher education institutions and various programs in UK, Australia, Canada and New Zealand. IELTS (International English Language Testing System) is the world’s most popular English language test. More than 2 million IELTS tests are taken each year. Taking IELTS opens doors – it can help you live, study and work around the world. More than 8,000 organisations worldwide accept IELTS, including government, academic and employment institutions. In fact, IELTS is the only English language test accepted for immigration purposes by all countries that require one. Classroom Tests and Quizzes 1- Decide if the following tests meet the criteria for good tests. Explain why they do or do not. A – You will give your class a chapter test of 25 questions. The test was announced during the chapter review for the following day. I don’t think that this test meets the criteria for a good test, because it is too little time for the students to prepare themselves well enough. B – You ´ve just decided to give the students a 10-minute test because you ´re the substitute teacher and need some time to get things organized before starting class. It’s not a good idea to give students a10 minute test as a substitute teacher for any reason. The only time it would be okay is if the actual class teacher gives you the go ahead, otherwise you may just be testing students on the incorrect material or work. C – It ´s Wednesday and you ´ve just finished a reading passage and tell the students they will need to be able to summarize the main points of it in a test on Friday. This situation is fair, because the students will have enough time to ask any relevant questions about the reading to make sure that they understand it completely and be well prepared for summarizing. D – At the end of the term you will require your class (of 20 students) to answer a 200-question objective test as well as two essay style questions in 300 words (minimum) each. Such situations would meet the criteria for good tests because the students all have an entire term to prepare themselves by practising with examples of objective tests and appropriate essay. E – You ask your class to produce a list of 10 words they learned on their own outside of class and use each in a sentence to show their mastery of the word. I think that this is one of the best ways of expanding the vocabulary of all students, and (even the teacher every once in a while) it is perfect for students to also practise their grammar as well as spelling. All of this allows the students to see their own progress. Therefore, this does meet the criteria. 2 – Create a 10-question gap fill (fill in the blank) exercise based on any topic: vocabulary, grammar, etc. Complete each sentence with the appropriate conjunctions. because, unless, therefore, either†¦or, still, neither†¦nor, although, not only†¦but also, but, both†¦and, when, whether†¦or, though†¦yet 1) Marie and Joseph did not want to leave _________________ they would miss the animals on the farm. 2) Mrs. Saber did not like the roast she prepared,  ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­_______________ everyone else enjoyed it. 3) Mr. and Mrs. Saber will not move to the city _______________there is a very goo reason to do so. 4) _____________ Marie and Joseph are city dwellers, they __________ visit their parents’ farm every now and then. 5) The hen went back to sleep ____________ Mr. Saber was not looking. 6) Canada is ____________ a big country _____________ very cold in winter. 7) Carly said to Mel, â€Å"____________ you are mistaken _____________ I am.† 8) The students in Mrs. Peters’ class ___________ love ____________ respect her. 9) The Simpsons do not mind _________ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­Ã‚ ­___ they stay _________ move to another house. 10) â€Å"Things are __________ good ___________ bad; only thinking makes them so,† a teacher said to Bob, who had a puzzled look on his face. 3 – Create a 10-question cloze exercise on any text. Instructions: Provide the correct answer for each question. NOTE: Choose your answers from the words at the bottom of the page. On the 25th of January, we decided to go hunting. All  things ­Ã‚ ­Ã‚ ­Ã‚ ­______ ready in the car, a Range Rover with  four-wheel drive ________began on Thursday afternoon, and it took us ___________hours by car. We reached the place we were looking for __________ 5:15 P.M. First, we ____________the tent, then we made ____________and had a few minutes of _____________. After __________, we left to go on ____________ hunt. We hunted using a ___________. at, coffee, falcon, fixed, head, hours, minutes, rest, that, three, to, were

Annabel Lee Analysis Essay Example

Annabel Lee Analysis Essay Example Annabel Lee Analysis Paper Annabel Lee Analysis Paper No one can get in between your feelings of love. Love can be described as one of the strongest forces known to man, and it is said to be capable of overcoming almost any obstacles. In the ballad style poem Enable Lee in which was both written and published by Edgar Allan Poe on October 9th of the year 1849, the poet openly describes his love and affection for the one and only Enable Lee. In this literary work of art, Edgar Allan Poe uses poetic devices such as imagery, symbolism, and repetition, to prove that love doesnt necessarily fade, even when a couple is separated by death. In the scholarly article which was published on April 25th, 2012 by an anonymous writer, the writer specifically tries to imply that the poem of Enable Lee written and published by Edgar Allan Poe, is strictly about a man who tries to reveal his obsession towards a women who in this case didnt gradually return his love. Although the poem may seem like your typical love story, many readers misinterpret this poem due to the fact that the poet describes his emotions towards the maiden sound quite more like an obsession rather than love itself. The poem gradually reveals stanza by Tanta that the poet or in this case, the unreliable narrator is not sane. Within each stanza the poet emphasizes more of his distorted reality, which allows us as readers to decipher the madness of him losing his lover was present all along. Most people that read the poem insist that the poet and Enable Lee loved with a love that was more than love. Although it may sound like an exaggeration, the narrator believes that this maiden lived with no other thought than to love and be loved by him. Since this is the poet who is making these declarations, we can draw a few conclusions based on his statements. Since the poet states that the maiden really did live with no other thought than to be loved and be loved by the poet; the maiden did not have these thoughts but the poet strongly declares that she did. In contrast, the readers who begin to question the reliability of the poet after the reading the remainder of the poem they must question the accuracy of his wildly stricken assertions. The poet constantly points out that their love was stronger than any force known to them and he eventually begins to claim that the angels of heaven are jealous of the love that is shared between Enable Lee and the orator. Such an assertion can be interpreted as either a fact or an opinion, as in how the poet has knowledge of the heavens that gives him access to the motivations of such divine beings. Or this can virtually be seen as an opinion coming from the poet himself as he states that the angels of heaven were jealous of the love that the lovers shared. When Enable Lee is declared dead in stanza 3, the poet adds two pieces of information to his poem. First, he reinforces the angels culpability by saying, this is the reason though he doesnt yet acknowledge that the angels are divine hit-men. The most ailing element of this stanza is that the poet reveals through his explanation that he is not in any way responsible for Enable Lees body or death. In fact the poets accusations about the angels being the divine hit men and killers of his maiden Enable Lee, left him declaring that they were incapable of accepting such pure love. The cause of Enable Lee according to the poet is that the wind came out of the clouds at night, eventually chilling and killing his Enable Lee. What makes that statement interesting is that it could be the most truthful and powerful line in the entire poem. See, Enable Lee couldve died from exposure to cold air; she could have developed pneumonia. There are probably many more possible methods of dying from exposure, but in this situation the poet connects the cold air killer and links it to the divine beings and identifies that the angels of heaven were the ons seeking to end Enables life. The poet IS understood to be in love with his maiden. His love for her is beyond anything that can be described. Now heres the twist to this whole love story. Towards the end of the poem the poet reveals that he spends his nights within his dead loves tomb at the side of her body. Many people will gradually believe that Poe was trying to create a disturbing poem revealing that the poem was obsessed with a woman who may not have returned his love. Poe wanted to capture this obsession when he wrote Enable Lee by portraying a creepy stalker willing to sneak into his dead lovers crypt because of his certainty that he wants to be with him even in death. So can this poem really be seen as a poem of true love? Or can one another agree that Poe was clearly obsessed with his maiden? I believe that Edgar Allen Poe was trying to create a poem that revealed his true emotions awards his maiden but his true emotions became virtually more of an obsession rather than love. As already noted the poem begins in a traditional form of a ballad. The speaker is talking in a calm tone and his language is very straightforward as well as having his poetic form tightly controlled. As his very first stanza moves into his fifth line, he begins to lose his control. Instead of sticking to his original ballad form, the speaker attaches two more line. The purpose of adding those 2 lines is seen as surprising, especially on the second reading of the poem. One might expect the poet to announce his love for the Aden early in the poem as he sets the scene and introduces characters; instead, this speaker tells the reader that this maiden she lived with no other though/ than to love and be loved by me. The exaggeration of no other thought could be seen as a form of having the poet talk about his own feelings, but to declare that another person adored oneself so fiercely sounds so desperate. The paranoia in the second through the fifth stanzas is very clear. After Enable Lee is declared dead, the speaker feels that angels, demons, ad kinsmen are all trying to keep him from his love. As well as that he poet believes that the angels had killed his maiden out of malice and that all men knew it. When Enable Lees high born kinsmen come to entomb her dead body, the poet believes is that they are taking her away from him. All this perhaps could be attributed to a normal phase Of grief at the death of a loved one, in which this case the death of a recent one has left a fresh wound. Enable Lee, however, died many and many a year ago. One might begin to wonder whether the speaker should be getting over the loss. Again, this instability on the part of the speaker is noticeable only on a second eating. Nothing he says in the first five stanzas is wrong enough to prepare the reader for some gruesome revelation in the sixth: that he in fact spends his nights lying beside Enable Lees dead body. Years after her death, she is still his darling, his life. In his poem Enable Lee, the narrator uses a lot of imagery to refer to the very last few moments as he reminisces about his beloved Enable Lee. He uses a setting in which he states is a kingdom by the sea. In that statement, we can logically assume that was the location in which the narrator had fallen in love with his maiden. He wants to let us know as readers that him and his Enable Lee had first fallen in love. It seems as if the speakers primary reason for telling his story is not to remind ice and enjoy again for a moment the pleasures of that great love that he shared with his maiden. Instead his purpose is to accuse those who tried to separate him from his Enable Lee and to tell them defiantly that their efforts did not work. Although her death occurred many and many a year ago their love has not ended. The narrator is still devoted to her, still dreams of her, still feels that their souls are united. He has remained true to her; in fact, he has literally never left her side. He says in the poems last lines that he spends every night lying next to her in her sepulcher by the sea. Now we understand that the narrator is deeply in love with his maiden, but to sleep with a dead person, that is not close to normal. As much as we want to believe that he is in love, the way he acts with his dead maiden sounds quite more of an obsession. Memories we all know can bring us joy but when love is involved we understand that it becomes more difficult for one to let go. But to sleep with a dead person, that sounds very absurd. The speaker is obsessed with how and why Enable died. He wants to know whom he can blame for it. At the same time, the themes Of death and love are tied together. The poem forces us to ask whether death is the end and has the power to kill love or whether, in fact love can triumph and continue after death. Maybe the speaker takes that idea a little more literally than he should, but thats his business. In a general way, we can all relate to the ideas of grief and loss and fate that come up when you talk about death. Imagery is used in this poem in the repeated phrase In his kingdom by the sea. The image this immediately gives is a castle that sits on a ledge overlooking the sea, which gives off a feeling of beauty and majestic romance, which adds to the feeling of love present throughout the poem. This also makes the poem a bit childlike, further supported by his claim that l was a child and she was a child. However, this in no way detracts from the love felt throughout the poem as this childlikeness is supposed to link us to fantasy the type of love that he felt he had with Enable Lee. As well as in this poem, the author Uses a lot Of repetition. The phrase Of the dutiful Enable Lee is repeated constantly throughout the poem. This figurative language portrays that Enable Lee is beautiful; however, the fact that it is repeated throughout the poem adds even more to this description as it shows that the speaker can find no faults in Enable Lee and only sees her as beautiful. The poem also eludes to the Bible through its mention of seraphs of heaven, angels, and demons. This is used to emphasize how tragic the loss of Enable was to the speaker as he blames it on the angels and relates them to demons down under the sea for their actions. This Eden relation of angels to demons is a huge degradation and insult to angels, showing just how outraged the speaker is at them. Last but not least, this poem consists of using symbolism. Of course, Enable Lee is a huge symbol by herself. Literally, this poem is talking about a girl named Enable Lee who had just died to a cold. However, Enable Lee is obviously a symbol for a loved one of the poet, Edgar Allan Poe, who passed away. Finally, the tomb mentioned in the last stanza is also symbol. Taken literally, it means that the speaker goes to her grave each day to lie down with her to show his eve and to be close to her. However, it can also be a symbol for the fact that the speaker is going to die soon and will finally be rejoined with his loved Enable Lee. The strange thing is that Edgar Allan Poe really did die the Same year that he wrote this poem. All 3 of these poetic devices used in this very poem reflect back to how his love for Enable Lee never changed even after she was killed. The way that the narrator is able to use symbols and repetition as well as imagery to express his love and true emotions for his lover, it gets the reader thinking that maybe it is impossible for anyone to get him to let go f his lover. Although Enable Lee is gone physically, her death ha not separated their love because the narrator still feels their souls connected. Regardless whether a person is physically there or if theyre not, the love that you have for them will never change. Therefore that is why I believe that no one can get in between your feelings of love.

Ottawa, the Capital City of Canada

Ottawa, the Capital City of Canada Ottawa, in the province of Ontario, is the capital of Canada. This picturesque and safe city is the fourth largest city in the country, with a population of 883,391 as of the 2011 Canadian census. Its on the eastern border of Ontario, just across the Ottawa River from Gatineau, Quebec. Ottawa is cosmopolitan, with museums, galleries, performing arts and festivals, but it  still has the feel of a small town and is relatively affordable. English and French are the main languages spoken, and Ottawa is a diverse, multicultural city, and about 25 percent of its residents are from other countries. The city has 150 kilometers, or 93 miles, of recreational paths, 850 parks and access to three major waterways. Its iconic Rideau Canal becomes  the worlds largest naturally frozen skating rink in the winter.  Ottawa is a high-technology center  and boasts more engineers, scientists and Ph.D. graduates per capita than any other city in Canada. Its a great place to bring up a family and a fascinating city to visit. History Ottawa began in 1826 as a staging area a campsite for the construction of the Rideau Canal. Within a year a small town had grown up, and it was called Bytown, named after the leader of the Royal Engineers who were building the canal, John By. The timber trade helped the town grow, and in 1855 it was incorporated and the name was changed to Ottawa. In 1857, Ottawa was chosen by Queen Victoria as the  capital of the province of Canada.  In  1867, Ottawa was officially defined by the BNA Act as the capital of the Dominion of Canada. Ottawa Attractions The Parliament of Canada dominates the Ottawa scene, with its Gothic-revival spires rising high from Parliament Hill and overlooking the Ottawa River. During the summer it includes a changing of the guard ceremony, so you can get a taste of London without crossing the Atlantic. You can tour the Parliament buildings year-round. Canadas National Gallery, the National War Memorial, the Supreme Court of Canada and the Royal Canadian Mint are within walking distance of the Parliament. The National Gallerys architecture is a modern reflection of the Parliament buildings, with glass spires standing in for Gothic ones. It houses mostly the work of Canadian artists and is the largest collection of Canadian art in the world. It also includes work by European and American artists. The Canadian Museum of History, across the river in Hull, Quebec, is not to be missed. And dont miss the spectacular views of Parliament Hill from this vantage across the river. Other museums to check out are the Canadian Museum of Nature, the Canadian War Museum and the Canada Aviation and Space Museum. Weather in Ottawa Ottawa has a humid, semi-continental climate with  four distinct seasons. Average winter temperatures are around 14 degrees Fahrenheit, but can it sometimes dip to -40. There is significant snowfall in the winter, as well as many sunny days. While average summer temperatures in Ottawa are around 68 degrees Fahrenheit, they can soar to 93 degrees and above.

Japanese popular culture and Eastern media societies Case Study

Japanese popular culture and Eastern media societies - Case Study Example To a large extent though, Japanese influence has been to a larger extent that the others. The indigenous culture is not without American influence. On the contrary, some components of the American popular culture that can be regarded as the global culture have been modified by East Asian flavors to form a culture that is globalized and indigenous to the region at the same time. The proliferation of Japanese culture in the East Asian countries reflects an uneven influence. The fact that the Japanese culture has a greater reach that the rest of the region ´s indigenous cultures depicts Japanese imperialism (Iwabuchi 2001, pp. 12). During the early years of Japanese visual industry, most of the products were imports from Hollywood. However, the country realized that the best way forward was to indigenize and localize American popular culture by interpreting the American ideas to fit the Japanese context. Due to the cultural proximity, Japanese products found an audience within the other East Asia countries who could largely relate their own culture with that of the Japanese culture albeit with much influence from the more superior American culture, which other societies consider modern and hence use it as a measure of their own culture against modernity. Since Japan ´s influence came from the indigenization of the western ideals, there is a consciousness that the rest of the East Asian societies could do the same. Therefore, Japanese culture remains dominant due to the realization that its greatest strength is the influence of the western ideals and their localization into the indigenous context. The greatest weapon that the Japanese influence employs is the depiction of their culture as being superior. This leaves the consumer of a product like a TV drama craving to be part of the dream that is depicted in the drama. As such, people who