Strengths and Weaknesses of a Leader Essay Example | Topics and Well Written Essays - 1750 words

Qualities and Weaknesses of a Leader - Essay Example In addition, individuals will in general follow those whom they see as giving a methods for accomplishing their own wants, needs, and needs. Administration and inspiration are firmly interconnected. By getting inspiration, one can value better what individuals need and why they go about as they do. The inspiration given by the authority makes the devotees to portray certain conduct mentalities. These qualities changed by the pioneer in his/her supporters are diverse in people. As referenced by Weber in his meaning of alluring pioneer Schmidt is an uncommonly talented individual who developed in circumstance of edginess for Novell and gave the association a lot of thoughts giving an extreme answer for the emergency. Through his receptiveness for change and unpredictability he prevailing to cause the workers of the association to accept that he is the ideal individual whom they ought to follow. They approved Schmidt's remarkable endowments and which brought about rehashed accomplishment of association. The need of good administration can issue from physiological and security needs. Great authority assists with guaranteeing that the association and its occupations will keep on existing. Also, the self image requests that one-regard individual from whom requests and bearings are to be gotten. It is exceptionally disappointing to be oppressed by and by to an order from a person who is regarded disgraceful and inept. Sensible requests and bearings: The request I... equirements of the circumstance, fit for being executed, finished yet not superfluously point by point, clear and compact, and given in a way that invigorates acknowledgment. Preposterous requests unequipped for achievement serve just to build instability and dissatisfaction. Irrational requests that work in opposition to the eventual benefits of the association may prompt a type of malevolent compliance; the representative takes extraordinary get a kick out of tailing them to the letter in order to harm the prevalent who justifies little regard. A socially significant association: The pattern toward more prominent social desires for private associations has sway upon such an association's worker's desires. This need issues from human needs of confidence, and tolls a profoundly testing duty upon the association's administration. In an occupation situation where the majority of the previously mentioned conditions will satisfied the representatives will be increasingly dedicated and beneficial. On account of Networking programming creator Novell Schmidt kept temperaments and feelings as a main issue in the authority procedure. All the more explicitly it was recommended that passionate knowledge, the capacity to comprehend and oversee dispositions and feelings in oneself as well as other people, added to successful initiative in Novell's reconstructing. Schmidt maintained his attention on four significant parts of passionate insight: The evaluation and articulation of feeling, the utilization of feeling to upgrade subjective procedures and dynamic, information about feelings and the board of feelings. By controlling these four angles he created aggregate objectives and targets. He imparted in his associates and sub ordinates a valuation for the significance of new thoughts, eagerness to buckle down, trust in himself and trust with in themselves and different colleagues. He

Adolecent Behavior In The School Environment Essays - Free Essays

Adolecent Behavior In The School Environment Essays - Free Essays Adolecent Behavior In The School Environment George Fischer Middle School is an enormous school and has understudies going to from six Putnam County towns and two Dutchess County towns. By and large, the graduating class has near 500 understudies and the average class has 32 understudies joining in. The school has two cafeterias so as to oblige it's huge understudy populace, one cafeteria to accommodate fifth and 6th graders, and another for seventh and eighth graders. Sufficiently intriguing, the various classes don't go to lunch together, as such, seventh and eighth graders don't go to lunch together nor fifth and 6th graders. Again I accept this is carefully do to the huge populace of this school. I entered the school toward the beginning of the day, I believed this to be furthering my potential benefit, therefor not standing apart such a great amount among the clusters of individuals accumulated outside the school building. It very well may be said that the understudies appearances fluctuated to some degree, however an entire it stayed inside a specific implicit code. The young ladies wore their hair long-medium length or more, and had it tied in a braid or straight. Some were in skirts (somewhat above knee level)- all were either corduroy or flower material. A large portion of the young ladies however were in pants and hip length sweaters and wore tennis-tennis shoes or the inconvenient kind shoes which are for the most part the style now. All the young ladies I saw wore hoops, for the most part the little dangling type and regularly they had two gaps penetrated. The majority of the young ladies wore make-up, for the most part lipstick and eye-shadow, in spite of the fact th at it was not extreme. The young men all appeared to be in garments that were least five sizes too enormous. It comprised basically of one of these two attire choices: extra-enormous sweater covering a warm kind shirt, with pants that were barely shy of slipping to the ground or extra-huge wool covering a warm sort shirt, with pants that were barely shy of slipping to the ground. A nearby second to this dressing pattern for young men was the sweater and pants/sweater and khakis style, albeit not even close as conspicuous. About the entirety of the young men wore their hair short, most much of the time with the back trim near the scruff of the neck and the top gelled. Some had hoops (both circle and stud types were watched) and many wore neclaces-either choker chain or hemp styles. The entirety of the young men appeared to be wearing shoes of unlimited assortments, and most in the one-hundred dollar territory. Beside these essential sexual orientation designs, there were the individu als who contrasted. A couple of the young ladies had short hair, a couple of the young men developed the highest point of their hair long. A portion of the children were in attire that appeared to be out-dated in contrast with their wharfs, and even resembled being passed down from a more established kin. For instance, not being in this seasons shading or style. There were likewise those understudies, fundamentally young men, that were in football or ball pullovers or coats that brandished the schools name or mascott. I noted a couple of young ladies wearing a football coat, by chance with young men names on the front. It was anything but difficult to note from these perceptions that by and large, apparel was an outward pointer to recognize among the different social gatherings. The garments the understudies wore was a prompt sign to different social gatherings, being that it is a visual perception. It tends to be said this is a typical factor even in the grown-up world, yet not once did I note a wretched understudy associating with an understudy that was in an athletic coat or an understudy that was design forward. It was during the lunch time frame that I figured I could make differentiations among social gatherings most precisely At first entering the cafeteria, it was much as I recollected, even a lot of like school. The volume was high and quickly I saw the gatherings shaping, again this is something which extends into the later adolescents, and even into adulthood, however here I was watching a significantly more inflexible norm. There didn't give off an impression of being any easygoing associating among various gatherings (with the exception of in one circumstance which I will make reference to). The principal bunch I saw was the muscle head gatherin g, I in all probability noted

SIPAs MPA in Development Practice COLUMBIA UNIVERSITY - SIPA Admissions Blog

SIPA’s MPA in Development Practice COLUMBIA UNIVERSITY - SIPA Admissions Blog By Molly Powers At the Office of Admissions we get a lot of questions about the MPA in Development Practice (MPA-DP also known as MDP). It’s understandable, considering that the degree program was established in 2009 and just graduated its first class in May 2011. As a current second-year MPA-DP student, I am often the go-to person fielding these questions, so in the interests of sharing some insights with folks who can’t come by our office, I’m highlighting a few of the most common queries here. Q. Where did the MPA-DP degree come from anyway? A. The creation of the MPA-DP degree was one of the core recommendations of the International Commission on Education for Sustainable Development Practice, supported by the John D. and Catherine T. MacArthur Foundation.  The year-long Commission was co-chaired by Jeffrey D. Sachs, Director of The Earth Institute at Columbia University, and John McArthur, then Executive Director of Millennium Promise, and comprised 20 top thinkers in the field of sustainable development, including the CEO of CARE, the then Executive Director of UNICEF, and a former president of Mexico. This group concluded that there is significant and growing demand for generalist development professionals individuals highly trained in a set of cross-disciplinary competencies that prepares them to address the complexities of sustainable development.  Leaders in the field need multidisciplinary knowledge and skills to solve problems in an increasingly complex and dynamic world. There are now students pursuing MPA-DP or MDP degrees at more than 20 universities around the world. You can learn more at the Global MDP Secretariat website. Q. What is the difference between MPA-DP and a traditional MPA? A. Each MPA-DP or MDP program around the world may be slightly different, although they share the same cross-disciplinary objectives. At SIPA, the MPA in Development Practice program is a two-year MPA degree, but the student cohort is smaller (fewer than 50 students per class) and the core courses differ somewhat from a traditional MPA. The MPA-DP is geared toward development practitioners with some field experience who are interested in a multi-sectoral approach to sustainable development and poverty alleviation. Due to the number of required core courses in varied subjects such as health, food systems, management, infrastructure, and economics, MPA-DP students do not select a concentration or specialization.  As with a traditional MPA, macro and microeconomics, statistics, and professional development are required, but MPA-DP students are not required to do a capstone project in their fourth semester (though they may if they apply and are accepted). One of the major differences is the nature of the MPA-DP internship. Rather than find their own internship, MPA-DP students are matched with select partner organizations for a three-month field internship in a developing country during the summer between first and second year. Otherwise, most courses available to MPA and MIA students are also available to MPA-DP students. Q. What kind of background do MPA-DP students have? A. There’s a big range. My cohort includes four engineers, six Returned Peace Corps Volunteers, a lawyer, four corporate consultants, two with experience working in corporate social responsibility, a number of entrepreneurs who started their own non-profit enterprises, and many who have experience with international NGOs like WWF or multilateral organizations like UNDP and ILO.  One thing is for sure, MPA-DP encourages potential students to gain hands-on field experience before applying to the program. For each cohort, we seek diverse international representation and undergraduate degrees. The first two MPA-DP classes include students from 21 countries, coming from a range of academic backgrounds including economics, business, engineering, computer science, agriculture, public health, biology, religion, history, communications, political science, law and international relations.   The cultural and professional diversity within each cohort is a powerful asset for learning and contributing to a vibrant program. Q. Is the MPA-DP program more quantitatively rigorous? A. The MPA-DP degree requires that students take advanced 6400 level macro and microeconomic analysis for international affairs rather than the (slightly) less advanced 4200 level. This is in preparation for some of MPA-DP’s other core curriculum including Human Ecology and Energy and Infrastructure Planning. Economics is a key component of international and public affairs and students who have not been exposed to statistics or a college-level economics class will find the first semester particularly challenging. That said, MPA-DP is not significantly more rigorous than the traditional MPA or MIA degrees, quantitatively speaking, and people who have not cracked open a calculus textbook since high school should not feel discouraged from applying.   Speaking for myself, I came to the program with a Religious Studies and Anthropology major, having little exposure to economics and having avoided statistics in college. I struggled with some of the concepts, but managed to do better than I expected. So long as you are able to demonstrate quantitative competency (I had taken a number of natural science courses and my work experience included budgeting and excel), you should be able to survive, and even hone new skills. Q. What kind of jobs are MPA-DP graduates qualified for? A. MPA-DP graduates are qualified for the same jobs as MPA and MIA graduates, although the degree is particularly well suited for work in international development-oriented organizations requiring fieldwork. Grads are equipped to understand and solve complex development problems at local, national, and global levels. In addition, the small size of the cohort and the program’s alliance with the Earth Institute and Global MDP Secretariat gives students access to additional networks through which to pursue career opportunities. In May 2011, our first class of 23 students graduated from the program. They have since found jobs with a diversity of organizations across 9 countries. These include positions in the World Bank, US government, foreign governments, international NGOs, development  consulting firms, entrepreneurial ventures, philanthropic organizations, and universities. Q. How do I select a Summer Field Internship site? A.  The three-month summer field internship is an essential component of the MPA-DP curriculum and is designed to provide students with practical work experience in sustainable development practice. MPA-DP students are given a number of possible, approved sites and organizations employing integrated approaches to sustainable development around the world. Students are also provided descriptions of project work that is available at these sites, then rank their preferences, and are matched in teams of 3-4 with these preferences and the site needs in mind. In 2011, MPA-DP students worked in six Sub-Saharan African countries with Millennium Villages Projects, in Bangladesh with BRAC, in Cambodia with Maddox Jolie-Pitt Foundation, and in East Timor with the Earth Institute. The number of projects and countries will expand in 2012 to include Haiti as well as more Asian, African, and Latin American project sites. To read student blogs from summer field internships, you can visit this site. Q. Can I do a dual degree with MPA-DP? A. As of 2011, the answer is no.  It is not possible to combine the international dual degrees, such as the two-year London School of Economics Degree or Sciences Po Program in Paris with MPA-DP because of the specific core requirements for the degree. The MPA-DP curriculum is densely mapped out over 22 months and cannot be completed in only one year at SIPA. Domestic, three-year dual degrees with Mailman School of Public Health or the School of Social Work, for example, might be more feasible, but are not currently available to MPA-DP students. Q. Can I submit an application to both the MPA-DP and to a traditional MIA/MPA? A. Yes, you may apply to both MIA/MPA and MPA-DP programs by creating two separate applications. The MPA-DP admissions process does not differ significantly from the traditional MIA and MPA process. The same elements are required (application, personal statements, traditional and quantitative resumes, GRE or GMAT, and 3 recommendations), however the MPA-DP applications are reviewed by a different committee to select a well-balanced cohort. For more information, interested applicants should also check out the MPA-DP website, or contact the program manager, André Correa D’Almeida, directly at ac3133@columbia.edu or at (212) 854-2636.

Analysis of Descartes Argument - 788 Words

Write a three to four (3-4) paragraph essay (250 words) which analyzes the surprise ending of the reading selection.? Reading selection from Descartes Discourse on the Method (Part IV). Descartes begins with the problem of being able to prove his own existence but ends up with an argument proving the existence of God. Read more about the Discourse on the Method located at HYPERLINK http://www.earlymoderntexts.com/pdf/descdisc.pdf http://www.earlymoderntexts.com/pdf/descdisc.pdf. In his Discourse on the Method, Descartes essentially asked his famous question: how can we know that we are not deluded by a demon to think that we exist and he answered with his famous riposte Cogito ergo sum I think because I am I.e. the very fact that I am aware of my doubts informs me that I exist. He knows this from his intellect; therefore the mind is superior and more immediate to him than is the body. Descartes knowledge of his existence comes to him through a mediate perception, and he wonders what else can come to him through this immediacy. May God be deceiving him? The idea of God (as per entity) is one of perfection. The mind is fallible and corrupt. An idea of such perfection entering a corrupt mind can, therefore, be only be put there by God. So God exists. And, because God is perfect, He would not deceive anyone. Ipso facto, error only arises due to our limited intellect that is blocked by materialism from seeing true Knowledge. Descartess argument, actually, for God sShow MoreRelatedDescartes Argument And Doubt Argument Analysis1943 Words   |  8 PagesDescartes was a rationalist, he believed that knowledge is not coming from sense, but through arguments and persuasive arguments. In the â€Å"Of the Things Which We May Doubt† by Rene Descartes, Descartes argues how knowledge is gaining by rationalism rather than empiricism. Descartes states in the beginning that all his youth year had been accepting the wrong view from outside the world, he started to doubt everything that he knows. He should get rid off all the view he believed before and restartedRead MoreAnalysis Of Descartes Dreaming Argument812 Words   |  4 PagesDescartes dreaming argument suggests that perhaps our senses cannot be fully trusted because we cannot be certain we are not dreaming, and this means we therefore cannot be certain of anything. His evil demon argument is similar but uses the idea of an evil demon deceiving you instead of your senses. These sceptical arguments mean that we cannot be certain of anything at all for it may be happening whilst we are dreaming, or we are being tricked into thinking it is happening. I do not agree withRead MoreAn Analysis Of Descartes And The Dreaming Argument1390 Words   |  6 PagesThis essay will take a look at Descartes Dreaming argument and Evil Demon argument. As well as discussing the ir weaknesses and strengths to later decide which argument is the best. Despite my belief of subjective truths, the reason for doing this is to establish both arguments on an equal basis and to determine which would be best in an argument. The Dreaming argument first showed up in Descartes First Meditation, where he focusses on the task to educate himself on his own doubt. When meditatingRead MoreAn Analysis of Descartes’ First Meditation Essay example1448 Words   |  6 Pages13th, 2012 An Analysis of Descartes’ First Meditation In Descartes’ First Meditation, Descartes’ overall intention is to present the idea that our perceptions and sensations are flawed and should not be trusted entirely. His purpose is to create the greatest possible doubt of our senses. To convey this thought, Descartes has three main arguments in the First Meditation: The dream argument, the deceiving God argument, and the evil demon â€Å"or evil genius†. Descartes’ dream argument argues that thereRead MoreEssay on Garber on Descartes860 Words   |  4 PagesAlex Burke 2/13/13 Modern Phil. MW 2pm Garber on Descartes: Rejection and Retention In Daniel Garber’s article, â€Å"Descartes against his teachers: The Refutation of Hylomorphism†, the metaphysics of the early scholastics is presented to show the similarities and differences between what Descartes was taught through scholasticism and what he came to refute. Through analysis of the article I will present what Descartes considered to be the central ideas of scholastic metaphysics, as wellRead More Descartes Wax Argument Essay1442 Words   |  6 Pagesof the wax argument is designed to provide a clear and distinct knowledge of â€Å"I†, which is the mind, while corporeal things, â€Å"whose images are framed by thought, and which the senses themselves imagine are much more distinctly known than this mysterious ‘I’ which does not fall within the imagination† (66). Through the wax argument, Descartes’ demonstrates that corporeal things are perceived neither through our senses nor imagination, but through our intellect alone. In this argument, you will seeRead MoreDescartes’ Cogito Argument Successfully Shows the Evil Demon Argument is Unsound888 Words   |  4 PagesDoes Descartes’ Cogito argument successfully show that the Evil Demon Argument is unsound? In this essay I will attempt to show that the philosopher, Renà ¨ Descartes’ Cogito Argument successfully proves the Evil Demon Argument to be unsound. By an analysis of the structure of the arguments and what they prove, I will show the evil demon argument to be unsound. An argument is unsound when the premises as false and the argument is invalid. This analysis of both structure and content will eventuateRead More Weaknesses of Descartes Arguments Essays1641 Words   |  7 PagesDescartes was incorrect and made mistakes in his philosophical analysis concerning understanding the Soul and the foundation of knowledge.   Yes, he coined the famous phrase, â€Å"I think therefore I am,† but the rest of his philosophical conclusions fail to be as solid (Meditation 4; 32). Descartes knew that if he has a mind and is thinking thoughts then he must be something that has the ability to think. While he did prove that he is a thinking thing that thinks (Meditation 3; 28), h e was unable toRead MoreDescartes Was A Metaphysical Philosopher Whose Main Goal1371 Words   |  6 PagesDescartes was a metaphysical philosopher whose main goal was to obtain and isolate lasting scientific knowledge due to the long-held beliefs that were being disproved during his lifetime. However, this proved to be quite difficult as the majority of his previously held beliefs were either doubtful or able to be proven false. In an attempt to work towards his goals, Descartes developed his Dream Doubt argument. When first analyzing this argument, it is important to analyze it for all its premisesRead MoreThe Meditations On First Philosophy By Rene Descartes916 Words   |  4 Pages The Meditations on First Philosophy by Rene Descartes is a thorough analysis about doubt. Descartes describes his method of doubt to determine whether he can truly know something. One of his major arguments is the proof of the existence of God. In this paper, I will attempt to unravel the flaws in Descartes proof that God exists. In the meditations, Descartes evaluates whether or not everything we know is a reality or a dream. Descartes claims that we can only be sure that our beliefs are true

Battle of Okinawa in World War II

The Battle of Okinawa was one of the largest and costliest military actions during World War II (1939–1945) and lasted between April 1 and June 22, 1945. Forces Commanders Allies Fleet Admiral Chester NimitzAdmiral Raymond SpruanceAdmiral Sir Bruce FraserLieutenant General Simon B. Buckner, Jr.Lieutenant General Roy GeigerGeneral Joseph Stilwell183,000 men Japanese General Mitsuru UshijimaLieutenant General Isamu ChoVice Admiral Minoru Ota100,000 men Background Having island-hopped across the Pacific, Allied forces sought to capture an island near Japan to serve as a base for air operations in support of the proposed invasion of the Japanese home islands. Assessing their options, the Allies decided to land on Okinawa in the Ryukyu Islands. Dubbed Operation Iceberg, planning began with Lieutenant General Simon B. Buckners 10th Army tasked with taking the island. The operation was scheduled to move forward following the conclusion of fighting on Iwo Jima which had been invaded in February 1945. To support the invasion at sea, Admiral Chester Nimitz assigned Admiral Raymond Spruances U.S. 5th Fleet (Map). This included the carriers Vice Admiral Marc A. Mitschers Fast Carrier Task Force (Task Force 58). Allied Forces For the coming campaign, Buckner possessed nearly 200,000 men. These were contained in Major General Roy Geigers III Amphibious Corps (1st and 6th Marine Divisions) and Major General John Hodges XXIV Corps (7th and 96th Infantry Divisions). In addition, Buckner controlled the 27th and 77th Infantry Divisions, as well as the 2nd Marine Division. Having effectively eliminated the bulk of the Japanese surface fleet at engagements such as the Battle of the Philippine Sea and the Battle of Leyte Gulf, Spruances 5th Fleet was largely unopposed at sea. As part of his command, he possessed Admiral Sir Bruce Frasers British Pacific Fleet (BPF/Task Force 57). Featuring armored flight decks, the BPFs carriers proved more resistant to damage from Japanese kamikazes and were tasked with providing cover for the invasion force as well as striking enemy airfields in the  Sakishima Islands. Japanese Forces The defense of Okinawa was initially entrusted to General Mitsuru Ushijimas 32nd Army which consisted of the 9th, 24th, and 62nd Divisions and the 44th Independent Mixed Brigade. In the weeks before the American invasion, the 9th Division was ordered to Formosa forcing Ushijima to alter his defensive plans. Numbering between 67,000 and 77,000 men, his command was further supported by Rear Admiral Minoru Otas 9,000 Imperial Japanese Navy troops at Oroku. To augment his forces further, Ushijima drafted nearly 40,000 civilians to serve as reserve militia and rear-echelon laborers. In planning his strategy, Ushijima intended to mount his primary defense in the southern part of the island and entrusted fighting at the northern end to Colonel Takehido Udo. Additionally, plans were made to employ large-scale kamikaze tactics against the Allied invasion fleet. Campaign at Sea The naval campaign against Okinawa began in late March 1945, as the carriers of the BPF began striking Japanese airfields in the Sakishima Islands. To the east of Okinawa, Mitschers carrier provided cover from kamikazes approaching from Kyushu. Japanese air attacks proved light the first several days of the campaign but increased on April 6 when a force of 400 aircraft attempted to attack the fleet. The high point of the naval campaign came on April 7 when the Japanese launched Operation Ten-Go. This saw them attempt to run the battleship Yamato through the Allied fleet with the goal of beaching it on Okinawa for use a shore battery. Intercepted by Allied aircraft, Yamato and its escorts were immediately attacked. Struck by multiple waves of torpedo bombers and dive bombers from Mitschers carriers, the battleship was sunk that afternoon. As the land battle progressed, Allied naval vessels remained in the area and were subjected to a relentless succession of kamikaze attacks. Flying around 1,900 kamikaze missions, the Japanese sunk 36 Allied ships, mostly amphibious vessels and destroyers. An additional 368 were damaged. As a result of these attacks, 4,907 sailors were killed and 4,874 were wounded. Due to the protracted and exhausting nature of the campaign, Nimitz took the drastic step of relieving his principal commanders at Okinawa to allow them to rest and recuperate. As result, Spruance was relieved by Admiral William Halsey in late May and Allied naval forces were re-designated the 3rd Fleet. Going Ashore Initial U.S. landings began on March 26 when elements of the 77th Infantry Division captured the Kerama Islands to the west of Okinawa. On March 31, Marines occupied Keise Shima. Only eight miles from Okinawa, the Marines quickly emplaced artillery on these islets to support future operations. The main assault moved forward against the Hagushi beaches on the west coast of Okinawa on April 1. This was supported by a feint against the Minatoga beaches on the southeast coast by the 2nd Marine Division. Coming ashore, Geiger and Hodges men quickly swept across the south-central part of the island capturing the Kadena and Yomitan airfields (Map). Having encountered light resistance, Buckner ordered the 6th Marine Division to begin clearing the northern part of the island. Proceeding up the Ishikawa Isthmus, they battled through rough terrain before encountering the main Japanese defenses on the Motobu Peninsula. Centered on the ridges of Yae-Take, the Japanese mounted a tenacious defense before being overcome on April 18. Two days earlier, the 77th Infantry Division landed on the island of Ie Shima offshore. In five days of fighting, they secured the island and its airfield. During this brief campaign, famed war correspondent Ernie Pyle was killed by Japanese machine gun fire. Grinding South Though fighting in the northern part of the island was concluded in fairly rapid fashion, the southern part proved a different story. Though he did not expect to defeat the Allies, Ushijima sought to make their victory as costly as possible. To this end, he had constructed elaborate systems of fortifications in the rugged terrain of southern Okinawa. Pushing south, Allied troops fought a bitter battle to capture Cactus Ridge on April 8, before moving against Kakazu Ridge. Forming part of Ushijimas Machinato Line, the ridge was a formidable obstacle and an initial American assault was repulsed (Map). Counterattacking, Ushijima sent his men forward on the nights of April 12 and 14, but was turned back both times. Reinforced by the 27th Infantry Division, Hodge launched a massive offensive on April 19 backed by the largest artillery bombardment (324 guns) employed during the island-hopping campaign. In five days of brutal fighting, U.S. troops forced the Japanese to abandon the Machinato Line and fall back to a new line in front of Shuri. As much of the fighting in the south had been conducted by Hodges men, Geigers divisions entered the fray in early May. On May 4, Ushijima again counterattacked, but heavy losses caused him to halt his efforts the next day. Achieving Victory Making skillful use of caves, fortifications, and the terrain, the Japanese clung to the Shuri Line limiting Allied gains and inflicting high losses. Much of the fighting centered on heights known as Sugar Loaf and Conical Hill. In heavy fighting between May 11 and 21, the 96th Infantry Division succeeded in taking the latter and flanking the Japanese position. Taking Shuri, Buckner pursued the retreating Japanese but was hampered by heavy monsoon rains. Assuming a new position on the Kiyan Peninsula, Ushijima prepared to make his last stand. While troops eliminated the IJN forces at Oroku, Buckner pushed south against the new Japanese lines. By June 14, his men had begun to breach Ushijimas final line along the Yaeju Dake Escarpment. Compressing the enemy into three pockets, Buckner sought to eliminate enemy resistance. On June 18, he was killed by enemy artillery while at the front. Command on the island passed to Geiger who became the only Marine to oversee large formations of the U.S. Army during the conflict. Five days later, he turned command over to General Joseph Stilwell.   A veteran of the fighting in China, Stilwell saw the campaign through until its finish. On June 21, the island was declared secure, though fighting lasted another week as the last Japanese forces were mopped up. Defeated, Ushijima committed hara-kiri on June 22. Aftermath One of the longest and costliest battles of the Pacific Theater, Okinawa saw American forces sustain 49,151 casualties (12,520 killed), while the Japanese incurred 117,472 (110,071 killed). In addition, 142,058 civilians became casualties. Though effectively reduced to a wasteland, Okinawa quickly became a key military asset for the Allies as it provided a key fleet anchorage and troop staging areas. In addition, it gave the Allies airfields that were only 350 miles from Japan. Selected Sources U.S. Army: Okinawa - The Last BattleHistoryNet: Battle of OkinawaGlobal Security: Battle of OkinawaU.S. Army: Okinawa - The Last Battle

Essay on Frankenstein and Blade Runner - 792 Words

The notion of humanity is a picture intricately painted using the ideals and morals that define us as human beings in contextual society. The audience is influenced by the morals and values present through techniques in texts to paint their own image of humanity. Our ideals and morals that differ in texts through context, scrupulously shape our image of humanity Despite different contexts, both Shelley’s Frankenstein and Scott’s Blade Runner enthrall the audience in a journey to explore the inner psyche through the various perspectives that are drawn. BR depicts the hunger of mankind to break the barriers of humane principle and intrinsic concepts of nature. The extended irony in the film paradoxically gifts the artificial†¦show more content†¦Tyrell’s appearance and syntax delivers a cold artificial image. Batty is purposely humanized through emotions, â€Å"I want more life, father† while Tyrell’s cold response â€Å"it is not something I can promise† highlights the lack of humanity in the predicted context of 2019, depicting the replicants â€Å"more human than human†. The neglect of his creation parallels F, urging the audience to reflect on their ideals and notions of humanity in comparison to the characters present in both texts. Thus through texts, it is our ideals and morals shape our image of humanity. F was written in 1818, when a conversation between Shelley and Byron regarding the English culture after the French revolution influenced the novel. Shelley drew this inspiration to focus on the lack of contextual humanity, paralleling â€Å"four skin jobs walking†. It contrasts integral facets of human nature, through the detailed characterization developed through the narratives. The ideals and morals present reflect on the concepts of humanity portrayed through the emotive language present in the texts. These shape our image of humanity depending on our interpretation. Shelley uses Victor’s lack of humanity as a metaphor for mankind’s negligence of the dying essence of romanticism in the time the book was written. It is evident in the chapter where Victor uses the serenity of nature to attain tranquility in a troubled mind. The visual imagery created in Montanvert accentuates theShow MoreRelatedFrankenstein and Blade Runner1063 Words   |  5 PagesHow does a comparative study of Frankenstein and Blade Runner bring to the fore ideas about the consequences of the desire for control? Both ‘Frankenstein’ By Mary Shelley (1818) and ‘Blade Runner’ composed by Ridley Scott (1992) express the concerns of the dire consequences that come as a result of the need for control. These texts were heavily influenced by the rapid growth of technology although reflecting different eras. They highlight the dangers of excessive ambition and the threats to theRead MoreFrankenstein Blade Runner1395 Words   |  6 PagesFrankenstein Blade Runner Essay Analyse how ‘Frankenstein’ and ‘Blade Runner’ Imaginatively portray individuals who challenge the established values of the time. In your response, refer to both excerpts below. i) ‘Slave, I before reasoned with you, but you have proved yourself unworthy of my condescension. Remember that I have powers, you believe yourself miserable, but I can make you so wretched that the light of day will be hateful to you. You are my creator, but I am your master;-obeyRead MoreFrankenstein and Blade Runner1069 Words   |  5 Pagesâ€Å"A deeper understanding of disruption and identity emerges from considering the parallels between Frankenstein and Blade Runner.† Compare how these texts explore disruption and identity. Frankenstein and BladeRunner both explore disruption and identity through the creators who have created life unethically and through the characters who were created and were abandoned. Shelley and Scott present the responder with a disrupted world where the relationships between nature and science and creatorRead MoreAnalysis Of Blade Runner And Frankenstein1242 Words   |  5 Pagesexperiences and moral compass. Blade Runner and Frankenstein both confront the issue of non-humans displaying human characteristics. Replicants and the Monster both are on the very outskirts of humanity, but they are capable of rational thought and compassion, along with the pursuit of happiness. This has created a sort of creepy feeling, with our modern perspective of humanism encroaching on the progressive views of the two stories in question. Blade Runner and Frankenstein have a warped concept of â€Å"human†Read MoreFrankenstein/ Blade Runner Essay989 Words   |  4 Pages‘Our interest in the parallels between ‘Frankenstein’ and ‘Blade Runner’ is further enhanced by the consideration of their marked differences in textual form.’ Evaluate this statement in light of your comparative study of ‘Frankenstein’ and ‘Blade Runner’ Textual form is an issue which divide many critiques and audiences. Some view texts as a form being superior and more expressive, whereas others may view film as to be losing its credibility of expression. Never the less it is adamant that throughRead MoreCorresponding Themes in Frankenstein and Blade Runner632 Words   |  2 PagesRidley Scott’s film Blade Runner reflects some of the key themes seen in Mary Shelley’s classic novel Frankenstein. For one, both the sources touch on the necessity of creators taking responsibility for their creations. Another key theme established in both works is the idea that emotional complexity and knowledge, over memory and appearance, allow people to be defined as human beings. Throughout the novel Frankenstein, author Mary Shelley builds upon the theme that one must take responsibilityRead MoreFrankenstein and Blade Runner: Comparative Analysis1403 Words   |  6 Pagessurrounding context, effectively explore the elements which constitute humanity and convey similar warnings regarding the future of mankind through the use of representations within varying forms of texts. The novel Frankenstein (F) by Mary Shelly composed in 1818, and film Blade Runner (BR) directed by Ridley Scott in 1982, embody the above notions. A comparative study of these texts reveals that, despite the fact that the context of composition moulded both works, the distinct universal ideologiesRead MoreEssay on Comparative Study of Frankenstein and Blade Runner1449 Words   |  6 PagesShelley’s Romantic novel Frankenstein (1818) compares and reflects values of humanity and the consequences of our Promethean ambition against the futuristic, industrialized world of Blade Runner (1992) by Ridley Scott. The notions of unbridled scientific advancement and technological progress resonate with our desire to elevate humanity’s state of being, mirrored amongst the destructive ambition to overtake and disrupt nature and its processes. The disastrous implications of overreaching the boundaryRead MoreFrankenstein and Blade Runner Essay (Contexts and Representation)1792 Words   |  8 PagesExplore the way in which different contexts affects the representation of similar content in the texts Frankenstein and Blade Runner. Mary Shelley’s Frankenstein and Ridley Scott’s Blade Runner, whilst separated by 174 years, feature very similar content which can be seen by comparing the two side by side. Coming from different contexts, they both express their anxieties about technology, which is shown through a man made creature, and they both exhibit a strong valuing of nature. However dueRead MoreMary Shellys Frankenstein and Ridley Scotts Blade Runner935 Words   |  4 Pagesâ€Å"Frankenstein† composed by Mary Shelley and â€Å"Blade Runner† directed by Ridley Scott Propose two of the most paramount science fiction stories as they don’t just pursue the logic of technological futurism but also present us with ideas about our humanity. Catalysed by their powerful contexts, both texts represent their common ideas, themes and values allowing us to fully appreciate their significance which continue to resonate throughout time. Despite being composed at different times, both Frankenstein

Book Review/ Personal Response - MyAssignmentHelp

Question: Discuss about the Autobiography of Maybe Tomorrow by Boori Pryor on Book Review/ Personal Response. Answer: On the basis of the given book Maybe Tomorrow narrated by Boori Pryor with Meme McDonald, I come to know that it is an autobiography of the life of an Aboriginal man. In other words, it can be said that, this book expresses the life story of the author Boori Pryor. In this book, the author represents the success as well as failures, and triumphs as well as tragedies of his life. Along with this, I also observed that in this book, the author Boori Pryor talks about the fate that is an essential part of the life of an individual (McDonald and Pryor, 2010). On the other hand, this is an inspiring as well as interesting book. Each and every chapter of this book starts with a brief quote that outlines the content as well as feeling of the section in an effective and a significant way. For example, in the chapter first What Im Talking About, the author states that people must feel happy about them, and also feel happy about the place where they live in. According the author, this is the main mantra of a happy and pleased life (McDonald and Pryor, 2010). Moreover, the second chapter Where I Start starts with the quote that is My main asset in the role I play as storyteller is that I am not angry. In this section of the book Boori Pryor expresses that I am a storyteller and this is my major strength. Moreover, I also come to know that, Pryor is a man with lot of anger, but he also believes that anger will not make him a good storyteller. For that reason, this section represents the role of Boori Pryor and also the tone of the book in a proper way (McDonald and Pryor, 2010). Along with this, the third chapter of the book Where I Go From There, reveals Boori Pryors sense of belonging to this world. In this section the author talks about his schooling days. Moreover, with the help of this chapter, I come to know that Pryor completed his education in both Aboriginal and white schools. Also, I observed that, the interest of learning as well as appreciation made him a teacher (McDonald and Pryor, 2010). In addition to this, the fourth chapter Away From Home begins with an inspiring quote that is You cant fall down. You fall down, you die. I observed that, in this section, the author represents different examples of different storytelling styles. I also come to know that Boori Pryor mainly uses device of analogy as a style of storytelling. The main reason behind it is that, in this storytelling style, a storyteller shows a situation that is very hard to grab. But, this storytelling style is comprehensible as well as accessible by people in a very easy way (McDonald and Pryor, 2010). Moreover, in the fifth chapter, I also analyzed that the condition of Aboriginal people nowadays is the major subject of the story that is narrated by the author. Also, in this chapter, the author also exposes his own life in the Air force. He worked as a DJ, Male Model, and Sportsman in the Air force. On the other hand, the fifth chapter of the book Finding My Way Back, tells the story Father Joan Gribble who is a white hero and an Anglican priest. In this chapter, I come to know that, Joan Gribble developed a mission that was very sensitive to the people of aboriginal culture. He also passed his mission to his inheritors (McDonald and Pryor, 2010). Apart from this, I also observed that, in this fifth chapter, the author talks about a meeting that was conducted between black and white people of Australia. Apart from this, this section also represents numerous linguistic styles of Boori Pryor. For case, at the time when Boori talks about the history of the aboriginal people then he used scholarly as well as academic language in order to represent his views in an effective and a proper manner. Furthermore, I also come to know that, the author uses polysyllabic vocabulary to represents the facts in an appropriate way (McDonald and Pryor, 2010). In the same way, in the sixth chapter No Matter Where You Are, I observed that the storytelling style of the author fits in his own experiences of the life. Moreover, in this section, the author describes that there are numerous effective ways of communication that make enable to people in order to connect with nature as well as creatures in an effectual way. In addition, I also come to know that in this section the author focuses on the mystical dimension of communication that concentrates of a new level of experience and on a different type of storytelling (McDonald and Pryor, 2010). Moreover, in this last section of the book the author gave message to people that they must do respect of aboriginal culture or society. In summing up, after reading the book, I come to know that the book is not only an autobiography, but a social as well as historical document also. Along with this, this book represents the life of author in relation to the enduring struggles of Aboriginal people in Australia. I also observed that, this is not an objective documentary. This book represents a bad relationship between Aboriginal people and whit people in Australia (McDonald and Pryor, 2010). In addition to this, in this book the author expresses that, people do not have any control on their destiny and they are under the control of their fate. On the whole, according to me this is an inspiring book. It makes enable to the people so they can face the problems of their life in an effective way. This book gives the message that people must be ready anytime to face all the phases of life. For that reason, I recommend people to read this book just the once in their life. References McDonald, M. and Pryor, B.M. (2010). Maybe Tomorrow. Australia: Allen Unwin.