The Things She Carried free essay sample

She carried the objects that most soldiers carried. The artillery that pulled on her thin frame and the arsenal of bullets outweighed her by at least 20 pounds. Her standard issue combat boots were all but stylish and she felt the drab, camouflage uniform did nothing for her figure, but did accent her light green eyes. She was the only girl in the 23rd Infantry of the United States Army, which caused the feeling of isolation in the jungles of Vietnam to be that much more powerful. She carried her tarnished shield necklace that had been given to her in high school. The inscription on the back, which read, â€Å"Be strong and courageous. Do not be terrified or discouraged, for the Lord, your God, will be with you wherever you go. Joshua 1:9† was nearly illegible after being grasped on so many occasions of discomfort. She carried every ounce of her strength and courage in that tiny, metal shield. We will write a custom essay sample on The Things She Carried or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It brought her back to the days when life was easy and the only time she needed to conjure up courage was to kiss a boy after a first date. That shield not only protected her sanity, but she felt it truly protected her well-being. She carried her family’s unwavering support. She had inherited her mother’s nerves and her father’s audaciousness, which made for a frightened, yet courageous soldier. She carried the scent of her mom’s cookies and the flowing melodies of her dad’s record collection. She carried the number 62, drawn crudely on her inner left wrist. It was her brother’s football number and she wore it with pride. She supported his every effort more than she could ever support herself. She carried her hatred for this war like a banner across her heart. She despised President Johnson for beginning this conflict and for agreeing to a female draft. All of her anti-war marches and chanting of the Beatle’s lyrics had been for nothi ng. The brightly colored peace signs had been replaced with brightly colored explosions in the starless night sky. How could she fight for a cause she they did not even believe in? She was carried home in a military aircraft carrier. She carried the burden of her family and friend’s broken hearts as they solemnly marched up the steps to the church that Sunday. She carried the Medal of Honor pinned to her chest as they covered her casket with a flag. She was praised by many for her bravery, though their words could not cover the fact that an innocent girl was gone. All the things she carried on Earth no longer mattered. What mattered is that she now had wings to carry her.

The Conflict Between Great Britain and the North American free essay sample

Congress created political friction between Great Britain and the American colonies. One example of the power struggle was the arguments over taxes. The Sugar Act of 1 764, Quartering Act Of 1765, the Stamp Act Of 1 765 and the Townsend Acts of 1767 are examples of how the British tried to maintain a sense of control over the colonies. The colonists reacted very strongly against having to follow these Acts and pay fines for virtually everything. Sugar, tea, stamps, glass, paper, along with other items seemed outrageous to the American people, and it led to the argument over virtual representation.The colonists argued that while Parliament had control over the empire, making decisions that affected the colonies alone was unjust. There werent any American representatives in Parliament, therefore putting something onto the colonies (like the Acts) was unacceptable to the Americans. Taxation without Representation became the motto among colonists. Even if there had been American members of Parliament though they wouldnt have had any effect in the long run. We will write a custom essay sample on The Conflict Between Great Britain and the North American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page England was of the mindset tattoo couldnt separate taxation and legislation. The usage of the taxes was an attempt for tooth sides at gaining power. Britain tried to use it as a controlling mechanism, and the colonies tried to use it for more freedom and to show that the powerful England could in turn be controlled. As most power struggles went between the two it only managed to make the situation worse. A group that helped prove the point that it was not merely economics that separated England from its offspring was the Committees of Correspondence. They created a political separation because they were a threat to England. They intentionally gathered and planned to try and change the way England enthroned America.The Committees of Correspondence focused on creating propaganda around issues involving Great Britain. They stirred up resistance against England and helped encourage the population to turn on their mother country. They had multiple groups in the nation, one main organization per state, and the groups exchanged ideas with each other. Not only did it create separation and tension between Britain and the colonies by making propaganda, but it was a way for the very separate and independent- feeling states to work together and form an alliance just strong enough to go p against England in the upcoming years during the revolution.Another event that shows that the separation was more than economic, was the Continental Congress of 1774. This was not aimed towards a total rebellion and revolution, but towards an attempt to seal the cracks that had begun to spread between England and the American colonies. This group of twelve of the thirteen colonies wanted to make a point and get the taxation laws repealed at the same time. They created The Association document, which called for a complete boycott of British goods in the colonies.Those who resisted the Association were tarred and feathered. They also made a Declaration of Rights among other dignified papers, as an attempt to regain some of the peace they had before the taxation Acts began to spring up. The fact that differences and frictions between the individual colonies were pushed aside to formally appeal to England proves that they were serious about what they wanted and that they werent going to let the ruling power get in their way. They didnt originally want to separate from England, they wanted to be understood and listened to. Fortunately, their requests were rejected, and once again the tension rose. The friction of politics had once again added distance to the already large gap. England and its North American colonies didnt get along when it came to the Acts, Committees of Correspondence, and the Continental Congress. While some were indeed about economics, the fact that both nations had political groups and different ideas on what was fair played a very important role in the revolution. Politics are the very reason that Americans are not Britons today.

The Nazi Party Takeover of The German State †Political Science Essay

The Nazi Party Takeover of The German State – Political Science Essay Free Online Research Papers The Nazi Party Takeover of The German State Political Science Essay In his book, The Hitler State, author Martin Broszat discusses the phenomenon of the Nazi party takeover of the German state. Broszat attributes the Nazi rise to power to two key components: Hitler’s polycratic governmental system run by Nazi leaders; and Hitler’s charismatic, yet, detached governing style as leader of both the Party and state. This paper will examine how these two factors resulted in the Nazi Party takeover of the German state. The Nazi polycracy, lead by Hitler’s personal appointees, was initiated as a means of spreading Nazi influence throughout Germany’s state run organizations. Lacking in sound internal structure, Hitler’s polycracy was comprised of a horizontal network of Nazi Party institutions that appeared to mirror the organizations of the German state. The institution of these parallel state and party organizations blurred the lines of clear jurisdiction and authority. The lack of clarity surrounding the roles of these parallel organizations led quickly to conflict and intense competition between Nazi party leaders and the leaders of the German state. In his role as Fà ¼hrer, Hitler was noticeably absent from these escalating conflicts. With no sovereign intervention, the competition amongst the leaders and organizations in the â€Å"organizational jungle† of the Nazi Party escalated in intensity and violence. Darwinist realities took hold as only the strongest organizations, and, in the Nazi case, more radical, were able to overcome the wills of their competitors. Author Ian Kershaw suggests that it was Hitler’s intention to let the â€Å"weak† factions be destroyed so that the most resilient and perhaps most powerful would prevail. In explaining Hitler’s absence from these conflicts, Kershaw notes that Hitler’s â€Å"instinctive Darwinism made him unwilling and unable to take sides in a dispute til the winner emerged.† Considering the inner turmoil that existed amongst Nazi Party leaders, it is hard to imagine how this party was able to avoid complete internal breakdown. Much to the contrary, despite the escalation of internal Party conflicts, the Nazi’s succeeded at rapidly and forcefully rising to power. Many historians, including Martin Broszat, have been perplexed by the fact that the seemingly disorganized Nazi Party was able to launch such an all-encompassing takeover of the state. Broszat admittedly saw a serious â€Å"contradiction between the regime’s shapelessness and the extraordinary development of its power – all this defies any simple explanation.† The Nazi polycracy was notoriously unbureaucratic and without structure, however, it seems that the constant competition that was brought about by the blurred lines of hierarchy actually fueled the dynamic of aggression, radicalism and violence that would historically become synonymous with the Nazi Party. Amidst the chaotic internal fighting one constant remained amongst Hitler’s appointed Nazi leaders: the desire for power and for praise from the Fà ¼hrer. As Hitler continued to travel the country and make speeches in which he broadly announced the goals and objectives of the Nazi Party, leaders interpreted these speeches as a call to action. Kershaw refers to Hitler’s role in this sense as â€Å"activator† whose â€Å"vision served as a stimulant to action in the different agencies of the Nazi movement itself, where pent up energies and unfulfilled social expectations could be met by activism carried out in Hitler’s name.† As Nazi leaders scrambled to win Hitler’s favor, internal competition escalated to a dangerous level of intensity. The competitive dynamic created by this in-fighting led to increasingly radical and extreme acts of violence. It is here that one can truly witness the destructive phenomenon of the success of the Nazi polycracy. Kershaw suggests that the lack of structure within the Nazi Party contributed to the radicalization of violence and was actually a critical component of the â€Å"symbiotic relationship† that existed between the Nazi leaders and the successful pursuit of Hitler’s objectives. While this paper has examined the role of the Nazi polycracy, it has yet to fully address the role of Hitler as the seemingly untouchable leader. As previously stated, historians have long debated Hitler’s effectiveness as leader of the Nazi Party. Martin Broszat is an example of one of the many historians that would not give Hitler sole credit as the driving force behind the successful accumulation of power of the Nazi Party. Broszat argues that the achievements of the Nazi polycracy, and not the effective leadership of Hitler, were ultimately responsible for the seizure of the German state. Ian Kershaw also accepts a structuralist viewpoint, similar to Broszat, that the Nazi movement, with its polycratic structure, would have succeeded with or without Hitler. Kershaw frequently touches on Hitler’s lack of involvement with Nazi Party organization and he suggests that â€Å"a party leader and head of government less bureaucratically inclined, less a committee man or man of the machine, than Hitler is hard to imagine† . However, unlike Broszat, Kershaw is able to identify one important aspect of Hitler’s role as Fà ¼hrer that made him indispensable to the ultimate achievement of Nazi Party objectives: Hitler’s perception by the German public as the â€Å"classic charismatic leader.† Kershaw refers to Max Weber’s theories on â€Å"charismatic leaders† to devise his thesis on the importance of Hitler’s leadership role in the achievement of Nazi Party objectives. Kershaw suggests that Hitler embodied many of Weber’s â€Å"charismatic† qualifications, such as adhering to â€Å"perceptions of a heroic ‘mission’ and presumed greatness in the leader by his ‘following’† . While Hitler was not visible in the day-to-day functional methods of the Nazi Party, he was careful to frequently step in to the limelight to deliver Party propaganda to the German public. This form of visibility created the illusion, for the German people, that Hitler, as Fà ¼hrer, had complete control over the direction of the Nazi Party and the future of the German state. Kershaw attributes the mass appeal of Hitler’s charismatic leadership to his frequent and public promises of â€Å"national rebirth† . Hitler’s promises fell on the ears of those Germans still reeling from the losses sustained during WWI. The Fuhrer’s push to â€Å"unify† Germans instilled hope and became wildly popular. Hitler’s talent for conveying charisma and optimism for the future caused the German public to rally behind the Fà ¼hrer and his Nazi Party. While Hitler’s propaganda was able to win mass appeal for the Nazis and for their objectives, his abilities as the leader of a nation left much to be desired. While he promised â€Å"rebirth† Hitler was undoubtedly unsure as to how the Nazi’s would ultimately achieve this goal. With the charge to establish â€Å"national rebirth through racial purity and racial empire,† Nazi Party leaders set out to fulfill the request of their charismatic leader on their own terms. The vague nature of Hitler’s announcements resulted in the outbreak of increasingly radical acts of violence – acts that would become historically synonymous with the Nazi Party. The enthusiasm stimulated by Hitler’s public appearances had a similar effect on both Nazi Party leaders and the German public. The German public responded to Hitler’s â€Å"charisma† by attending his propaganda speeches, listening to radio broadcasts and living their day-to-day lives in conjunction with the ideals of the Nazi Party. To the Nazi leaders responsible for the function of the polycratic Nazi government, Hitler’s charisma served as the â€Å"enabling† force that acted as the â€Å"implicit backing and sanction to those whose actions, however inhumane, however radical, fell within the general and vague ideological remit of furthering the aims of the Fà ¼hrer.† The combination of the charisma of the Fà ¼hrer, with the conflicted, yet powerful Nazi polycracy, resulted in the Nazi’s violent and all encompassing takeover of the German state. Research Papers on The Nazi Party Takeover of The German State - Political Science EssayAppeasement Policy Towards the Outbreak of World War 2Assess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaBringing Democracy to AfricaEffects of Television Violence on ChildrenOpen Architechture a white paperRelationship between Media Coverage and Social andCapital PunishmentPETSTEL analysis of IndiaMind Travel

Technological Advancements of the 19th Century essays

Technological Advancements of the 19th Century essays During the nineteenth century, many advances in technology took place. Most of these came as a result of people beginning to understand electricity. (Even though electricity had been studied and recorded for many centuries, it was only as of the nineteenth century that it had been experimented with to make life easier.) New discoveries were being announced almost daily. Around 600 B.C.E, a Greek philosopher and mathematician discovered that when he rubbed amber, it became electrically charged and small objects would be attracted to it and stick to it. Many hundreds of years later, in 1729, Benjamin Franklin walked out into a rainstorm with a kite and proved to the world that lightning is electricity. After many years of experimenting with electricity and learning how to utilize its power, technology to make life much easier began to be developed in the nineteenth century. A few of these inventions included the electric clock, the telephone, the microphone, and the first practical lights. Since the understanding of electricity was becoming widespread during the nineteenth century, people such as Thomas Edison began experimenting with electricity to make daily life easier. Probably the most important electrical invention is the light bulb and practical electric lighting. When a light bulb is hooked up to a power supply, the current of electricity heats the atoms that make up the filament, a thin metal wire to transfer electricity. When these atoms are heated to a high enough temperature, the atoms emit light. After Edison invented the light bulb, he and Joseph Swan began investigating a way to create practical lighting that could be used in everyday life for the average person. In 1880, this dream was realized, and today hundreds of electric lights in various shapes and sizes are used in our homes for anything from room lighting to lights for the computers or digital LCD clocks. Another major invention that uses elect...

Gross Negligence Personal Statement Example | Topics and Well Written Essays - 1500 words

Gross Negligence - Personal Statement Example Gross negligence in other words is an act or oversight of an aggravated nature, as eminent from the lack of ordinary care evident in negligence. According to Diana & Gill (1989) gross negligence is a cognizant and intended disregard of the requirement to employ reasonable care that is likely to result in foreseeable serious injury or harm to another person. Gross negligence is conduct that is tremendous as compared to ordinary negligence that is a mere failure to observe reasonable care. Gross negligence and ordinary negligence vary in degree of negligence while both vary from willful and reckless conduct that reasonably termed as causing injury. Gross negligence is a lack of care in wanton disregard for the wellbeing or lives of other individuals. This is immense in that it appears to be a contravention of other individual’s rights to wellbeing. It is further than straightforward inadvertence; however, it is just not far from being deliberately evil. If an individual has agre ed to take care of another's wellbeing, than gross negligence results as a failure to take care the individual would for his/her own wellbeing. Gross negligence results in the award of specific and general damages and addition punitive damages. Negligence Negligence is conduct that lacks due care and such standard would fall below the standard of care established by law. Negligence termed as the divergence from the standard of care which a reasonable person would stick to in a given set of circumstances. There is a legal obligation-requiring one to stick to that set standard of conduct (Ash et al, 2006). Negligence results when the individual does not stick to these standards of care. In negligence, the individual does not intend that the results achieved, and he has the responsibility to foresee and guard against such outcomes (Diana & Gill 1989). Negligence  normally defined as the lack of exercise of that level of care exercised by the rationally careful practitioner under the same set of circumstances as per the test of a reasonable person. Malpractice Malpractice is the absence of the required standard of care by a professional, which include the knowledge, abilities, and specialized skills of a profession. Malpractice results due to the failure of the professional to abide by the established principles of the profession. The plaintiff, in a malpractice situation, should show that the other individual did not follow the standard of his profession. Ash et al (2006, p.130) found that the expected standard of care from a professional is much higher compared to that of the other individuals. It is the failure the lack of skill to abide to a standard of care in which a rational man in the same position would have observed. In a medical malpractice situation, a plaintiff must establish appropriate care to determine the practitioners conduct and an actual breach of the required standard of care by the practitioner. A connecting link between the practitioners b reach and injury and a cognizable harm or damages must exist. The standard of care relies extremely on facts but normally recognized as the degree of care a prudent and reasonably professional practitioner would apply in similar or the same circumstances. In Joseph Benson’

C&B (u2 ip&db) Essay Example | Topics and Well Written Essays - 500 words

C&B (u2 ip&db) - Essay Example In addition, out-of-pocket expenses are likely to be less than they would be for other types of programs. Fourth, co-payments are very low or nothing. Fifth, anything that is not covered under Medicare may be available at a small fee or for nothing. Sixth, there is virtually no paperwork. Finally, â€Å"You will not need Medigap insurance to supplement your Medicare coverage because the plan provides you with all or most of the same benefits at no additional cost. Unlike Medigap insurers who in some cases can refuse to sell you a policy if you have a health problem, plans generally must accept all Medicare applicants† (U.S. Department of Health and Human Services, 2008). There are only a few disadvantages to the program, and given the chance, I would definitely enroll. This is mainly because I have gone so long without insurance that these benefits sound amazing to me. The only disadvantages I could find were that enrollees must use pre-determined, plan physicians, hospitals, or care providers; certain services require pre-approval from the enrollee’s primary care physician; and that it can take up to 30 days to leave the program if you so choose (U.S. Department of Health and Human Services). Medicare Managed Care. (2008). U.S. Department of Health and Human Services. Retrieved August 1, 2008, from http://www.pueblo.gsa.gov/cic_text/fed_prog/mm_care/medcare.htm#What%20are%20the%20Advantages Medicaid is a program that can make it possible for those who would not otherwise be able to afford healthcare coverage to obtain it, get healthy, and stay healthy. According to the Centers for Medicare and Medicaid Services (2008, pg. 1), â€Å"Medicaid is available only to certain low-income individuals and families who fit into an eligibility group that is recognized by federal and state law. Medicaid does not pay money to you; instead, it sends payments directly to your health care providers. Depending on your states

The conventions of a soap Essay Example for Free

The conventions of a soap Essay To deal with the following issues : The conventions of a soap, the Genre, the target audiences, sound and editing as well as the camera objectives. After initial problems in setting up a group, a selection of four students including myself were grouped together. Deadlines were given and this made it even more constraining. The soap is intended to be targeted to a mainly black/white working class audience mainly but also to a middle class, but not equally proportional. Targeting also a 16 -30 age group though preferably to 16-18 as thats the student audience, but is viewable by all other age groups. The time slot chosen is 19:00 so that it doesnt rival with the other television channels soaps at 19:30, 20:00 and 20:30 respectively. Also at this time most working parents and students would have been back at home whether it be that they perform a 9-5 occupation or unskilled late laborious work. This prequel to the soap is not an easy showing. It has taken a lot of weeks to design the script alone, and to gather characters is still yet an ongoing process. The concept of the soap involves a teacher, a main student as a lead character and then other students are merely extras with exceptions to two other female students who will have a major role in the soap. My responsibility is to be a main actor as the Teacher and to ensure that the soap gets produced, thus I am a quality assurancer which means that the work produced is looked over by myself for quality and then passed onto Taio who happens to be the director to ensure that it is viewable and acceptable for evening time television viewing as well as creating the storyboard from the scripts. Natalie who works in the group is the main script writer whilst Eastern is the associate camera man as opposed to all of us sharing roles as the camera man from time to time. I myself tried to be the camera man for a two-day shooting scene. Unfortunately, it was not at all good. Learning from this mistake I just kept to my role as an actor and both supporting the group when there and looking/editing the work. The first stage in the production process is the creation of the script. This determines not only the dialogue of a piece, but lays down the basis of the soaps plot. In modern television before a soap episode goes into production it is probable that its script has gone through a series of treatments and re-writes. Once a script is completed it is given to a producer whos job is to realise the script. When devising a script, it has come to the attention that it will need a lot of re-writes and perhaps complete changes altogether. Each member of the group has something to co-ordinate with the group as a whole on. We all have individual roles, but due to the shortages in the group of members we all help one another, thus there is no set positions. When developing the soap opera a lot of research was conducted by the group where a discussion of the characters and their personality profiles was viewed. Gender and euthanasia research was amongst the top on the list of the discussions within the group. Age and race was important as it had to show the racial and age ration being portrayed in the college and also what would be socially acceptable. We did not want this to be similar in anyway to grange hill but a real life soap scene. As it had to define possible events that occur in real life with a thrill to keep its viewers hooked. All the characters will have different traits to their personality, one of which will posses traits similar to that of dumbo type person whilst another will be superficially intelligent. The teacher character will play an important role as our research concluded that the teacher would be prejudice to students who are not similar to his norms. The settings and social issues will take place within the Bromley College Facilities and the plot will cover a teacher having taught a class and replacing a previous teacher. Due to stress of his students and how the students support the teacher and how the teacher deals with bullying as an issue. As a girl/boy relationship broken up by a girl having a relationship with an elder man from outside the college and all round arguments and troubled issues relating studies. The characters are from 16-20 in age with exception to the teacher whose age will be mid 30s. Channel 5 does not currently have an active soap and it was the prime selection especially for its informality in presenting shows of interest. The technical aspects of this soap have yet to be performed, although all the roles have been established camera recording has not been fully completed and is still in the draft basis. Evaluation The purpose of this evaluation is to analyse the project of creating a soap and all the practical aspects into the development of such a production. This is after completion of the final practical production. There were many problems associated with the production as there many advantageous developments. To create this production took time and, unfortunately as I had entered the group quite late did not have a stable role as such. Members of my original group had left the college, and thus joined another g roup before that individual was on the verge of being asked to leave the course. Thereby, I progressed into another group, which is currently the group now. However they had started to create the scenes and at the time of joining they had completed the script. Upon joining the group, it was already decided that Taio was the director, Natalie was the scriptwriter and co-director whiles Chris was the editor and Easten was the producer and cameraman. I started to assist as the cameraman, however, unfortunately it seems that it did not work out well. I was zooming too much into the picture frame similar to zooming pan shots in the movies. Although I did not get to see the footage I had taken, the group members informed me that it was bad. I was however still eager to help the group and although they had a different timetable to mine, I still came through. There were more problems as due to the class times of different lessons, not everyone from the team was available to assist in the filming. However, I made myself available or offered to help in all instances of their filming. On some instances, my help was not required as they had enough people to do it. I centred on my acting instead for the group and my role as the teacher. These were actually sub-categorised into two main scenes but were divided into at least 5 or more sub scenes. One recollective event is when filming the corridor scene where Evans played the bullied student, the scene was performed after the 4th repeated time of filming. This was because, at one point security within the college thought that an actual pupil was being bullied, and that on another ocassion the class room scene, it needed to be re-recorded again and again as our postures were incorrect. Taio being the director corrected the problems as and when they occurred and ensured that it was completed. Equipment Used: VHS Cameras for film capture Video Suite for Editing DV to VHS and VHS to DV convertors Tripods Microphones Room Microphones Natural Lighting Zoom Lenses Characters References : Source Materials Soap Operas Unveiled Terrence and Higgins Information on how to create soaps Ins and Outs of Soap Operas J.L.Kenzo Scenes and Practical aspects of soaps Media 1 Stanley Thornes Text Book for Media AS Dyer, Richard et al. 1981: Coronation Street. London: BFI Geraghty, Christine [1991]: Women and Soap Opera. Cambridge Political Press Goodwin, Andrew and Gary Whannel [Eds] [1990]: Understanding TV. London: Routledge Kilborn, Richard [1992]: Television Soaps. London: Batsford Livingstone, Sonia [1990]: Making Sense of Television. Butterworth Heinemann The Media Donated by my teacher Sean Stammers Information on the Media www.brookside.com Official Soap site for Brookside entailing character information www.channel4.com Tallent Information on creating scripts and soaps www.channel5.com Channel where soap should be aired and tv guide listing http://www.aber.ac.uk/media/Modules/TF33120/bucking1.html