The Horror Of The Vietnam War - 890 Words

Well Done Since the Vietnam War was fought in Southeast Asia, it is difficult for many Americans to imagine what the people of South Vietnam experienced during the Vietnam War. To better understand, the American people had to rely on eye-witness accounts, film clips, and photographs. One photograph in particular captures the horror of the Vietnam War. It is the image of Phan Phuc, a naked, nine-year- old, South Vietnamese girl, taken on June 8, 1972, by Nick Ut. The photograph shows the horrors of napalm, the emotionless soldiers, and photo-journalists, and children suffering. Jets tear through the air over a green jungle in Vietnam. What is a beautiful, peaceful, thriving jungle, with villages and families will soon be a charred ash pit with nothing but the lingering feeling of what once was. As bombs drop and the liquid fire races through the jungle, everything in its path is destroyed. Trees that have stood the test of time, burned-over. Resource providing plants turned to ash. People’s homes and everything they have, destroyed. They flee, screaming for their lives. Mothers and fathers separated from their families. Children left to die in a burning jungle. While some make it out, most are likely charred to crisp. Left homeless, with nowhere to go. Bodies lie on the scorched jungle floor like burnt pines in a California wildfire. The smell of burnt flesh burns your nostrils. Thick, black smog fills the air and begins to flatten out over the acreage. As if it is chasingShow MoreRelatedThe Vietnam War And Its Horrors1130 Words   |  5 Pages The Vietnam War and its horrors came into the living rooms of people through from news reports through television. This war was the first war to issue full freedom to the press. There was a huge response to what people saw in a negative way. Many people thought the war should not have been televised. According to â€Å"U.S. at War: A History of Shame†, it was until 1965 that the Vietnam War became a big story on television. Journalism coverage of this war using television had a huge effect on the peopleRead MoreAnalysis Of The Movie Miss Saigon Essay1310 Words   |  6 Pages17 year old war orphaned prostitute, Kim and a US GI Soldier, Chris who are torn apart during the fall of Saigon. Set in the Vietnam War these characters are constantly challenged while the city explodes with conflicting cultures matched with the horrors of war and the ever changing effects of the power of love. Chris meets Kim in the nightclub where she works and from that moment to two fall in love but h owever regardless of the fact that Chris helps to get a Kim a visa out of Vietnam when the USRead MoreBruce Weigl ´s Poems on Vietnam War874 Words   |  4 PagesTo this day the Vietnam War is still considered to be one of the most devastating wars in history and has been a topic of resentment to the American culture thirty-three years after its end. For the American public it’s marked as being the point in history where distrust in our government was at an all-time high, mainly because most of the war’s carnage was witnessed on television for the first time. For all the bloodshed American and Vietnamese soldiers suffered through, the war has left a perpetualRead MoreEssay about Apocalypse Now578 Words   |  3 Pages1970s in the middle of the Vietnam War. Coppula was rewarded for his hard work by winning the Academy Award for cinematography. The story is based on the novel Hearts of Darkness, by Joseph Conrad. The book and film depicts Capt. Willard in the middle of the Vietnam searching for Col. Kurtz, who has gone mad and started his own private war. Apocalypse Now uses its scenes to show three types of horror including psychological, gore, and surprise. Psychological horror plays with human rationalizationRead MoreWar And Trauma In Tim O’Brien’S â€Å"The Things They Carried†.1525 Words   |  7 PagesWar and Trauma in Tim O’Brien’s â€Å"The Things They Carried† Often in literature, we find ourselves reading stories with layers upon layers of meanings found in them. Tim O’Brien’s â€Å"The Things They Carried† is no exception to this idea. O’Brien tells his story in such a way that as we read the complex descriptions of what the characters are experiencing, the line between fiction and reality are often blurred. This helps further advance our understanding of the issue Tim O’Brien is trying to portrayRead MoreHeroism In Tim OBriens The Things They Carried1684 Words   |  7 Pagesthe war heroes in movies such as Saving Private Ryan and American Sniper. However, the glorified heroism that is depicted in these films is far from the reality that is war. A more realistic rendition of war is seen in Tim O’Brien’s short story, The Things They Carried. Throughout the story, O’Brien uses metafictional characters to portray the physical and emotional burdens carried by American soldiers who we re forced to conform to societal expectations upon being drafted for the Vietnam War. TheRead MorePolitical And Social Upheavals Caused By War1533 Words   |  7 Pagescaused by war. Some may have even experienced it first-hand. Throughout history war has had negative psychological implications on those effected. However, there is no greater negative impact of war than the psychological and emotional turmoil that it causes individual soldiers. To narrow down the scope of these psychological effects, I have chosen to focus on the U.S. military involvement in the Vietnam War during the period 1962 to 1973. The Vietnam War was, in my opinion, the first war that reallyRead MoreThe Things They Carried By Tim O Brien1597 Words   |  7 Pagescaptivating powerful war story memoir, which is beautifully and intensely well written by Tim O Brien. The novel explores the physical and emotional trauma of the Vietnam War and its impact on soldiers fears. The author and protagonist Tim O’ Brien communicates provoking nonlinear narratives or frame stories through his own point of view presenting the audience with a window into the disturbing widespread, endless, and meaningless death, violence, and savagery in war-torn Vietnam. The author cleverlyRead MoreThe Effect of Vietnam War on the Soldiers1679 Words   |  7 Pages The Vietnam War was the longest and the most unpopular American war of the twentieth century. The United States was involve in the Vietnam from 1944 to 1973, but it was only during the last years that the U.S deployed ground troops (Lawrence 1). For the first time the United states was the aggressor. Vietnam is situated thousands of miles from the United States, so Vietnam was not a direct threat to the United States’ safety. The Vietnam leader Ho Chi Minh seem to look up to the United States,Read MoreSongs and Poems Written on Wars: Imagine by John Lennon 793 Words   |  3 Pageseffectively achieved through song. The Vietnam War also known as the American War was the longest major conflict that Australians have been involved in. It began in 1962 and ended in 1975. The Vietnam War was the cause of the greatest political and social dissent in Australia since World War 1. In 1959 war broke out between communist North Vietnam and democratic South Vietnam. America and there allies, which include Australia, sent thousands of troops over to Vietnam in hope to stop the spread of Communism

Personal Knowledge And Knowledge Of The Humanities And The...

I value shared knowledge for it has contributed to my own understanding of the world. Most of the things I know-personal knowledge- are my individual interpretation of what we know-shared knowledge. There is a strong link between shared knowledge and personal knowledge but the extent to which shared knowledge shapes personal knowledge differs across disciplines. This essay explores the areas of knowledge of the Humanities and the Arts, demonstrates that shared knowledge influences personal knowledge and then discusses the claim that shared and personal knowledge are actually inseparable and may as well be one and the same thing. What is shared knowledge? It is the common knowledge that most people agree on and it can travel across cultures. Such knowledge is assembled by a group of people for example most subject disciplines like Chemistry, Physics and Biology. Historical facts and certain historical interpretations are good examples of shared knowledge. Personal knowledge on the other is not easily shared. This type of knowledge depends crucially on the experiences of the individual for instance; I know how to knit, I know how to dance and I know how to paint portraits. I gained such knowledge through practice and habituation. I sometimes find it difficult to put such knowledge into words and share it with others. The main distinction between shared knowledge and personal knowledge is that the former is mostly knowledge by description while the latter is mainly made upShow MoreRelated Liberal Education: Why is it important in todays workforce?1607 Words   |  7 PagesWhy do college students need courses in the liberal arts? Is it beneficial or just a waste of time? Will it make them or influence them to become better workers once they graduate or will it just go down the drain and be useless? Student loans are increasing every year, and each student just wants to finish their degrees at a lesser price and a quicker pace, so they can start working and pay for those debts. In today’s society where some to most students are very much career – driven, they decideRead MoreWhy I Am A Liberal Arts Education1123 Words   |  5 PagesA liberal arts education encourages freedom by allowing students to grow individually and academically. Before I read the summer reading packet, I did not know this. By reading the packet, I understand what it means to be liberally educated at Loras College. The freedom and growth that I will experience through the liberal arts at Loras will allow me to become better-rounded as an individual. Because of this, I will have learned how to be a cri tical thinker and learner, see the whole picture of whyRead MoreThe Is An Intrinsic Part Of Our Culture971 Words   |  4 PagesAcquiring knowledge has become an intrinsic part of our culture; we are able to receive more accurate knowledge more quickly. Our society’s desire to become more knowledgeable is commendable but our methods make the learning process more impersonal. We tend to bombard ourselves with too much information and because of this only gain superficial knowledge. Museums fill the void created by our inclination to learn rapidly by offering an alternative method of education. Visitors are encouraged to takeRead MoreEssay on General Education1017 Words   |  5 Pagesfuture of liberal arts college; the collapse(as its frequently termed) of the academic disciplines, particularly the humanities; and the seemingly intractable disparity between the supply of Ph.D.s and the demand for new faculty. There are more college student than ever. Why does the system feel to many of the people who work in it as though it is struggling? (Menand, Louis pg 219) Many people are flocking to college, but there not going there for a traditional liberal arts education. LiberalRead MoreSocrates946 Words   |  4 Pagesof what is known that is the troublesome part. The basis for knowledge is genuine ideas and standards and rational approaches for utilizing those ideas and standards. It is innate, because the adequacy we have to learn essentially occurs at birth. All knowledge appears to have a subjective component in the perception that there should be a knowing subject for anything to be known. The use, quest, and the capacity to obtain knowledge are biased. The relationship between faith and reason is thatRead MoreThe Humanities Curriculum Project: A Case Study1237 Words   |  5 Pageschallenges of globalization, the Humanities Curriculum Project is an interesting case study. The key question as posed by Director Stenhouse was how to better address the aspirations of secondary education for everybody,  regardless of age, abilities or aptitudes, together with how to make subjects such as literature, arts , history, and sciences be perceived as relevant to all categories of pupils. The answer lay in recognizing the importance of the so called humanities studies in dealing with everyonesRead MoreThe Liberal Arts: Creating a Citizen for a Community Near You1497 Words   |  6 PagesAmerica the Liberal Arts, or General Education, is the core requirement that every student must take regardless of major. A liberal education studies the idea of what it means to be a good human being. The Liberal Arts are important to everyone because it tries to grasp each individual’s uniqueness and find their place in society. These classes aim to challenge students to become better people, better citizens, and overall create a better society. Liberal Arts try to grasp the knowledge and skills humansRead MoreHumanities And Discuss The Role Of Role1468 Words   |  6 Pagesthe humanities and discuss the role they play in your life. Stanford humanities center defined the humanities as the study of how people process and document the human experience (Stanford Humanities). In order to understand our world, humans use philosophy, literature, religion, art and music. The knowledge of recording these human experiences gives us an opportunity to focus on our similarities and differences, and also to learn important life’s lesson. The textbook states that through arts, musicRead MoreEssay on The Perception of the Perception953 Words   |  4 PagesThe Perception of the Perception The subjective nature of perception is an inborn characteristic humanity. However, humans found the ability to still classify knowledge under two categories, objective and subjective. Knowledge in the subjective sense, or subjective knowledge for short, is the individual knowledge that each person gains through personal experiences. Artists often try to portray a scene that has an emotional and psychological effect on the viewer, by drawingRead MoreThe Humanities And Its Impact On Education Essay1750 Words   |  7 Pagesinstitutions are cutting the humanities from curricula. According to Nussbaum, our nation and those like it are economically hungry and are pushing technical careers instead. She disputes that a decrease in the humanities will cause a loss in free thinking, and therefore a loss of democracy. Her argument is based off of her theory that without the humanities, citizens become soulless, mechanical, and profit-making machines. This theory is based off the notion that the humanities are continuing to be

Oppenheimer Essay Example For Students

Oppenheimer Essay Dr. Julius Robert OppenheimerJulius Robert Oppenheimer was an American physicist and governmentadviser, who directed the development of the first atomic bombs. To scientists,he was not only the builder of the atomic bomb and a pioneer in atomic energy,but a master of many languages, a good conversationalist and a brilliantmathematician. He was also a writer, and an expert in both the history ofarchitecture and the religions of the world. Oppenheimer, who was born in New York City on April 22, 1904, andeducated at Harvard University and the Universities of Cambridge andGottingen, grew up in a middle class neighborhood. He was raised by hismother, who was an artist who provided a nice apartment with a subdued,tasteful atmosphere. His grandfather came from Germany where he was apeasant farmer and grain merchant. The Oppenheimers family business wasimporting fabric for the clothing industry. As a child in grade school,Oppenheimer excelled in all subjects. This continued straight through all of hisschooling. During his years at Harvard University, Oppenheimer excelled in Latin,Greek, physics and chemistry. He also published poetry and studied Orientalphilosophy. After graduating in 1925, he sailed to England to do research inthe Cavendish Laboratory at Cambridge University , which, under theleadership of Lord Rutherford, had an international reputation for its pioneeringstudies on atomic structure. Oppenheimer was fortunate to enter physics in1925 because that is when modern quantum mechanics came into being. Hewas one of the first scientists to use quantum mechanics for the exploration ofproblems which had been insoluble with the old quantum theory. While atCambridge, Oppenheimer had the opportunity to work with the British scientificcommunity in its efforts to advance the cause of atomic research. Shortly thereafter, Max Born invited him to Gottingen University, wherehe met other prominent physicists, such as Niels Bohr and Paul Dirac, andwhere, in 1927, he received his doctorate. He then returned to the UnitedStates. After serving with the International Education Board from 1928 to 1929,Oppenheimer became a professor of physics at the University of California atBerkeley and the California Institute of Technology where he worked from1929to 1947. There he built up large schools of theoretical physics. He was notedfor his contributions relating to the quantum theory, the theory of relativity,cosmic rays, positrons, and neutron stars. He was also able to show that abaffling movement of a deuteron (heavy hydrogen nucleus), being looselybound, surrenders its neutron on entering the field of a heavy nucleus. Theeffect was that the heavy nucleus captures the stripped neutron, becomesunstable and then radioactive. This discovery helped to later develop thehydrogen bomb, which is thous ands of times more powerful than the atomicbomb. In his early years of teaching, Oppenheimer had little success andmany students complained to the head of the physics department about howquiet he was and how he overestimated his audience. The department head,Raymond T. Birge, knew that Oppenheimer already knew that he was notgetting through to the students and therefore did not need to be told. Soonenough he began to interact with his audience by dropping his pace of deliveryand going to great lengths to make connections between ideas clearer. Bydoing this he attracted a small group of some of the brightest students. Thesestudents thought of him as a brilliant lecturer and some remarked that he wasone of their most inspiring professors. In 1940 Oppenheimer married a woman named Katherine Harrison. They had one son whom they named Peter and a daughter whom they namedKatherine. They lived in a beautiful house on Eagle Hill in the San FranciscoBay area. .u26cc4982ddcd34dcc629cd5ce42d775b , .u26cc4982ddcd34dcc629cd5ce42d775b .postImageUrl , .u26cc4982ddcd34dcc629cd5ce42d775b .centered-text-area { min-height: 80px; position: relative; } .u26cc4982ddcd34dcc629cd5ce42d775b , .u26cc4982ddcd34dcc629cd5ce42d775b:hover , .u26cc4982ddcd34dcc629cd5ce42d775b:visited , .u26cc4982ddcd34dcc629cd5ce42d775b:active { border:0!important; } .u26cc4982ddcd34dcc629cd5ce42d775b .clearfix:after { content: ""; display: table; clear: both; } .u26cc4982ddcd34dcc629cd5ce42d775b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u26cc4982ddcd34dcc629cd5ce42d775b:active , .u26cc4982ddcd34dcc629cd5ce42d775b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u26cc4982ddcd34dcc629cd5ce42d775b .centered-text-area { width: 100%; position: relative ; } .u26cc4982ddcd34dcc629cd5ce42d775b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u26cc4982ddcd34dcc629cd5ce42d775b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u26cc4982ddcd34dcc629cd5ce42d775b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u26cc4982ddcd34dcc629cd5ce42d775b:hover .ctaButton { background-color: #34495E!important; } .u26cc4982ddcd34dcc629cd5ce42d775b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u26cc4982ddcd34dcc629cd5ce42d775b .u26cc4982ddcd34dcc629cd5ce42d775b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u26cc4982ddcd34dcc629cd5ce42d775b:after { content: ""; display: block; clear: both; } READ: Overpopulation And The Economi EssayDuring a leave of absence that lasted from 1943 until 1945,Oppenheimer served as director of the atomic bomb project at Los Alamos,New Mexico. After warnings from Albert Einstein and Leo Szilard, bothrespected scientists, that the world would be in grave danger if the Nazis werethe first to create an atomic bomb, Oppenheimer began to seek a process forthe separation of uranium-235 from natural uranium. He also strove todiscover a way to determine the critical mass of uranium required to make sucha bomb. On July 16, 1945, the joint effort of outstanding scientists at LosAlamos created the first nuclear explosion. This took place at Alamog ordo,New Mexico. That October, Oppenheimer resigned from the project. Hisleadership and organizational skills during the project earned him thePresidential Medal of Merit in 1946. In 1947 Oppenheimer became director of the Institute for AdvancedStudies in Princeton, New Jersey, serving there until the year before his death. He was also chairman of the General Advisory Committee of the Atomic EnergyCommission, or AEC, from 1947 to 1952 and served thereafter as an adviser. In1954, however, he was suspended from this position on charges about his pastassociation with Communists. Oppenheimer had been notified of a military security report that wasunfavorable of him and that dealt with his alleged associations with Communistsin the past. One of these alleged associations was with his wife and brother whowere both known to be Communists. He also had no close friends that were notCommunists. He had made substantial sums of money monthly to theCommunist party which further contributed to hi s indictment. There was alsoevidence that his ties with Communism had survived the Nazi-Soviet Pact andthe Soviet attack on Finland, that he belonged only to Communist organizationsapart from professional affiliations. The people whom he had recruited into theearly wartime Berkeley project were exclusively Communists and he had beeninstrumental in securing recruits for the Communist party, but his worst and mostincriminating action was certainly his frequent contact with Soviet espionageagents. During the war, Oppenheimer was responsible for employing manyCommunists, some of them being non-technical, at wartime Los Alamos. Heselected one of these individuals to write the official Los Alamos history. He was also accused of delaying the naming of Soviet agents and ofopposing the building of the hydrogen bomb. A security hearing that followeddeclared him not guilty of treason, but ruled that he should not have access tomilitary secrets. It was a powerful case that basically tried to label Oppenheimeras a Communist. It is important to remember that all of the accusations werealleged and came without proof, but the question still remains today as toweather Oppenheimer was simply subject to bad coincidences or if theaccusations really had any significance. As a result of the trial, Oppenheimers contract as adviser to the AtomicEnergy Commission was cancelled. This action reflected the politicalatmosphere of the time, as well as the dislike of some politicians and militaryfigures for Oppenheimers opposition to development of the hydrogen bomb andhis support of arms control. The Federation of American Scientists stood behindhim and protested the trial. During this time he wrote his book Science and theCommon Understanding. He also wrote Lectures on Electrodynamics whichwasnt released until 1970. Subsequently, efforts were made to clear Oppenheimers name, and in1963 the AEC conferred on him its highest honor, the Enrico Fermi Award. Thisprize carries with it a purse of $50,000. He devoted his final years to study ofthe relationship between science and society. He died in Princeton on February18, 1967. Science Essays

The Whole Person Paradigm free essay sample

The Whole Person Paradigm Knowing oneself is the first step for the improvement of one’s personality. For us do better, we must first accept the things we are better at and the things we are the least, in short, identify your potentials, harness it with your passion and overcome your weaknesses. Personally one of the best traits that I feel I have is the urge for learning new things and adopting what can be really used. I can say that I am good in speaking, planning, organizing which I can use more in the teaching profession. Most of my former teachers who are presently my co-teachers often say that I have most of the talents and skills far better to be an excellent educator but still have to work on my attitude. They say I’m the â€Å"jack of all trades† which means having to know most but haven’t perfected or mastered some. We will write a custom essay sample on The Whole Person Paradigm or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Most people are easy saying things they believed they are good at but failed to accept the things they lacked with, and the worse, afraid to face the weaknesses they had. Second strength that I gained through experience is converting weakness as my strength by means of facing and learning from them. I do now believed that I should revalue attitude sided by skills and not to tend to forget the first. Number one is to add my patience, perseverance and love of work to anything accepted and took an oath to do, my responsibilities and duty. As a teacher, a learner, an educator and as a researcher I can touch lives by setting as an example of my persistence, patience and the willingness to help others. At the moment I’m assessing myself, it took me couple of days where to start on how to describe my life and end up hearing a song which I think best describes my life in that moment. The Climb-Myley Cyrus I can almost see it- To widen your vision in life. That dream I’m dreaming of I had a chance to redefine what are my dreams and goals at time being. There’s a voice inside my head said You’ll never reach it- I had the courage to continue personal progress. Every step I’m taking Every move I’m make me with Lost with no direction- I had set my time table and set target. My faith is shaking- My faith grows more. But I got to keep trying. Got to keep my head hailed high-Confidence together with hard work inside me matures. There’s always gonna be another mountain Never to lose hope and faith in God I’m always gonna wanna make it move†¦ Keep on moving†¦- Never to stop learning and believing.

The Battle of Alam Halfa in North Africa During WW II

The Battle of Alam Halfa in North Africa During WW II The Battle of Alam Halfa was fought from August 30 to September 5, 1942, during World War IIs Western Desert Campaign. Armies Commanders Allies Lieutenant General Bernard Montgomery4 divisions, XIII Corps, Eighth Army Axis Field Marshal Erwin Rommel6 divisions, Panzer Armee Afrika Background Leading to the Battle With the conclusion of the First Battle of El Alamein in July 1942, both British and Axis forces in North Africa paused to rest and refit. On the British side, Prime Minister Winston Churchill travelled to Cairo and relieved Commander-in-Chief Middle East Command General Claude Auchinleck and replacing him with General Sir Harold Alexander. Command of the British Eight Army at El Alamein ultimately was given to Lieutenant General Bernard Montgomery. Assessing the situation at El Alamein, Montgomery found that the front was constricted to a narrow line running from the coast to the impassable Qattara Depression. Montgomerys Plan To defend this line, three infantry divisions from XXX Corps were positioned on ridges running from the coast south to Ruweisat Ridge. To the south of the ridge, the 2nd New Zealand Division was similarly fortified along a line ending at Alam Nayil. In each case, the infantry was protected by extensive minefields and artillery support. The final twelve miles from Alam Nayil to the depression was featureless and difficult to defend. For this area, Montgomery ordered that minefields and wire be laid, with the 7th Motor Brigade Group and 4th Light Armoured Brigade of the 7th Armoured Division in position behind. When attacked, these two brigades were to inflict maximum casualties before falling back. Montgomery established his main defensive line along the ridges running east from Alam Nayil, most notably Alam Halfa Ridge. It was here that he positioned the bulk of his medium and heavy armor along with anti-tank guns and artillery. It was Montgomerys intention to entice Field Marshal Erwin Rommel to attack through this southern corridor and then defeat him in a defensive battle. As British forces assumed their positions, they were augmented by the arrival of reinforcements and new equipment as convoys reached Egypt. Rommels Advance Across the sands, Rommels situation was growing desperate as his supply situation worsened. While he advance across the desert had seen him win stunning victories over the British, it had badly extended his supply lines. Requesting 6,000 tons of fuel and 2,500 tons of ammunition from Italy for his planned offensive, Allied forces succeeded in sinking over half of the ships dispatched across the Mediterranean. As a result, only 1,500 tons of fuel reached Rommel by the end of August. Aware of Montgomerys growing strength, Rommel felt compelled to attack with the hope of winning a quick victory. Constrained by the terrain, Rommel planned to push the 15th and 21st Panzer Divisions, along with the 90th Light Infantry through the southern sector, while the bulk of his other forces demonstrated against the British front to the north. Once through the minefields, his men would push east before turning north to sever Montgomerys supply lines. Moving forward on the night of August 30, Rommels attack quickly encountered difficulty. Spotted by the Royal Air Force, British aircraft began attacking the advancing Germans as well as directing artillery fire on their line of advance. The Germans Held Reaching the minefields, the Germans found them to be much more extensive than anticipated. Slowly working through them, they came under intense fire from the 7th Armoured Division and British aircraft which exacted a high toll, including wounding General Walther Nehring, commander of the Afrika Korps. Despite these difficulties, the Germans were able to clear the minefields by noon the next day and began pressing east. Eager to make up lost time and under constant harassing attacks from 7th Armoured, Rommel ordered his troops to turn north earlier than planned. This maneuver directed the assault against the 22nd Armoured Brigades positions on Alam Halfa Ridge. Moving north, the Germans were met with intense fire from the British and were halted. A flank attack against the British left was stopped by heavy fire from anti-tank guns. Stymied and short on fuel, General Gustav von Vaerst, now leading the Afrika Korps, pulled back for the night. Attacked through the night by British aircraft, German operations on September 1 were limited as 15th Panzer had a dawn attack checked by the 8th Armoured Brigade and Rommel began moving Italian troops into the southern front. Under constant air attack during the night and into the morning hours of September 2, Rommel realized that the offensive had failed and decided to withdraw west. His situation was made more desperate when a column of British armored cars badly mauled one of his supply convoys near Qaret el Himeimat. Realizing his adversarys intentions, Montgomery began formulating plans for counterattacks with the 7th Armoured and 2nd New Zealand. In both cases, he emphasized that neither division should incur losses that would preclude them from taking part in a future offensive. While a major push from 7th Armoured never developed, the New Zealanders attacked south at 10:30 PM on September 3. While the veteran 5th New Zealand Brigade had success against the defending Italians, an assault by the green 132nd Brigade collapsed due to confusion and fierce enemy resistance. Not believing a further attack would succeed, Montgomery cancelled further offensive operations the next day. As a result, the German and Italian troops were able to retreat back to their lines, though under frequent air attack. The Battles Aftermath The victory at Alam Halfa cost Montgomery 1,750 killed, wounded, and missing as well as 68 tanks and 67 aircraft. Axis losses totaled around 2,900 killed, wounded, and missing along with 49 tanks, 36 aircraft, 60 guns, and 400 transport vehicles. Often overshadowed by the First and Second Battles of El Alamein, Alam Halfa represented the last significant offensive launched by Rommel in North Africa. Far from his bases and with his supply lines crumbling, Rommel was forced to move to the defensive as British strength in Egypt grew. In the wake of the battle, Montgomery was criticized for not pressing harder to cut off and destroy the Afrika Korps when it was isolated on his southern flank. He responded by stating that Eighth Army was still in the process of reforming and lacked the logistical network to support the exploitation of such a victory. Also, he was adamant that he wished to preserve British strength for a planned offensive rather than risk it in counterattacks against Rommels defenses. Having shown restraint at Alam Halfa, Montgomery moved to the attack in October when he opened the Second Battle of El Alamein. Sources Defensive Military Structures in Action: Historical ExamplesBBC: Peoples War - Battle of Alam Halfa

Best Crucible Plot Summary

Best Crucible Plot Summary SAT / ACT Prep Online Guides and Tips If you need to refresh your memory on the plot of The Crucible or just want some clarification on exactly what's happening in each act of the play as you read, you've come to the right place. I've written a full plot summary, divided by act, so you can better understand and recall the events of the play. As a bonus, this article also includes short descriptions of the main characters and a list of major themes that crop up throughout the narrative. The CrucibleSummary Act 1 Reverend Samuel Parris is praying next to the sick bed of his 10-year-old daughter, Betty Parris. The night before, Parris caught her dancing in the woods with a group of girls, including his teenage niece, Abigail Williams, and his slave, Tituba. Since then, Betty has been in a deep sleep and will not respond to any efforts to wake her. Rumors have spread around town that witchcraft is the cause of Betty’s illness, and people are now gathered in the parlor of the Parris household. Parris, concerned about his reputation, interrogates Abigail about what happened, but Abigail says they were just dancing. A woman named Ann Putnam says that her daughter, Ruth, who was with the group of girls, is also afflicted with a strange illness. Ann claims that she sent Ruth to see Tituba so that Tituba could facilitate communication with Ann’s other children who died as infants. Abigail admits that Tituba and Ruth were, in fact, conjuring spirits in the woods. Abigail and two other girls named Mercy Lewis and Mary Warren, who were also part of the group in the woods, are left alone with Betty. When they try to wake her up, she blurts out that Abigail drank chicken blood to cast a spell that would kill Elizabeth Proctor. Abigail threatens Betty and the others with violence if they don’t keep quiet about this. A farmer named John Proctor (Elizabeth Proctor’s husband) then enters the room. The other girls leave, and he speaks with Abigail alone. John and Abigail had an affair when Abigail worked as a servant in his house, and Abigail wants it to continue. John rejects her because he has recommitted himself to his wife. Reverend Hale arrives from the town of Beverley to investigate Betty’s situation, and Abigail confesses that Tituba called the Devil after more details about the night in the woods come to light. When Tituba is threatened with hanging, she confesses that she’s been forced to work for the Devil. Abigail and Betty then confess their coerced involvement in witchcraft and name several other people who they claim to have seen with the Devil. Act 1 ends in a cacophony of unjustified finger-pointing. Act 2 Act 2 opens with John and Elizabeth Proctor discussing the witch trials in Salem. Elizabeth tells John he has to go into town and inform them that Abigail is a liar. John’s reluctance to do so leads to an argument where he accuses Elizabeth of being too judgmental and she accuses him of still harboring feelings for Abigail. Mary Warren, who went to Salem to testify against the Proctors’ wishes, returns to the house and gives Elizabeth a doll she made in court. Mary reveals that Elizabeth was among the accused. Elizabeth knows that Abigail is accusing her because she hopes to take her place as John’s wife. Elizabeth urges John to tell Abigail directly that there’s no possibility of them ever reinstating a romantic relationship. Reverend Hale arrives and questions the Proctors about their religious devotion because of the accusations against Elizabeth. John tells him that the girls are frauds, and Hale starts to believe him. Giles Corey and Francis Nurse come to the house and reveal that both of their wives (Martha Corey and Rebecca Nurse) have been arrested for witchcraft. Then, Ezekiel Cheever and Marshal Herrick arrive with a warrant for Elizabeth’s arrest. They find the doll that Mary gave Elizabeth and notice that it has a needle stuck in it. This matches up with an â€Å"attack† on Abigail that was allegedly perpetrated by Elizabeth’s spirit. Proctor gets Mary to tell them that she made the doll in court and stuck the needle in herself with Abigail sitting right next to her. Hale, Cheever, and Herrick are still not convinced Abigail is lying. Proctor tears up the arrest warrant in frustration, but Elizabeth agrees to go with the officials. Proctor tells Mary that she must testify on Elizabeth’s behalf in court. Mary is terrified to do so because she fears that Abigail will turn the court against her. Proctor expresses his feelings that he and all the other hypocrites are finally being punished for their sins. "I feel, like, really bad about myself. Why can't you just let this go" Oh, John, you're so charming. Act 3 At the start of Act 3, the audience hears Judge Hathorne questioning Martha Corey aggressively off-stage. Giles Corey interrupts the proceedings to defend his wife and is dragged into a room off of the court (on stage) by Marshal Herrick. They are accompanied by Judge Hathorne, Governor Danforth, Reverends Parris and Hale, Francis Nurse, and Ezekiel Cheever. After a short discussion where the truth of the accusers’ claims is disputed by Francis Nurse and Giles Corey, Mary Warren and John Proctor enter the room. Mary admits to Danforth that she and the other girls were faking the whole time. Danforth is not convinced that this is the truth based on all the supernatural events he’s witnessed in court (including people ostensibly being choked by spirits and slashed by daggers, which he describes on page 84). Proctor presents a petition signed by 91 people who are willing to vouch for the good character of Elizabeth Proctor, Rebecca Nurse, and Martha Corey. Danforth orders warrants to be drawn up for all the people who signed the petition. Proctor then presents a statement from Giles Corey where Corey testifies that Thomas Putnam encouraged his daughter Ruth to make accusations against George Jacobs so Putnam could snatch up his land. However, Giles refuses to reveal his source, so this evidence is discredited, and he is arrested for contempt of court. Finally, Proctor gives Danforth Mary Warren’s statement where she admits in writing that she and the other girls were faking. The other girls are brought in from the courtroom for questioning, and Abigail denies Mary’s accusations. Mary is asked to pretend to faint if it was so easy for her before, but she is unable to act under pressure. Abigail and the other girls feign symptoms of witchcraft to turn the court against Mary.Proctor is enraged and calls Abigail a whore. He admits that they had an affair so she will be discredited (although it also means destroying his own reputation). Danforth brings Elizabeth Proctor in for questioning on this issue, but she covers up the affair to protect her husband because she doesn’t realize that he has already confessed. John’s charges against Abigail are dismissed. Abigail claims to see a bird on the rafters above her that she insists is Mary Warren’s familiar spirit poised to attack her. Mary breaks down under the pressure of these accusations and "confesses" that Proctor has forced her to work for the Devil. Proctor and Corey are arrested, and Hale quits the court in disgust at this blatant display of irrationality. IDK this guy seems like a pretty cool boss. Act 4 The fourth act opens with Herrick removing Tituba and Sarah Good from a jail cell so the court officials can hold a meeting there. Both Reverend Hale and Reverend Parris are currently praying with the condemned prisoners, which is unsettling to Danforth and Hathorne. When Parris arrives at the meeting, he explains that Hale is actually trying to get the prisoners to confess to their crimesto avoid execution. He also reveals that Abigail and Mercy Lewis have run away, and Abigail stole his life’s savings. The authorities then discuss the state of social unrest that has emerged in Salem after the jailing of so many citizens. Hathorne denies that there is any possibility of rebellion, but Parris is very concerned about what will happen if they hang people like Rebecca Nurse and John Proctor, who are still well-respected. He advises that they postpone the hangings and continue pushing for confessions, but Danforth refuses because it would make him look bad. Hale arrives and says that he hasn’t gotten confessions out of anyone. The one prisoner who he hasn’t talked to is John Proctor. The officials decide that they will bring in Elizabeth Proctor to speak with him and convince him to confess. When they are left alone, Elizabeth informs John of Giles Corey’s death, and John begs her to tell him whether or not he should confess. He’s leaning towards confessing because he feels his soul is already beyond redemption. He asks for Elizabeth’s forgiveness, but she says her forgiveness doesn’t mean anything if he won’t forgive himself. She tells him that only he can decide whether or not to confess. John tentatively agrees to confess, but he refuses to implicate anyone else and then is reluctant to sign the confession. He decides he can’t go through the rest of his life after signing his name into disgrace in this permanent way. He snatches the confession away at the last minute and rips it to shreds, thus sealing his fate. The others beg Elizabeth to convince him to reconsider, but she refuses to deprive him of this choice when it’s the only way he’s finally been able to break free from his self-hatred and see some good within himself. Herrick leads John Proctor and Rebecca Nurse off to the gallows. A depressing ending to a play that reminds us of the worst aspects of humanity. Gotta love it. Other Ways to Study the Plot of The Crucible If you want more details about the plot in each act, you can read individual summaries at the following links: Act 1 Act 2 Act 3 Act 4 Each article includes short and long summaries along with key quotes and brief thematic analyses. List of Major Characters inThe Crucible Here's a quick rundown of the ten most prominent characters in the play, including short descriptions of their most important traits. This section should give you a better idea of who these people are and how they relate to one another. John Proctor John is a farmer in his mid-30s who is outwardly strong and confident but inwardly tormented by guilt. His self-hatred stems from an affair he had with a teenage servant girl, Abigail Williams, which was a betrayal of his own morals and his wife’s trust. John is not easily manipulated by others. He is disliked by foolish and insecure people in positions of power because he sees right through them. He also has a volatile temper and is terrible at expressing his feelings in a constructive way. Abigail Williams Abigailis a 17-year-old orphan girl raised by her uncle, Reverend Parris after her parents were murdered by Native Americans. Abigail is a clever, rebellious, selfish, and somewhat disturbed teenager who is willing to take drastic measures to get what she wants. She is smitten with John Proctor after their affair, and she dreams of replacing his wife. She’s the ringleader of the accusers and skillfully manipulates men who are older and supposedly wiser than her into believing her stories of witchcraft. Elizabeth Proctor Elizabeth is a sickly woman who is married to John Proctor. Despite her physical weaknesses, Elizabeth has a certain internal strength that John is lacking. She is very steadfast in her beliefs and will not compromise on what she thinks to please others. However, she also has some insecurities about her worthiness which she feels have made her doubt her husband’s devotion to her and may have helped to push him away. Reverend John Hale Reverend Hale is a minister from the town of Beverley who is supposedly an expert on witchcraft. Hale is an arrogant intellectual who perceives himself as a savior of the ignorant. He is responsible for setting off many of the terrible events in the play, but he is ultimately cursed with enough self-awareness and critical thinking ability to realize that he was wrong. He is emotionally destroyed by guilt over his mistakes. Reverend Samuel Parris Parris is an unpopular, paranoid, and greedy minister who presides over the town of Salem. He is power-hungry but has weak convictions and a shallow, materialistic outlook that enables him to bend his views whichever way will give him the biggest boost in public opinion. As a petty and whiny narcissist, Parris only cares about the events of the play if they affect him directly. His main concerns are preserving his reputation and personal wealth. Tituba Tituba is Reverend Parris’ middle-aged slave from Barbados. As someone with very little power in this society, she is used throughout the play as a scapegoat for the actions of other characters. Tituba confesses to witchcraft out of self-preservation while hinting at a strong dislike for Parris and a desire to return to her homeland with its less draconian culture. Deputy Governor Danforth Danforth is a somewhat pedantic man experienced in legal matters who takes his position of authority very seriously. Partially because he is so concerned with preserving the integrity of the court, he is prone to letting paranoia get the best of him and is entirely inflexible in his decisions. He believes he is conducting a methodical investigation, but he ultimately makes decisions that are based on bias and fear of damage to his reputation. Mary Warren Mary is a teenage girl who is employed as a servant by the Proctors. Mary is timid and impressionable. She is easily influenced by peer pressure and approval or disapproval from authority figures. Mary has a weak sense of her identity and convictions, so she is constantly pulled in different directions by other characters. She allows fear to rule most of her decisions. Giles Corey Giles is an outspoken elderly man who is arguably the most fearless character in the play. He refuses to let anyone push him around. While not formally educated, he's intelligent and legally savvy in his own way. Having been embroiled in a slew of legal battles in the past, he is one of the few who understands that many accusations of witchcraft are politically motivated. Rebecca Nurse Rebecca is a gentle old woman who is extremely well-respected in Salem and portrayed as a nearly saintly figure. Although she is highly devout, she has accumulated enough practical wisdom to be skeptical of the accusations of witchcraft. She becomes a victim of the town’s hysteria because of a political dispute between her family and the Putnams (the Nurses prevented Thomas Putnam's chosen candidate for the Salem ministry from taking office). Here are my visual interpretations of some of the main characters. Left to right: Giles Corey, Mary Warren, Rebecca Nurse, Abigail Williams, John Proctor. Other Ways to StudyCrucible Characters We've also written articles that focus specifically on certain characters and their significance in the play. Check out these links for more information on the following characters: John Proctor Abigail Williams Mary Warren Giles Corey Rebecca Nurse The Crucible: List of Major Themes In this section, I'll list the six most prominent themes that are found throughout The Crucible along with some important discussion questions.For more details on how the role these ideas play in the story, check out our complete guide toThe Crucible themes. Irony The Crucible is filled with moments of irony that can make it seem almost like a work of satire. How is irony used to show the hypocrisy of the society portrayed in the play? How does it help us better understand the characters? Hysteria This play is one of the most influential portrayals of mass hysteria in popular culture. Why does mass hysteria grow out of one small incident, and how are the fires of hysteria stoked throughout the play? What does this tell us about human nature? Reputation There is a continuous thread of concern for one's reputation that runs throughout The Crucible. Why is reputation so important in this society? Which characters value their reputations the most, and how does this impact their actions and the course of the play as a whole? Power/Authority Characters in The Crucible are always looking to gain power over others or maintain a high status that gives them control within their community. How do the power dynamics between characters shift as the play progresses? How does a desire to obtain or preserve power and authority impact different characters’ actions? Why does power seem to correspond with irrationality and rigidity? Deception Almost everything that happens in The Crucible is a result of lies in one form or another. What are some critical points in the play where telling the truth could have changed the course of events? Why do different characters lie? Why are people in the play seemingly so easily deceived? Guilt John Proctor, in particular, struggles with guilt throughout The Crucible, although in the final act other characters also express these feelings. How does the society portrayed in the play encourage guilt and shame? Does John really overcome his guilt at the end? Who should feel most guilty for what happened? There are wheels within wheels in Salem, just as Ann Putnam says in the play. However, those wheels merely represent the selfish tendencies at the root of human nature. Other Ways to Study Crucible Themes For more elaboration on these themes and how they are expressed throughout the play, read my more in-depth article on the main themes in The Crucible. You can also read my article on McCarthyism and The Red Scare as they relate to the play to get more information on the context in which The Crucible was written and why its themes remain relevant throughout history. The Bottom Line Now that you've read the completeThe Cruciblesummary, be sure to explore the other parts of our guide for additional insight into the play. Whether you're looking for summaries of individual acts, analyses of main characters, or a breakdown of the play's major themes, you should be able to find the information you need to answer all of your English teacher's most confusing questions. Protip: If all else fails, just pretend you can't answer the question because you're being attacked by the familiar spirit of the most annoying kid in your class. What's Next? There are a couple of common questions that come up about the plot of The Crucible that we've answered directly in short articles. Take a look at our answers as to why Elizabeth asks John to go to Salem in Act 2 and why Reverend Hale returns to Salem in Act 4. Need some quotes for that killer essay you're writing? This article goes through the most important quotes in the play accompanied with explanations of their significance. I gave a short list of characters in this article, but if you want a full rundown of everyone who shows up in the play, check out our complete character list. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Art History Essay Example | Topics and Well Written Essays - 1000 words - 6

Art History - Essay Example Roy Lichtenstein is a pop artists and contemporary of Andy Warhol. He used parody using old-fashioned comic strip. He was a teacher before venturing to Pop art based on commercial images such as advertisement painting focused on bard-edged figures. His 1961 Look Mickey used Be-Day dots or a technique comparable to Pointillism (Lobel, 33). Since then, he has produced more art works combining oil or Magana paint exemplified in Drowning Girl and the pop art diptych Whaam! He has influenced other DC comics artists (Lobel, 60). Liechtenstein is an iconography in pop art that until today amaze collectors and contemporary comic book fans. While he may be regarded by some as quite commercial for his techniques and use comic-style graphics, he is one artist to reckon with. Charles Atlas is a filmmaker and video artist. In his online biography, Charles Atlas came from St. Louis, Missouri and born in 1958. Video art uses the video tape as a statement of exploration on the medium or against commercial, entertainment video and may not have any logical presentation or narrative plot except for juxtaposition of images and scenes (Knight, 49). Atlas worked both on stage, screen, museum, and television and also had video installation works. He is considered to have pioneered the â€Å"media-dance, a genre in which original performance work is created directly for the camera† (PBS, P 2) and worked with the Merce Cunningham Dance Company for ten years. He collaborated with choreographers, dancers, and performers such as Yvonne Rainer, Michael Clark, Douglas Dunn, Marina Abramovic, Diamanda Galas, John Kelly, and Leigh Bowery. His four-hour montage â€Å"Television Dance Atlas† on Dutch television used dance styles of ballet, burlesque, and figure skating (PBS P 3). His video installation â€Å"The Hanged One† used rotoscopes, motorized mannequins, and theatrical lighting and may be considered evolving in its various presentations. He