The Marine Corp Memorial Essay Paper Example For Students

The Marine Corp Memorial Essay Paper The Marine Corp MemorialEast Carolina UniversityThe Marine Corp Memorial On February 19, 1945 five Marines and one Sailor participated in an event that would forever change the course of events for the Marine Corps. Undoubtedly one of the most powerful images of the 20th century is the flag raising atop Mount Suribachi on Iwo Jima. The flag raising captured the courage, commitment and honor that these Marines held as they reached the top. These individuals were only doing what they were instructed to do, but it was the Pulitzer Prize winning photograph that was taken by Joe Rosenthal that turned this war time event into a world wide historical event. Behind the eagle, globe and anchor, the flag raising has taken the form of a second emblem for the Marine Corps. We will write a custom essay on The Marine Corp Memorial Paper specifically for you for only $16.38 $13.9/page Order now Felix de Weldon was at the time of the flag raising in the United States Navy. Felix was already a world-renounced sculptor. At the age of seventeen he won a sculptor contest in his native Austria. He studied in France, Italy and Spain and eventually studied archeology at Oxford. Upon arriving in the United States he fell in love with this country and its culture. He joined the U.S. Navy as a Seabee. Felix de Weldon has been referred to as the artist to the presidents and kings. Felix was so moved by the photograph that he constructed a scale model and then later a life size model of it. Gagnon, Hayes, and Bradley, the three survivors of the flag raising posed for the sculptor. The original statue which was cast in plaster went on display in front of the Old Navy Building in Washington D.C. from 1945-1946. It was used to promote war bonds around the country. In 1946 General Vandegrift was so moved by the statue that he had Felix de Weldon transferred from the Navy to the Marine Corps and commissioned him to produce the memorial we see today. The memorial like any other in Washington was met with controversy. The primary dispute came from the National Sculpture Society. This society had done all of the big memorials in Washington and did not what to be left out on this one. The Government’s Commission of Fine Arts also joined in the attempt to stop the memorial. The commission appointed by the president, was a body of aesthetic consultants that had jurisdiction over art placed on federal property in the capital. The battle was not between the Marines and the post war modernist but a struggle among the advocates of traditional representational art. The commission wanted the Marine Corp league to drop de Weldon and go with an artist through open competition. The Marines knew de Weldon’s version of the statue and that was the statue they wanted. Ten professors from American University collectively dismissed de Weldon’s sculpture as mediocrity a nd called it â€Å"ordinary,† â€Å"ineffective,† and â€Å"unsculpturesque.† Donald De Lu president of the National Sculpture Society stated that:â€Å"Instead of immortalizing the brave Marines who have given their lives for their country, the proposed design, if permitted to be carried out would be only a source of bitter resentment, violent criticism, and ridicule.† William Wheeler, later to become the President of the Sculpture Society, submitted as letter to Secretary of State Forrestal claiming numerous wrong doings by de Weldon. These charges ranged from shady business practices, expired visa, misrepresenting art, and shipping busts that were still wet and the suing for damages when they arrived damaged. In late 1947 the monument received another setback. The Commission of Fine Art, which has the aesthetic approval of all monuments placed in the Washington area, rejected the memorial because of its size and the location that was selected. Later th at same year the Marine Corps War Memorial Foundation was formed with General Denig as president and Harry Dash as head of finance. It was later discovered that Harry Dash was embezzling funds amounting to over $100,000 of the contributions. This setback almost put an end to the memorial but though the tenacity of a Marine General almost all of the funds were recovered and construction on the memorial resumed. On the 176th birthday of the Marine Corps November 10th, 1954 the memorial was unveiled and for those who witnessed the unveiling this was a new kind of monument, which was stuck in accuracy and realism. On the base of the Memorial is inscribed all the battles that were fought in which Marines gave their lives. Another inscription read Uncommon Valor was a Common Virtue also inscribed was the names of the six individuals who the memorial depicts. Three of the six would never know that they were immortalized for all time; they died before the end of the war. A forth died shortl y after the dedication. A simple act of pride transformed these individuals into national heroes, immortalized for all time in bronze. As in any sculpture, painting, or work of art, line is important, lines determine the beginning and the end, and it allows various objects to be separated. The lines in this sculpture are used with such realism that it is easy to see the individual pieces of the sculpture but to remove any of the pieces would remove the true meaning of the sculpture. Felix de Weldon reproduced a true, beyond realistic copy of the original photo thereby allowing the viewer to asses there own feelings or ideas as what went on the morning of February 19, 1945. There are many hundreds of drawings, statues and copies of the original photograph and you will find that many of them have small but insignificant differences. It is not the difficulty of the process of reproduction that causes the differences. The differences lie in the reproduction of the idea on which the phot o represents. .u08f69c196abbc6645a64751b3c84e86d , .u08f69c196abbc6645a64751b3c84e86d .postImageUrl , .u08f69c196abbc6645a64751b3c84e86d .centered-text-area { min-height: 80px; position: relative; } .u08f69c196abbc6645a64751b3c84e86d , .u08f69c196abbc6645a64751b3c84e86d:hover , .u08f69c196abbc6645a64751b3c84e86d:visited , .u08f69c196abbc6645a64751b3c84e86d:active { border:0!important; } .u08f69c196abbc6645a64751b3c84e86d .clearfix:after { content: ""; display: table; clear: both; } .u08f69c196abbc6645a64751b3c84e86d { 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; } .u08f69c196abbc6645a64751b3c84e86d:active , .u08f69c196abbc6645a64751b3c84e86d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u08f69c196abbc6645a64751b3c84e86d .centered-text-area { width: 100%; position: relative ; } .u08f69c196abbc6645a64751b3c84e86d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u08f69c196abbc6645a64751b3c84e86d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u08f69c196abbc6645a64751b3c84e86d .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; } .u08f69c196abbc6645a64751b3c84e86d:hover .ctaButton { background-color: #34495E!important; } .u08f69c196abbc6645a64751b3c84e86d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u08f69c196abbc6645a64751b3c84e86d .u08f69c196abbc6645a64751b3c84e86d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u08f69c196abbc6645a64751b3c84e86d:after { content: ""; display: block; clear: both; } READ: Hypnosis (1316 words) EssayThe memorial is immense in size; each figure alone is 33 feet high and is sculptured in true 3 dimensional form. With its size and its unbelievable detail, this renders the memorial as a true inspirational event. The mere size alone leads to the magnanimous importance of this historical event. The memorial is located outdoors on the eastern edge of the Arlington National Cemetery in an open field of about 4 acres. To be truly inspired by this memorial it should be viewed at night. The lighting was designed with such precession that mere words cannot express the magnitude of the event. The memorial is a frozen moment in time, a time when the world was at war in almost every corner. The photograph by Joe Rosenthal immortalized this event so that all posterity could see and hopefully feel the same as he did on that day. The only part of the monument that is not frozen in bronze is the American Flag. The real flag adds to the surrealism of the moment. If you were to remove the outer skin of the memorial all you would find is a functional frame made up of latter’s, cranes, trusses and winches, wires and cables. The memorial was a triumph of organization as much as a work of art. Through the use of projective images de Weldon was able to turn a photo into a masterful work of art. The only change that was made from the original photo was one of the Marines at the base of the flag was rotated inward to add a more aesthetic appearance. The interview was with a Marine housewife who has several members of her family that were or are in the military. She perceived the memorial as a symbol of unity for our nation. To her the memorial is pride in our nation and our way of life. The memorial symbolized a victorious nation. She also commented on the fact that the memorial was designed in such a way as to bring out different emotions from each individual who views it. The memorial not only symbolizes a wartime nation but a peacetime nat ion as well with the outreaching hands striving for unity and teamwork in a nation that was once on the brink of disaster. Felix de Weldon is presently working on The Colossus of Rhodes a monument measuring 378 feet tall, a full 12 feet higher than the Statue Of Liberty in New York. This will be the largest bronze in the entire world. The Marine Corps War memorial was born from a hard fought struggle to preserve the identity and the integrity of the United States Marine Corps. In the public eye the image identified the Marines with an epic moment in history. A monument would make that moment eternal. It would remind Americans that the Marines remain inseparable from Americanism. NotesBibliographyMarling, Karl Ann, Wetenhal, John (1991). Iwo Jima Monuments, Memories, and the American Hero., 68. The Benedetti Gallery OnLine (Unknown). FELIX D. Weldon. Retrieved February 3, 2001 from the World Wide Web:, 1. The Benedetti Gallery Online 1. Unknown (Janurary 15, 2000). U.S.M.C. War Memorial. Retrieved February 10, 2001 from the World Wide Web: http://www.nps.gov/gwmp/usmc.htmCastro, Jeffrey Sgt. (Janurary 25, 2000). IWO Jima Statue Survives. Retrieved February 10, 2001 from the World Wide Web: http://www.vnis.com/vetnews/marines_corps_news/marine_corps_news2000/marines2000-010.txtMarling, Karl Ann, Wetenhal, John (1991). Iwo Jima Monuments, Memories, and the American Hero., 146. Marling, Karl Ann, Wetenhal, John., 153. Marling, Karl Ann, Wetenhal, John., 154. Marling, Karl Ann, Wetenhal, John., 154. Marling, Karl Ann, Wetenhal, John., 156. Premier Image, World Wide Web: http://www.iwojima.com/raising/raisingc.comMarine housewife interview by author, 11 March 2001,Jahrtausendkunst (Unknown). FELIX D. Weldons Tribute to the Millennium. Retrieved February 3, 2001 from the World Wide Web: http://www.jahrtausendkunst.com/dwbio.htmlReferencesMarling, Karl Ann, ; Wetenhal, John (1991). Iwo Jima Monuments, Memories, and the American Hero. Cambridge, Massachusetts: Harvard University Press. .u381f84a3564e102452dd609a4eaf0ce4 , .u381f84a3564e102452dd609a4eaf0ce4 .postImageUrl , .u381f84a3564e102452dd609a4eaf0ce4 .centered-text-area { min-height: 80px; position: relative; } .u381f84a3564e102452dd609a4eaf0ce4 , .u381f84a3564e102452dd609a4eaf0ce4:hover , .u381f84a3564e102452dd609a4eaf0ce4:visited , .u381f84a3564e102452dd609a4eaf0ce4:active { border:0!important; } .u381f84a3564e102452dd609a4eaf0ce4 .clearfix:after { content: ""; display: table; clear: both; } .u381f84a3564e102452dd609a4eaf0ce4 { 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; } .u381f84a3564e102452dd609a4eaf0ce4:active , .u381f84a3564e102452dd609a4eaf0ce4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u381f84a3564e102452dd609a4eaf0ce4 .centered-text-area { width: 100%; position: relative ; } .u381f84a3564e102452dd609a4eaf0ce4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u381f84a3564e102452dd609a4eaf0ce4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u381f84a3564e102452dd609a4eaf0ce4 .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; } .u381f84a3564e102452dd609a4eaf0ce4:hover .ctaButton { background-color: #34495E!important; } .u381f84a3564e102452dd609a4eaf0ce4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u381f84a3564e102452dd609a4eaf0ce4 .u381f84a3564e102452dd609a4eaf0ce4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u381f84a3564e102452dd609a4eaf0ce4:after { content: ""; display: block; clear: both; } READ: Antonio EssaySayre, Henry M. (2000). Sculpture. In Owen, Charlyce Jones (Ed.), A Word of Art (3rd ed., pp. 259-278). Upper Saddle River, New Jersey: Prentice-Hall Inc.. Unknown (Janurary 15, 2000). U.S.M.C. War Memorial. Retrieved February 10, 2001 from the World Wide Web: http://www.nps.gov/gwmp/usmc.htmJahrtausendkunst (Unknown). FELIX D. Weldons Tribute to the Millennium. Retrieved February 3, 2001 from the World Wide Web: http://www.jahrtausendkunst.com/dwbio.htmlThe Benedetti Gallery OnLine (Unknown). FELIX D. Weldon. Retrieved February 3, 2001 from the World Wide Web: http://www.benedetti.com/gallerylDeweldon/html/felixprofile.htmlPremier Image (2000). THE Flag Raisers. Retrieved February 3, 2001 from the World Wide Web: http://www.iwojima.com/rasing/rasing.htmlCastro, Jeffrey Sgt. (Janurary 25, 2000). IWO Jima Statue Survives. Retrieved February 10, 2001 from the World Wide Web: http://www.vnis.com/vetnews/marines_corps_news/marine_corps_news2000/marines2000-010.txtOBeirne, Kate (June 28, 1999). MEMORIAL Daze. Retrieved Janurary 27, 2001 from the World Wide Web: http://www.iwofriends.com/press/memdaze.htmMarine housewife interview by author, 1Arts Essays

How to Cover a Beat in Journalism

How to Cover a Beat in Journalism Most reporters don’t just write about anything and everything that pops up on any given day. Instead, they cover a â€Å"beat,† which means a specific topic or area. Typical beats include the cops, courts, and city council. More specialized beats can include areas like science and technology, sports or business. And beyond those very broad topics, reporters often cover more specific areas. For instance, a business reporter may cover just computer companies or even one particular firm. Here are four things you need to do to cover a beat effectively. Learn Everything You Can Being a beat reporter means you need to know everything you can about your beat. That means talking to people in the field and doing lots of reading. This can be especially challenging if you’re covering a complex beat like say, science or medicine. Don’t worry, no one’s expecting you to know everything a doctor or scientist does. But you should have a strong layperson’s command of the subject so that when interviewing someone like a doctor you can ask intelligent questions. Also, when it comes time to write your story, understanding the subject well will make it easier for you to translate it into terms everyone can understand. Get to Know the Players If you’re covering a beat you need to know the movers and shakers in the field. So if you’re covering the local police precinct that means getting to know the police chief and as many of the detectives and uniformed officers as possible. If you’re covering a local high-tech company that means making contact with both the top executives as well as some of the rank-and-file employees. Build Trust, Cultivate Contacts Beyond just getting to know the people on your beat, you need to develop a level of trust with at least some of them to the point where they become reliable contacts  or sources. Why is this necessary? Because sources can provide you with tips and valuable information for articles. In fact, sources are often where beat reporters start when looking for good stories, the kind that don’t come from press releases. Indeed, a beat reporter without sources is like a baker without dough; he’s got nothing to work with. A big part of cultivating contacts is just schmoozing with your sources. So ask the police chief how his golf game is coming along. Tell the CEO you like the painting in her office. And don’t forget clerks and secretaries. They are usually the guardians of important documents and records that can be invaluable for your stories. So chat them up as well. Remember Your Readers Reporters who cover a beat for years and develop a strong network of sources sometimes fall into the trap of doing stories that are only of interest to their sources. Their heads have become so immersed in their beat they’ve forgotten what the outside world looks like. That may not be so bad if you’re writing for a trade publication aimed at workers in a specific industry (say, a magazine for investment analysts). But if you’re writing for a mainstream print or online news outlet always remember that you should be producing stories of interest and import to a general audience. So when making the rounds of your beat, always ask yourself, â€Å"How will this affect my readers? Will they care? Should they care?† If the answer is no, chances are the story’s not worth your time.

Comparing bluetooth technology with infrared Essay

Comparing bluetooth technology with infrared - Essay Example Bluetooth exchanges information between devices through a globally unlicensed Industrial, Scientific, Medical (ISM) radio bands. It uses 2.4 GHz short range frequency of ISM. Bluetooth Special Interest Group(SIG) develop and license Bluetooth specifications. The SIG comprises of telecommunication, networking, computing and electronic companies (Newton, Harold). Bluetooth can transmit data between devices such as laptops, telephones, printers, digital cameras, mobile phones and video game consoles. It is a wireless protocol made for low power consumption and has short range which is based on low cost transceiver microchips in each device (Bluetooth SIG). The short ranges of Bluetooth are 1 meter, 10 meters and 100 meters and these ranges are power and class dependent. Class 1 of Bluetooth has a maximum permitted power of 100mW and approximate range of 100m; class 2 has a maximum permitted power of 2.5mW and approximate range of 10m; class 3 has a maximum permitted power of 1mW and approximate range of 1m (Newton, Harold). Bluetooth allows communication to be done among devices when they are in range. Because this system of communication uses radio waves, devices do not need to be in line of sight of each other for communication to take place. (Newton, Harold). In order for a device to be used by Bluetooth, it must be compatible with Bluetooth profiles. The most common use of Bluetooth includes wireless communication between handsets and mobile phones, wireless communication between computer input and output devices, file transfer between devices and OBEX, internet access of personal computers and communications in medical equipment. The technology of Bluetooth exists in many devices like Wi-Fi, telephones, and play stations and also in some high definition headsets and watches. This technology simplifies set up of services between devices. Devices with this technology can advertise all their services. It allows much of the security and permission configuration to be automated making its services easier for use as compared to other network types. A personal computer is required to have Bluetooth adapter in order to develop communication with other Bluetooth devices like mobile phones, keyboards and mice. Some laptops and personal computers have in built adapters while in others an external adapter is required. Through Bluetooth, multiple devices can communicate with a computer over one adapter. A Bluetooth enabled mobile phone allows it be communicated with many devices. The Open Mobile Terminal Platform has recently published a recommendation paper which recommends Bluetooth requirements in mobile phones which covers in car usage, printing and imaging. Bluetooth devices can transmit information like device names, list of services, device class and list of technical information on demand. Any Bluetooth device can undertake an inquiry to find other Bluetooth devices to connect to, and any Bluetooth device can usually respond to such inquires. However if a Bluetooth device that is trying to connect to another device knows the address of that other device than other devices always respond to the direct connection requests and transmit informat

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Reviewing Romeo And Juliet And Their Love Film Studies Essay

Reviewing Romeo And Juliet And Their Love Film Studies Essay Shakespeare wrote Romeo and Juliet during the Elizabethan period in the late sixteenth century. Though we cannot be definitive on the date or year, analysing Shakespeares other work and references made in the text (noticeably made by Juliets Nurse referring to an earthquake occurring 11 years ago), it is likely that Romeo and Juliet was written around 1595. The play is set in the small town of Verona, situated in Italy. Romeo and Juliet is a tragedy, and this is proven as Shakespeare uses foreshadowing devices early on in the play to show that events are going to blow out of proportion, and the themes of the play shall combine so that the lives of Romeo and Juliet will end in disaster. Shakespeare uses the prologue as an enormous foreshadowing device for the audience to take advantage of. The key elements of the play are almost handed to the audience from the beginning; however, it is up to the audience to fill in the gaps. The opening line of the prologue describes the two families as alike in dignity. The Capulet and Montague families share a similar status in society but Shakespeare informs the audience that the two families have an ancient grudge which plays a major role as civil hands [become] unclean, meaning that fighting between the two families takes place. Throughout the prologue, Shakespeare uses numerous foreshadowing devices like the one mentioned above. One in particular which shares Elizabethan beliefs and superstition is when Shakespeare describes Romeo and Juliet as two star-crossed lovers. This phrase is used to describe a relationship which is doomed from the start. This is particularly clever because people used astrology to judge relationships during the sixteenth century. For this reason, the stars were assumed to be working against Romeo and Juliets relationship in order to bring peace to the feuding families. Furthermore, this connotes the play as a tragedy, and that Romeo and Juliet entered their relationship with little preparation. From the outset of Act 1, Scene 1, Romeo is the topic of conversation between his parents and Benvolio. Shakespeare uses specific language to engage the audiences interest that something is unsettling Romeo. Lady Montague shows her immediate concern by enquiring, Where is Romeo? Benvolio tells her that Romeo was underneath the grove of sycamore before dawn, and when seeing him stole into the covert of the wood. This illustrates that Romeo is feeling melancholic emotions, and that he is sensitive. Romeo is embarrassed that he has been seen mourning, as much still like today, a man would be considered weak to cry. In addition to this, Shakespeare uses pathetic fallacy to show how Romeos feelings are similar to his surroundings. Sycamore derives from Latin, meaning sick of love, which tells the audience that Romeo is love sick, therefore the audience can be sure that Romeo has been rejected by Rosaline. Romeos unwillingness to be caught crying can be reinforced by a comment made by Lord Capulet regarding Romeo augmenting the fresh morning dew, meaning that Romeo went outside in the early morning to grieve, rather than the middle of the day when more people would likely be out. These descriptions of Romeo enable the audience to form an impression of his character, even before he enters the stage Romeo is presented as a melancholy, isolated figure who is trying to cope with the confusion of rejection. Romeo uses oxymoron like feather of lead to describe his confusion as regards to his love for Rosaline. These juxtapositions have branched off Romeos main emotion of loving hate. This oxymoron shows how Romeo feels trapped between two completely different emotions, and that these emotions are feeding off each other, making Romeo feel miserable. In addition to this, Romeo says, Nor ope her lap to saint-seducing gold. As a consequence of this, I believe that Romeo is not truly in love with Rosaline, but is infatuated rather than in love. The audience can tell that Romeo was confident when requesting such an offer to Rosaline because he described himself as saint-seducing gold. In my opinion, this is a very important reason why Romeo fell in love with Juliet so quickly, as he knows his chances with Rosaline were exceptionally low. During the sixteenth century Elizabethan England was a Patriarchal Society, playing a role in every womans life of that time. Juliet is no exception Lord Capulet finds Juliets suitor, and sees no reason why she would object to marriage. Juliet is looking for love, but on the other hand, Lord Capulet wants to find an eligible young man from a wealthy background. This clashing of tastes is a factor which contributes to Juliets death, as she could not marry the man she wanted with freedom from strife. If Romeo and Juliets love affair took place in todays society, Lord Capulet would not have objected to her marrying Romeo, so Juliet and Lord Capulets relationship would have been stronger. To some extent therefore, Shakespeares play reflects aspects of Elizabethan society. Juliets relationship with her mother is also one common to when the play was written. Affluent families would have a nurse, or a servant of some sort to assist them. Juliets nurse acted much like her mother, in the way that she helped her, protected her, and looked after her from the outside world. For this reason, Lady Capulet was able to take a step back so the nurse would intervene. Juliets relationship with her nurse is therefore stronger than with her mother. Romeo has a great deal of freedom compared to Juliet because of the patriarchal views shared by both sets of parents. Romeos parents are more concerned about his feelings, and this is evident in Act 1. Juliets parents have completely different views on how she should be brought up allowing men to make her life changing decisions. Lord Capulet places an excessive amount of pressure on his daughter. Consequently, Juliets life becomes extremely difficult as she takes it into her own hands, making her own decisions. The values and beliefs of this Patriarchal Society were a barrier which Juliet needed to overcome, but unfortunately, she could not. Throughout the play, Shakespeares use of oxymoron indicates that Romeos thoughts are chaotic, and he is thinking differently opposed how he normally would. Cold fire suggests that Romeo is struggling to get his thoughts in order, as cold could not be used to describe fire, which is extremely hot. For this reason, when Shakespeare uses an oxymoron to describe Romeos emotions, the audience can consider Romeos feelings during that time of the play to be of confusion and perplexity. In Act 1, Scene 5 (the Party Scene) Romeo and Juliet meet for the first time and instantly fall in love. Originally, Romeo and Benvolio decided to gatecrash the party in an attempt to see Rosaline, however, Romeo saw Juliet for the first time and his intentions instantly changed from one woman to another. Immediately after seeing Juliet for the first time, Romeo speaks in a soliloquy, describing Juliet as the most beautiful human-being his eyes have ever set upon. Romeo describes Juliet as [hanging] upon the cheek of night. Shakespeare uses this contrast of black and white to show how Romeo believes Juliet to be conspicuously beautiful, a woman to be worshipped. The Party Scene acts as a viewing opportunity for the audience in respects of the dramatic irony used by Shakespeare. We get to watch their love for each other grow throughout the scene, though the Prologue does tell us they are star-crossed lovers, thus are destined to meet, and destined to die. Equally, Romeo and Juliet do not as yet know they belong to rival families until near the end of Act 1, Scene 5. This is so both characters can show their emotions for each other before they may be changed by the rivalry between their families. Nevertheless, when Romeo and Juliet do realise, they both respond similarly. Romeo speaks, Is she a Capulet? O dear account! My life is my foes debt. He is in a state of shock, much like when Juliet finds out through her nurse a few lines further down My only love sprung from my only hate! This tells us that Juliet does not love Paris, but Romeo, and that she shares the same feelings as Romeo. When Romeo sees Juliet for the first time, he speaks deep thoughts, and compares her to only good things. Evaluating Shakespeares choice of language, he wanted Juliet to come across as innocent and untouched. Romeo says, So shows a snowy dove trooping with crows. Here, Shakespeare uses a combination of natural imagery colour symbolism to show Juliets purity. This differs from the choice of language used when Romeo described Rosaline earlier in the play. When speaking about Rosaline, Romeo was confused about his feelings, and found it frustrating. In contrast, when describing Juliet, Shakespeare created positive imagery, and this captured Romeos kind feelings towards Juliet. When Romeo and Juliet meet for the first time, Shakespeare assembles a shared sonnet to show how their intimacy develops so quickly. Within the shared sonnet, Shakespeare combines metaphors and religious imagery to show the intimacy of Romeo and Juliets developing relationship. For example, Romeo says, My lips, two blushing pilgrims, ready stand to smooth that rough touch with a tender kiss. Though here, Romeo appears to be only talking about himself, the use of religious imagery appeals to Juliet because of the time period. Despite this, Romeo calls Juliet a holy shrine, which shows how much he values her. Romeo is comparing Juliet to a goddess in religious context, a woman to be worshipped adored, and Juliet accepts Romeo and they kiss for the first time. Juliet obviously has strong feelings for Romeo, and is not afraid of expressing them to him. When Romeo describes his lips as two blushing pilgrims, Juliet decides to play along and tells Romeo he is a good pilgrim. This shows how Juliet is attracted to Romeo, and also that she is comfortable in Romeos presence. Moving on from this point, Romeo leads the first kiss, and Juliet drops a clever comment for Romeo to realise she would like to kiss again. After the second kiss Juliet tells Romeo, You kiss by thbook. This insinuates that Juliet enjoyed the kiss, and it was an experience for her which was out of this world. For this reason, the audience can be sure of what Juliet thinks of Romeo. During the Party Scene of Baz Luhrmans film production of Romeo and Juliet, lighting effects, camera angles and music all work together to create the atmosphere needed for the scene to be effective. One point of the scene which particularly caught my eye was when Romeo and Juliet first see each other through the fish tank. In the build up to this point the general mood of the party settles and the theme music of Kissing You by Desree begins to play. The music continues through the whole party scene, making Romeo and Juliets first encounter seem unreal for each of them. An instrumental version of the music is played during the scene in which the tempo is increased to signal the happiest part of the scene. Romeo and Juliet are on either sides of the fish tank during the scene, which creates a physical barrier between them. Before knowing that Juliet is on the other side, Romeo observes the fish tank for some time, admiring the fish. The fish are of an exotic nature, and are mostly blue. This colour symbolism suggests the part of the scene to be calm and interrupted, so could be looked as a foreshadowing device. When the fish tank is in view of the camera, the lighting is bright, whilst everything else in the scene is dim. This shows the audience the spotlight of the scene. The lighting is even brighter when Romeo sees Juliet, as the whiteness of her eye takes up much of the camera. Once Romeo and Juliet begin looking at each other, the camera alternates from the angles in which Romeo and Juliet are looking through. Whilst this change of camera angles is in process, the director has wanted Romeo and Juliet to seem clean and pure. A suggestion on how the director has achieved could be th at Juliet has yet to join the party, and Romeo has just washed his face with water. Throughout this part of the scene, Romeo and Juliet have not yet spoken to each other. Instead, the camera acts as the narrator and revolves around the fish tank, concentrating on Romeo and Juliet and is the word and mouth of the scene. The symbol of water is used throughout the film, especially during the fish tank scene, when Romeo was first introduced, and when Juliet was in the bath. Also, after the fight scene Romeo was smoking on the beach. This constant use of water with Romeo and Juliet indicates that Baz Luhrman thought of Romeo and Juliet as being innocent, kind, and pure lovers who did not deserve to die. Baz Luhrman retains much of the original Shakespearean language but he has adapted the script for film. Noticeable changes include the order of events. In the original script Romeos soliloquy in which he notes Juliet takes place first, followed by Tybalt talking to Lord Capulet. However, in Baz Luhrmans production, Romeo and Juliet meet first as they look through the fish tank (with no speech), then Tybalt talks to Lord Capulet, and lastly Romeo speaks his soliloquy. This reshuffle of events has happened because the audience can rely on the camera to show us the events rather than the characters speaking. This is particularly effective as camera angles are used to bring more attention to Romeo and Juliet, making the scene more romantic. An event which Baz Luhrman preserves in his production is the shared sonnet between Romeo and Juliet. Luhrman has done this because the shared sonnet is an iconic moment in Romeo and Juliet, and it would be mystifying to the audience to not see this event. The advantage of keeping the shared sonnet is that it adds to the passionate context of the scene between Romeo and Juliet. During the shared sonnet, the camera focuses on Romeo and Juliets faces, and in consequence exaggerates their emotions. The costume selection for the characters in Baz Luhrmans production of Romeo and Juliet provides helpful foreshadowing devices which help the audience to have a better understanding of the roles assigned to various characters. A costume which in particular was effective in the party scene was Tybalts dressed as The Devil. The idea of him being a devil gives the message that bad things are to come, and this prediction becomes more believable when we see Tybalts servants dressed as skeletons. There are three people wearing evil-like costumes, which could suggest that three main characters are going to take part in the fight which happens after the party. Both Romeo and Juliet share effective costumes also, Romeo as the knight in shining armour, and Juliet as a white angel. Together, these costumes convey the idea of innocence and purity for Juliet through the white colour symbolism of her angelic costume, and that Romeo was trying to save Juliet from the terrible fate which awaited he r towards the end of the play. Romeos costume of a knight in shining armour is a stereotypical image used as a foreshadowing device to tell the audience that it is his duty to save Juliet from their familys trifling. Love is a strong word, and you could argue that it had a different meaning to todays meaning of love, which could be a reason for Romeo and Juliets sudden love for each other. In a modern play, their love story would be unreal because there was no build up to their love. Despite this, Shakespeare used foreshadowing devices, and presented speech in an effective way using blank verse, iambic pentameter and the highly structured form of the sonnet. Shakespeares love story revolves around love at first sight, in which Romeo and Juliet concentrated more on each others physical appearance rather than their personality. Though Shakespeares story of Romeo and Juliet may be considered unrealistic in todays society, I believe it to be the greatest love story ever told because it was one of the first which gave the lovers involved deep feelings for each other which the audience could share.

Songs For a Colored Singer by Elizabeth Bishop Essay -- Colored Singer

"Songs For a Colored Singer" by Elizabeth Bishop   Ã‚  Ã‚  Ã‚  Ã‚  What is a song but a poem set to music? Take away the music from a good song and the rhythm of the words will create its own musical sound. â€Å"Songs For a Colored Singer†, a poem written by Elizabeth Bishop, is a song without the music. Bishop’s use of repetitive rhymes creates the lyrical, song like, structure to her poem. The voice of the song belongs to a black woman who encounters adversity throughout the poem. The sum of the elements, a black woman singing about hard times, equal one distinct style of music, namely the blues. Bishop divides the poem into four parts. Through each part the poem, Bishop uncovers different aspects of the colored woman. What Bishop reveals is the difficult situations which face underprivileged black citizens in America. Bishop’s poem has similarities to a song by Billie Holiday, and is linked to a Langston Hughes poem. By using the voice of a colored singer, Bishop exposes the inequality of early twentieth century African-Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop examines the life of a colored domestic woman and portrays the difficult existence through song. Part one of the poem portrays a melancholy domestic who is having trouble with her man, a classic situation for the blues. The use of simple rhymes and syllable structure in the first stanza forecasts the lyrical tone of the poem. To create a sense of flow, the first and third stanzas have identical rhyme patterns, and the second and fourth stanzas also mirror each other. The use of the same line at the end of the second and fourth stanzas, â€Å"Le Roy, you’re earning too much money now,† (Part 1. Lines 13 & 26), distinguishes this poem as a song. Rarely are lines repeated in poems, but the use of repetition is essential in songs, because of the need for a chorus. Part one of the poem brings to light the inequality among race and class. Due to the economic conditions of African-Americans, they find themselves working as domestics for much wealthie r Caucasians. The singer expresses the difficulty working as a domestic, as she witnesses firsthand the inequalities of the classes, â€Å"none of these things I can see belong to me† (P1 L3-4), she continues to describe in detail the differences between the colored and the whites, â€Å"they got a lot of closet space; we got a suit case.† (P1, L7-8) The circumstances of the colored singer establish... ... Bishop says â€Å"curious [†¦] fruit† (P4, L23). Holiday’s popular song predates the release of Bishop’s poem by seven years, 1939 and 1946 respectively. Bishop’s poem seems to have an influence on a famous poem written by Langston Hughes, â€Å"Dream Deferred.† In Hughes’ poem he eludes to years of African-American anger festering like a fruit, then exploding. The similar themes connect Bishop’s poem to Hughes’. Both poems foretell an eruption of anger coming from the African-American community.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop creates a poem which sounds similar to a song. The bluesy feel created by the structure along with the melancholy contents, form a perfect blues song. The poem chronicles the chaotic events of a colored domestic, who represents the plight of the African-American. Her helpless situation is a result of the vicious poverty cycle which traps African-American’s in permanent despair. Bishop ends the poem by forecasting an African-American uprising. Bishop believes African-American’s can only take so much, soon they will explode. Through Bishop’s use of simple rhymes, repetition of words and changing syllabic functions, this poem reads less like a typical poem, and more like a blues song. Songs For a Colored Singer by Elizabeth Bishop Essay -- Colored Singer "Songs For a Colored Singer" by Elizabeth Bishop   Ã‚  Ã‚  Ã‚  Ã‚  What is a song but a poem set to music? Take away the music from a good song and the rhythm of the words will create its own musical sound. â€Å"Songs For a Colored Singer†, a poem written by Elizabeth Bishop, is a song without the music. Bishop’s use of repetitive rhymes creates the lyrical, song like, structure to her poem. The voice of the song belongs to a black woman who encounters adversity throughout the poem. The sum of the elements, a black woman singing about hard times, equal one distinct style of music, namely the blues. Bishop divides the poem into four parts. Through each part the poem, Bishop uncovers different aspects of the colored woman. What Bishop reveals is the difficult situations which face underprivileged black citizens in America. Bishop’s poem has similarities to a song by Billie Holiday, and is linked to a Langston Hughes poem. By using the voice of a colored singer, Bishop exposes the inequality of early twentieth century African-Americans.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop examines the life of a colored domestic woman and portrays the difficult existence through song. Part one of the poem portrays a melancholy domestic who is having trouble with her man, a classic situation for the blues. The use of simple rhymes and syllable structure in the first stanza forecasts the lyrical tone of the poem. To create a sense of flow, the first and third stanzas have identical rhyme patterns, and the second and fourth stanzas also mirror each other. The use of the same line at the end of the second and fourth stanzas, â€Å"Le Roy, you’re earning too much money now,† (Part 1. Lines 13 & 26), distinguishes this poem as a song. Rarely are lines repeated in poems, but the use of repetition is essential in songs, because of the need for a chorus. Part one of the poem brings to light the inequality among race and class. Due to the economic conditions of African-Americans, they find themselves working as domestics for much wealthie r Caucasians. The singer expresses the difficulty working as a domestic, as she witnesses firsthand the inequalities of the classes, â€Å"none of these things I can see belong to me† (P1 L3-4), she continues to describe in detail the differences between the colored and the whites, â€Å"they got a lot of closet space; we got a suit case.† (P1, L7-8) The circumstances of the colored singer establish... ... Bishop says â€Å"curious [†¦] fruit† (P4, L23). Holiday’s popular song predates the release of Bishop’s poem by seven years, 1939 and 1946 respectively. Bishop’s poem seems to have an influence on a famous poem written by Langston Hughes, â€Å"Dream Deferred.† In Hughes’ poem he eludes to years of African-American anger festering like a fruit, then exploding. The similar themes connect Bishop’s poem to Hughes’. Both poems foretell an eruption of anger coming from the African-American community.   Ã‚  Ã‚  Ã‚  Ã‚  Bishop creates a poem which sounds similar to a song. The bluesy feel created by the structure along with the melancholy contents, form a perfect blues song. The poem chronicles the chaotic events of a colored domestic, who represents the plight of the African-American. Her helpless situation is a result of the vicious poverty cycle which traps African-American’s in permanent despair. Bishop ends the poem by forecasting an African-American uprising. Bishop believes African-American’s can only take so much, soon they will explode. Through Bishop’s use of simple rhymes, repetition of words and changing syllabic functions, this poem reads less like a typical poem, and more like a blues song.

Mr. Everest Case Analysis

†¢ The leaders, the guides and the Sherpa assistants discovered the business opportunity in guiding clients to the summit. †¢ Since Mt. Everest is the highest mountain in the world and is a symbol of overcoming difficulties to fulfill the dream, most of the clients wanted to conquer it, especially when some of them (mountain climbers) failed to push to the summit before. †¢ Jon Krakauer, from Outside magazine, had a special agreement with Hall. He regarded the opportunity as a â€Å"free lunch†. †¢ Sandy Pittman, also worked in the media industry, joined the expedition in order to give daily web reports to NBC. Gammelgaard wanted to become the first Scandinavian woman to reach the summit. †¢ Other clients like Adams and Madsen, chose it because they enjoyed the struggle of the upward of life and they believed that this was what life mean and what life was for. b. What type of person tries to ascend the world’s tallest mountain? †¢ The type of person who tries to ascend Mt. Everest with extremely strong willingness to challenge themselves, good physical fitness, well-trained climbing skills and perseverance. c. What personal Qualities does it take to succeed? Strong willingness to reach the summit, perseverance, good team spirit, problem solving skills, positive attitude, and avoid making the same mistakes. d. Do you see any similarities between a high-altitude mountain climber and an MSB? †¢ Yes. The personal qualities listed above are also important for an MSB student if he/she wishes to achieve business success in the future. But strong willingness should be the willingness to help enterprises achieve sustainable growth and leverage business as a powerful tool to contribute to society. e. Based upon this analysis, can you draw any conclusion about the dangers that may lie ahead for you in pursuit of your career objective? †¢ The dangers that may lie ahead include making wrong decisions again and again, encountering unexpected changes or crisis, failing to deal with conflicts, lacking team spirit, declining good advice. 2. Causes of the Tragedy a. What caused this tragedy? †¢ Human errors, including recruiting clients without high-altitude experience, ordering insufficient oxygen supplements and taking antiquated radios, caused the tragedy. Flawed characteristics in human nature caused this tragedy. Having many experiences in climbing Mt. Everest made Hall and Fischer unwilling to accept others’ advice. Each client thought and acted for his/her own. †¢ Unexpected weather changes also caused this tragedy. b. What types of mistaken judgments and choices did the climbers make? †¢ The leaders recruited climbers with no high-altitude experience. †¢ The leaders and the clients were not well prepared for the expedition. Fischer did not order enough oxygen supplements and did not have a plan B for the logistics problem of his order. Many clients did not get high-altitude climbing training before the experience. †¢ The leaders did not provide opportunities for guides to participate in decision-making. Fischer preferred Hall’s suggestion instead of Boukreev’s. †¢ Did not accept the advice from others. Topche ignored Fischer’s suggestion and insisted to climb. Fischer did not listen to the advice of Boukreev about the possible weather change on the way from Camp 2 to Camp 3. †¢ Made the wrong decision again and again. Harris made a critical error in assuming that there was no supplemental oxygen remained at the South Summit. Bad time management skills. Hall and Fischer stressed the importance of turning back but neither settled on an exact turnaround time. †¢ Some clients only thought about themselves. Pittman should have turned around instead of placing an overwhelming burden on Jangbu. c. Consider your own business experiences for a moment. What causes people to ignore rules in organizations? Why do individuals find it so difficult to ignore sunk cost? †¢ Not being aware of rules, lack of supervision, lack of appropriate punishment, insufficient education causes people to ignore rules in organizations. Because individuals already have spent time and money on a project. It is so difficult for people to ignore their efforts even though the efforts are invalid or the dream cannot come true. d. Did these teams function effectively? Why or why not? †¢ No. †¢ They didn’t work as a team. Each client acted for his/ her own goods. †¢ Team leaders made repeating wrong decisions. By Hall’s requirement, the guides waited over an hour for the clients before moving to the Balcony. That made them late for the timeline. †¢ When the guide Harris made a critical error, no one paid attention to his physical condition and gave him help. Team leaders had bad time management skills and didn’t stick to the turn around time. e. What is your evaluation of Fischer and Hall as team leaders? †¢ I would consider them as unsuccessful team leaders not because they failed to lead the team to reach the summit, but because they made several critical errors. A successful team leader should provide opportunity for others in decision-making, accept constructive advice, have good time management skills, good communication skills and be able to lead his team members. †¢ Despite this, Fischer and Hall both have high-altitude experience and are responsible for their clients and teammates. . Are we being a bit too hard on Hall and Fischer? Might tragedies such as this one simply be inevitable on the slopes of Everest? †¢ Yes, I think we are being a bit too hard on Hall and Fischer. Multiple elements caused the tragedy, such as weather, human error and unexpected crisis. People cannot imagine what will happen during the summit bid. People can never be fully prepared for the unexpected changes. That is why climbing Mt. Everest is so dangerous. g. Having conducted all this analysis what would you conclude is the root cause of the catastrophe? †¢ I think the root cause of the catastrophe was human error. Although unexpected weather change was another key cause of the tragedy, team members, especially the leaders and the guides, should have been aware of the possible weather change and make the right decision. When they failed to follow the summit timeline, they should have turned around instead of continuing. h. Can we identify a root cause? Why or why not? †¢ Yes. In any case, there must be some factors that have more influence on the result than other. So we can identify a root cause. i. Does the notion of system complexity apply in this case? In what ways did complex interactions and tight coupling characterize these expeditions? Yes, the notion of system complexity applies in this case. Each small mistake made by the leaders tended to relate with each other and finally came to a chain reaction that led to the tragedy. These are the complex interactions that happened in these expeditions. Both leaders set up a rigid timeline and did not provide opportunity for other experienc ed guides to participate in decision-making. When an unexpected crisis came, there were no flexible areas to change the plan in the timeline. These are the tight coupling characterize in these expeditions. 3. Constructive Dissent and Psychological Safety a. What factors created a climate in which people felt uncomfortable expressing dissent and engaging in a candid exchange of ideas and opinions? †¢ The leaders did not provide opportunity to others in decision making. †¢ Other teammates did not have professional experience in high-altitude mountain climbing. †¢ Lack of teamwork and trust between team members. b. Moving beyond Everest, what factors might inhibit constructive dissent in organizations? †¢ The manager does not provide others an opportunity in participating in decision-making. †¢ The manager treats people unfairly. †¢ Bad teamwork and lack of trust between colleagues inhibit good advice. . Is dissent always appropriate? Under what conditions do leaders want to encourage dissent? When should they strive to discourage dissent? †¢ No. The dissent is constructive and is raised to the managers at a proper time and place. †¢ When the dissent has destructive effect on employees and company, t he leaders should discourage it. 4. Lessons for Business Leaders a. What are the lessons for business leaders from our analysis of this tragedy? †¢ Business leaders should avoid being bossy and inaccessible to employees. It is significant to encourage and accept constructive dissent from others. They should be aware that their words and actions might have great influence on the employees. †¢ They should provide equal opportunities to employees. †¢ They should avoid making the same mistakes again and again. b. Drawing on your own experiences, can you identify a situation in which some of the factors contributed to an organizational failure? How might you take corrective action to prevent that situation from occurring once again? †¢ We failed to organize a graduation trip for the whole college. We did not do research in a large scale, prepare a practical plan or to provide several options. If given the second chance, I would take several steps to avoid the organizational failure. First, I would str ess the importance of this trip to everyone, and find out an exact date that would work for everyone. Then I would do a survey on the place, the period and the price preferences of the students. After that, I would list several options for students. Lastly, I would try to find out the reason that a student declined the offer and improve the travelling plan. c. What qualities make Hall and Fischer great mountaineers? Are these the same attributes required to lead an effective team? Does this same tension exist in business organizations? †¢ Lots of practice, perseverance, good physical fitness, well-trained climbing skills and strong willingness make Hall and Fischer great mountaineers. †¢ These are not the same attributes required to lead an effective team. In order to be a good team leader, a person should provide others with an opportunity in decision-making, be accessible to others, have good time management skills and communication skills. d. Can we train people to become better team leaders and more effective high-stakes decision-makers? If so, how? †¢ Yes. Introduce to people how those effective high-stakes decision-makers perform, so that people can pay attention to how their words and actions have an influence on others. Moreover, people will realize that it is important to build confidence and reduce the conflicts within the team. More importantly, they can understand and learn from the failures in the past. †¢ Develop different exercises to train people, including group projects, case studies, brainstorm training and crisis respond practice etc. Practice makes perfect. After each practice, people should have a self-assessment on their performance and list aspects that need improvement.