From 6f0311d7b36dc7592b085bea15396f4cf2b89b0f Mon Sep 17 00:00:00 2001 From: OPSXCQ Date: Wed, 21 Feb 2018 03:03:18 -0300 Subject: [PATCH] update --- textfiles.com/reports/ACE/gandhi.txt | 172 +++++ textfiles.com/reports/ACE/gangs.txt | 173 ++++++ textfiles.com/reports/ACE/gats.txt | 77 +++ textfiles.com/reports/ACE/gatsby.txt | 94 +++ textfiles.com/reports/ACE/genetict.txt | 57 ++ textfiles.com/reports/ACE/geo.txt | 109 ++++ textfiles.com/reports/ACE/geo1.txt | 223 +++++++ textfiles.com/reports/ACE/geo2.txt | 138 ++++ textfiles.com/reports/ACE/gerhit.txt | 207 ++++++ textfiles.com/reports/ACE/glass.txt | 90 +++ textfiles.com/reports/ACE/glasses.txt | Bin 0 -> 7018 bytes textfiles.com/reports/ACE/godexist.txt | 670 ++++++++++++++++++++ textfiles.com/reports/ACE/godot.txt | 78 +++ textfiles.com/reports/ACE/grapes.txt | 71 +++ textfiles.com/reports/ACE/greatex.txt | 70 +++ textfiles.com/reports/ACE/greatwar.txt | 85 +++ textfiles.com/reports/ACE/greek.txt | 133 ++++ 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create mode 100644 textfiles.com/reports/ACE/kq5.txt create mode 100644 textfiles.com/reports/ACE/kruschev.txt create mode 100644 textfiles.com/reports/ACE/kuwait.txt create mode 100644 textfiles.com/reports/ACE/lab2-1.txt diff --git a/textfiles.com/reports/ACE/gandhi.txt b/textfiles.com/reports/ACE/gandhi.txt new file mode 100644 index 00000000..58969309 --- /dev/null +++ b/textfiles.com/reports/ACE/gandhi.txt @@ -0,0 +1,172 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Mohandas Gandhi] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:1438 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Mohandas Gandhi + + Born into a merchant family in 1869, Mohandas Karamchand Gandhi was +under the influence of powerful people. Members of his family had served as +prime ministers of an Indian state for several generations. His parents +were strong in their religion, being devout and earnest Hindus. They were a +part of a Hindu sect that worshipped Vishnu and promoted non-violence. + + Apparently, he was most influenced by his mother, a gentle and +intelligent person. According to Hindu custom, he married at an early age +and grew to love his wife greatly. Together, they had four children and +adopted a fourth. + + Later, in 1888, he travelled to England to become a barrister-at-law. +There were several important influences that he encountered here: the +Western material style of life, which he decided not to follow, and in the +simple Russian way of living he found: the New Testament, and the +Bhagavadgita, the bible of the Hare Krishna movement. It was here that he +developed a sense of the presence of God in his life and the lives of men. + + Gandhi then returned to India and studied law in Bombay, but he +quickly denounced it, feeling that it was immoral and could not satisfy +one's conscience. Despite this, he used his schooling to help plead for +Indian settlers in South Africa that were being oppressed by the white +population. His personal experiences, including being ejected from a train +in Maritzburg, of not being allowed the same rights as others lead him to +begin a movement to help his people. + + While in South Africa, Gandhi made himself poor so that he could +identify with his the peasants. He then proceeded to start a colony that +consisted of abused labourers. The colony became very large and many cities +were crippled by the lack of labourers. The government reacted to this by +jailing Gandhi several times along with many other of his followers. The +war he fought was one without weapons, already Gandhi was on his way to +starting his career of non-violent campaigns. + + The main idea behind Gandhi's teachings was non-violence. The words of +the Sanskrit language: ahinsa and sayagraha clearly express Gandhi's +beliefs. The former means non-killing, non-destructive and the latter means +the force of universal truth. He believed that the killing of man or beast +is an unforgivable sin. Many who promoted these teachings of Gandhi simply +believed that it was their only option for resisting imperialism rather +than having a moral conviction towards his teachings. He taught that the +weapon that could be used was the conscience of the aggressor. This ahimsa +is, to some degree, in the tradition of Hinduism. + + Hinduism teaches to stay away from temptation through various +exercises that test one's ability to perform a difficult task, this +devitalizes a person and causes him to act on a non-violent level. + + In addition, he taught that one should act rather be held under +subservience. Gandhi himself once stated, "Mere knowledge of right and +wrong will not make one fit for salvation...the Gita says: 'No one has +attained his goal without action...' From this quotation, we learn that his +teachings are influenced by the Bhagavadgita and that he believes that one +must act to reach a goal. But, he believed that one should denounce the +rewards and simply devote one's life to acting on the behalf of others and +that life should be lived near the soil, away from the influence of +machines. + + Also, Gandhi strongly believed in upholding the caste system, +believing that a person of one caste should stay a part of that caste. He +also upheld the old Hindu tradition of segregation of castes, indicating +that, "Interdining and intermarraige have never been a bar to disunion, +quarrels or worse." According to Hinduism, the caste system lies in respect +for one another's individuality. + + Gandhi is well known for his efforts in fighting imperliasm in India +and South Africa. His methods were, unique in that they did not involve the +use of weapons. + + During the South African War of 1899-1902 and during the Zulu +rebellion in 1906, Gandhi organised an ambulance corps consisting of +Indians to help the British fight. He believed that duty dictated that the +Indian population had a responsibity to help the British when they were in +a time of need. Perhaps he was trying to show them that the Indians put an +effort into helping the British forces just like everyone else and deserved +the same rights as everyone else. + + It is interesting to note that Gandhi did not promote fighting, but he +helped those who were in need of assistance. + + After the law was passed that all Indians were required to carry an +identity card with them at all times, Gandhi organised a group that +resisted the government. In 1914, Gandhi and his followers recieved their +first victory, the South African Government took away many of the laws that +had no real purpose except to humiliate the Indian people. + + When Gandhi returned to India in 1914, the Indian population had heard +of his accomplishments and he was given the name Mahatma, which means 'a +man of great soul'. For the next little while, he examined the situation +here and, while doing so, attained a few victories in his fight against +oppression. Several times in 1917, he unhardened the spirits of peasants +and motivated them to rebel without the use of violence. + + In 1919, Gandhi called upon all Indians to engage in non-violent +disobedience against the British Government by withdrawing from Government +jobs and from schools and colleges. The magnitude of this act showed when +many cities were held at a standstill as the governmental system was unable +to act. Such was the power of non-violent protest. + + When, in 1920, Gandhi became the leader of the Congress, more Indians +gave up their governmental jobs to join the movement. After many of his +follower's were put into prison and cruelly dealt with, some people engaged +in violence. Gandhi's distaste for this reaction showed, yet he blamed +himself calling it a 'Himalayan miscalculation' to have failed to teach the +people how to react non-violently before asking them to protest. As a +result of his 'mistake', he called off the entire movement, thinking it had +been a failure. On the contrary, the movement had been a great success, no +longer did the Indians fear the British jails or the British guns. It was +evident now, that the British Government in India was inevitably going to +fall. + + After many failures to reach an agreement with the British Government +and after a short 'Individual Civil Disobedience' movement where many were +imprisoned, the British finally gave the power to the Indians in 1946. But, +the question remained as to whether or not the area should be separated +into two on a communal basis. As a result, many riots broke out between the +different interests of the people. + + Gandhi himself was opposed to separation and to the violence that had +broken out. He went from village to village trying to get the people to +understand the benefits of unity, but it wasn't working. He was forced to +agree with his comrades in the Congress who promoted partition into two +areas: India and Pakistan, which came about in 1947. + + In 1948, Gandhi was fatally shot by a Hindu fanatic. All over the +globe, there was a certain sadness as many realized that the man whom they +had looked up to and followed was now dead. As Pandit Jawaharlal Nehru, the +Prime Minister of India, put it, "The light has gone out of our lives and +there is darkness everywhere and I do not quite know what to tell you and +how to say it. Our beloved leader, Bapu, as we call him the father of our +nation, is no more. + + Gandhi's influence certainly spreads the globe. He has been the role +model for many famous, influential people. One of these persons is Martin +Luther King, Jr (1929-1968) who was famous for leading a non-violent +movement for racial equality in the U.S.A.. Another person is Joan Baez +(1941- ) who became famous as a folk-singer, a composer, and a guitarist. +She lead many antiwar and civil rights movements in the U.S.. A third +person could be Nehru, the first Indian Prime Minister of India. He was +deeply saddened by Gandhi's death and could not have become Prime Minister +without Gandhi's efforts. + + Indeed, Gandhi was a influential man who helped father the nation of +India as we know it today. Without him, the Indians might still be held +under British rule. Without him, many might not have been inspired to fight +racism or imperialism non-violently. diff --git a/textfiles.com/reports/ACE/gangs.txt b/textfiles.com/reports/ACE/gangs.txt new file mode 100644 index 00000000..a9ec8f64 --- /dev/null +++ b/textfiles.com/reports/ACE/gangs.txt @@ -0,0 +1,173 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essays on Gangs in ] + [ ]9-10 [ ]Cliff Notes [Today's Cities ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:1533 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Gangs are a violent reality that people have to deal with in today's +cities. What has made these groups come about? Why do kids feel that being +in a gang is both an acceptable and prestigious way to live? The long +range answer to these questions can only be speculated upon, but in the +short term the answers are much easier to find. On the surface, gangs are +a direct result of human beings' personal wants and peer pressure. To +determine how to effectively end gang violence we must find the way that +these morals are given to the individual. Unfortunately, these can only be +hypothesized. However, by looking at the way humans are influenced in +society, I believe there is good evidence to point the blame at several +institutions. These include the forces of the media, the government, +theatre, drugs and our economic system. + + On the surface, gangs are caused by peer pressure and greed. Many +teens in gangs will pressure peers into becoming part of a gang by making +it all sound glamorous. Money is also an crucial factor. A kid (a 6-10 +year old, who is not yet a member) is shown that s/he could make $200 to +$400 for small part time gang jobs. Although these are important factors +they are not strong enough to make kids do things that are strongly against +their morals. + + One of the ways that kids morals are bent so that gang violence becomes +more acceptable is the influence of television and movies. The average +child spends more time at a TV than she/he spends in a classroom. Since +nobody can completely turn off their minds, kids must be learning something +while watching the TV. Very few hours of television watched by children +are educational, so other ideas are being absorbed during this period of +time. Many shows on television today are extremely violent and are often +shown this from a gang's perspective. A normal adult can see that this is +showing how foully that gangs are living. However, to a child this +portrays a violent gang existance as acceptable. 'The Ends Justifies the +Means' mentality is also taught through many shows where the "goody guy" +captures the "bad guy" through violence and is then being commended. A +young child sees this a perfectly acceptable because he knows that the "bad +guy" was wrong but has no idea of what acceptable apprehension techniques +are. + + Gore in television also takes a big part in influencing young minds. +Children see gory scenes and are fascinated by these things that they have +not seen before. Older viewers see gore and are not concerned with the +blood but rather with the pain the victim must feel. A younger mind +doesn't make this connection. Thus a gore fascination is formed, and has +been seen in several of my peers. Unfortunately kids raised with this sort +of television end up growing up with a stronger propensity to becoming a +violent gang member or 'violent- acceptant' person. + + "Gangs bring the delinquent norms of society into intimate contact +with the individual."1, (Marshall B Clinard, 1963). So, as you can see if +TV leads a child to believe that violence is the norm this will manifest +itself in the actions of the child quite, often in a gang situation. This +is especially the case when parents don't spend a lot of time with their +kids at the TV explaining what is right and what is wrong. Quite often +newer books and some types of music will enforce this type of thought and +ideas. + + Once this mentality is installed in youngsters they become increasingly +prone to being easily pushed into a gang situation by any problem at home +or elsewhere. For instance, in poor families with many children or +upper-middle class families where parents are always working, the children +will often feel deprived of love. Parents can often feel that putting food +on the table is enough love. Children of these families may often go to +the gang firstly out of boredom and to belong somewhere. As time goes on, +a form of love or kinship develops between the gang members and the child. +It is then that the bond between the kid and the gang is completed because +the gang has effectively taken the place of the family. + + The new anti social structure of cities also effects the ease in which +a boy/girl can join a gang. " The formation of gangs in cities, and most +recently in suburbs, is facilitated by the same lack of community among +parents. The parents do not know what their children are doing for two +reasons: First, much of the parents' lives is outside the local community, +while the children's lives are lived almost totally within it. Second, in +a fully developed community, the network of relations gives every parent, +in a sense, a community of sentries who can keep him informed of his +child's activities. In modern living-places (city or suburban), where such +a network is attenuated, he no longer has such sentries."2, (Merton Nisbet, +1971). + + In male gangs problems occur as each is the members tries to be the +most manly. This often leads to all members participating in +"one-up-manship". Quite often this will then lead to each member trying to +commit a bigger and more violent crime or simply more crimes than the +others. With all members participating in this sort of activity it makes +for a never ending unorganized violence spree (A sort of Clockwork Orange +mentality). In gangs with more intellegent members these feelings end up +making each member want to be the star when the groups commit a crime. +This makes the gang much more organized and improves the morale of members +which in turn makes them more dangerous and very hard for the police to +deal with and catch (There is nothing harder to find and deal with than +organized teens that are dedicated to the group). This sort of gang is +usually common of middle or upper class people although it can happen in +gangs in the projects and other low rent districts too. + + This "one-up-manship" is often the reason between rival gangs fighting. +All gangs feel powerful and they want to be feared. To do this they try to +establish themselves as the only gang in a certain neighborhood. After a +few gang fights hatred forms and gang murders and drive-by's begin to take +place. When two gangs are at war it makes life very dangerous for citizens +in the area. Less that 40% of drive-by's kill their intended victim yet +over 60% do kill someone. This gang application is one of the many reasons +that sexual sterotypes and pressure to conform to the same must be stopped. + + Lastly one of the great factors in joining a gang is for protection. +Although from an objective point of view, we can see joining a gang brings +more danger than it saves you from, this is not always the way it is seen +by kids. In slums such as the Bronx or the very worst case, Compton, +children will no doubt be beaten and robbed if they do not join a gang. Of +course they can probably get the same treatment from rivals when in a gang. +The gang also provides some money for these children who quite often need +to feed their families. The reason kids think that the gang will keep them +safe is from propoganda from the gangs. Gang members will say that no one +will get hurt and make a public show of revenge if a member is hurt or +killed. + + People in low rent areas are most often being repressed due to poverty +and most importantly, race. This often results in an attitude that +motivates the person to base his/her life on doing what the system that +oppresses them doesn't want. Although this accomplishes little it is a big +factor in gang enrollment. + + So, as you have seen gangs are a product of the environment we have +created for ourselves. Some of these factors include: oppression, the +media, greed, violence and other gangs. There seems to be no way to end +the problem of gangs without totally restructuring the modern economy and +value system. Since the chance of this happening is minimal, we must learn +to cope with gangs and try to keep their following to a minimum. +Unfortunately there is no real organized force to help fight gangs. Of +course the police are supposed to do this but this situation quite often +deals with racial issues also and the police forces regularly display their +increasing inability to deal fairly with these issues. What we need are +more people to form organizations like the "Guardian Angels" a gang-like +group that makes life very tough for street gangs that are breaking laws. + + +Bibliography + +Margot Webb, Coping with Street Gangs. Rosen Publishing Group, +New York, 1990. + +William Foote Whyte, Street Corner Society. University of +Chicago, Chicago, 1955. + +Peter Carroll, South-Central. Hoyte and Williams, L. A., 1987. + +1 Marshall B. Clinard, Sociology of Deviant Behavior. University +of Wisconsin, Wisconsin, 1963, Page 179. + +2 Merton Nisbet, Contempory Social Problems. Harcourt, Brace & +World, New York, 1971, Page 588. diff --git a/textfiles.com/reports/ACE/gats.txt b/textfiles.com/reports/ACE/gats.txt new file mode 100644 index 00000000..49f2abb0 --- /dev/null +++ b/textfiles.com/reports/ACE/gats.txt @@ -0,0 +1,77 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Fitzgerald's ] + [ ]9-10 [ ]Cliff Notes [The Great Gatsby ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:565 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The Great Gatsby: A Full Spectrum of Character + + + Throughout Fitzgerald's The Great Gatsby, there seems to be a broad +spectrum of moral and social views demonstrated by various characters. At +one end, is Tom, a man who attacks Gatsby's sense of propriety and +legitimacy, while thinking nothing of running roughshod over the lives of +those around him. A direct opposite of Tom's nature is Gatsby, who displays +great generosity and caring, yet will stop at nothing to achieve his dream +of running off with Daisy. Also, in the middle of this, are various +characters who seem to sway back and forth in their stands as convenient. +This range of personalities lends itself well to a uniquely subtle +interplay between their characters + + At first glance, The Great Gatsby is merely a classic American tragedy, +portraying the story of a man's obsession with a fantasy, and his resulting +downfall. However, Fitzgerald seems to weave much more than that into the +intricate web of emotional interactions he creates for the reader. One +interesting element is the concepts of greatness each has. For Daisy, it +lies in material wealth, and in the comfort and security associated with +it. Daisy seems to be easily impressed by material success, as when she is +touring Gatsby's mansion and seems deeply moved by his collection of fine, +tailored shirts. It would seem that Tom's relative wealth, also, had at one +time impressed her enough to win her in marriage. In contrast to that, +Gatsby seems to not care a bit about money itself, but rather only about +the possibility that it can win over Daisy. In fact, Gatsby's extreme +generosity gives the reader the impression that Gatsby would otherwise have +never even worked at attaining wealth had it not been for Daisy. For +Gatsby, the only thing of real importance was his pursuit of Daisy. It +would seem that these elements are combined, too in the character Myrtle. +Myrtle is, as Daisy, impressed with Tom's wealth and appearance, but, like +Jay Gatsby, is stuck in a fantastic, idealized perception of her object of +affection. Even when abused and trampled over by Tom, Myrtle continues to +adore him, just as Gatsby continues to dote upon Daisy after being +obviously rejected by her. As far as ethical considerations, Gatsby tends +to prove himself a sincere and caring person, while Daisy and Tom just +destroy the lives of two people and then leave town to escape the +consequences of their actions. Between the cold ruthlessness of Tom, and +the tenderness of Gatsby, there are also characters who appear to fit +somewhere in between on this scale. Jordan, while appearing to be a nice, +respectable lady, is seen in several instances as an accused in cheating +and is tends to bend the rules when it suits her, such as during a game, or +during her relationship with Nick. Jordan seems to be a standard of +semi-corruption, of naked self-interest, that the other characters on the +extremes of the scale of moral and social considerations can be measured. +Thus, The Great Gatsby presents an extremely interesting set of moral +imagery. + + It can be said, then, that one of Fitzgerald's main talents, as shown in +the novel, is in showing various levels of moral and emotional development +in characters, and juxtaposing them. Perhaps it is this element that +distinguishes The Great Gatsby from many other novels with similar +elements. diff --git a/textfiles.com/reports/ACE/gatsby.txt b/textfiles.com/reports/ACE/gatsby.txt new file mode 100644 index 00000000..67d692f5 --- /dev/null +++ b/textfiles.com/reports/ACE/gatsby.txt @@ -0,0 +1,94 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on The Great ] + [x]9-10 [ ]Cliff Notes [Gatsby & The Central ] + [ ]11-12 [x]Essay/Report [Figure ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:785 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The role of Nick Carraway as narrator + + The novel "The Great Gatsby" can be best described as a narration of a +series of events as viewed through the eyes of an important central figure +(Nick Carraway) around which a story takes form. A general lack of +importance associated with the part a narrator is a generalized notion +deduced from the analysis of most novels. However, a reevaluation of the +narrative process played by Nick Carraway is in place when it comes to the +novel, "The Great Gatsby" as such a concept holds little truth within the +domains of such work of literature. The process of portraying virtually +all physical and emotional actions and the inferred establishment of a +moral norm are two of the main perspectives achieved through the author's +usage of narration through Nick. His vital role is the flow of the novel +is hence an indication as to his importance as a character in general. + + This vital role can be first of all seen in the primary role of Nick +as a narrator. Physical and emotional actions/reactions of characters +within a story relates a great deal to individualistic personality which in +turn helps the author generate his/her idea of a certain person/group of +people within the mind of the reader. Such a function is undertaken by Nick +who is endowed with a keen sense of observation which he uses to reveal the +nature of each character. Through Nick, the reader is able to sense the +shallow emotional depth Tom Buchanan is capable of experiencing and his +apparent harshness of attitude towards others. The brutality of Tom +towards his mistress, Myrtle Wilson, as described by Nick (page 37, line 5 +- below) is highly demonstrative of this fact. In comparison, we see +Gatsby, on the other hand as generally being a physically an emotionally +reserved person (but not when it comes to Daisy). His general hospitality +and mysteriousness as described by Nick creates an air of splendour and +establishes him as a source of profound curiosity in the minds of others. +In their own way, other characters are exposed to the reader as well when +Nick comes into contact with them. He is thus seen to play a vital role in +portraying the emotional disposition underlining each character through +their physical involvement in the novel. It should be noted that unlike +most other narrative description of events, Nick's role in "The Great +Gatsby" extends even further into the lives of each of the other +characters. + + The moral standard by which all other persons are uniquely judged is +created through the establishment of a central view point of single +narrative character in the novel. The word "unique" is used to describe +the form of evaluation Nick partakes in due to his total absence of any +form of critical analysis. This lack of personal judgement is seen to +manifest itself in the mind of the narrator from the very beginning of +Nick's youth through the words of his father. Nick's realization of the +equality of man altered through his origin sets him up as a morally sound +standard by which all other characters can be measured. It is this +personality trait of his which leads him into relationships with people +with a great array of morally sound/deficient values. Jordan Baker is +described by the author as a woman with an "incurably dishonest" +personality. Yet Nick accepts her into the emotional side of his life; +proving his firm belief in the concept of being morally reserved in +judgement. As described by the author, Nick is not blind to the +heartlessness of the Buchanan family and it is only through a crisis that +Nick sees how far his limits have actually been surpassed. His acceptance +of such people through the course of the novel allows the reader to observe +a contrast between these characters of society. Their moral values are +exposed for the reader through this and we are hence allowed a greater +insight into what the true nature of the character really is. Nick thus +plays an important function in portraying the deviation of each person in +the novel as related the moral standard the Eastern society which the +author uses as the norm. + + It is through such an analysis that the true importance of the +narrator in the novel is realized. Through physical and emotional +observations through Nick, we are allowed a general feel of each character. +A greater depth is added to each personality as the reader distinguishes +between the moral standard Nick holds and the morality of those around him. +The duality of Nick's role in the novel is thus a clear indication of the +importance he holds in the progress of the story. diff --git a/textfiles.com/reports/ACE/genetict.txt b/textfiles.com/reports/ACE/genetict.txt new file mode 100644 index 00000000..1299fa66 --- /dev/null +++ b/textfiles.com/reports/ACE/genetict.txt @@ -0,0 +1,57 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [What skills Geneticists ] + [x]9-10 [ ]Cliff Notes [Require. ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 08/94 # of Words:308 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Geneticists need many skills. One of the most important is to be able +to ask questions. Another is to correctly organize data. In the way of +training, one should major in biology, genetics, and many other +biosciences. A bachelor degree can get a job, but I myself would advise +getting the highest amount of bioscience education possible. + + Jobs can be acquired by asking your professors, but, they may not be +aware of any need for geneticists. Many times, reading advertisements may +of some good. You may even make an appointment with biology and genetic +firms yourself. Sometimes clinics or hospitals may even need a genetic +specialist. I, myself, could also see a geneticist opening up his own +clinic, such as radiologists do. In this way they could be able to make +more money considering the amount of highly specialized geneticists with a +Doctor of Medicine. The current payment outlook is not good for +geneticists. A starting geneticist working makes between $19,000 and +$27,000 a year. Salaries, depending on experience, training, and success +may be above $54,000 a year. Benefits usually include pension plans, health +insurance, and paid holidays and/or vacations. + + The employment outlook is very good. Some, highly trained geneticists +can open their own firms. This is probably because of a recognition that +mutations may be able to strengthen our immune systems, raise our +endurance, or even other things not thought possible. + + Most geneticists work in clean laboratories and work between thirty +five and forty hours a week. They usually have the necessary equipment +given to them by their firm or other supporter. + + I feel this would be a good career for me because of my inquisitive +nature. I have always been intrigued by the altering of DNA to cause +mutation. I am also extremely interested in the evolution of different +species. diff --git a/textfiles.com/reports/ACE/geo.txt b/textfiles.com/reports/ACE/geo.txt new file mode 100644 index 00000000..52d759d7 --- /dev/null +++ b/textfiles.com/reports/ACE/geo.txt @@ -0,0 +1,109 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Canada's ] + [ ]9-10 [ ]Cliff Notes [GeoPolitical Role in the] + [x]11-12 [x]Essay/Report [Future including NAFTA ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:839 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + WORLD ISSUES + "OUR GEOPOLITICAL ROLE IN THE FUTURE" + ESSAY #1 + + Canada is currently sitting in an economic catastrophe, our +unemployment is high, production low, and our deficit is increasing at a +rapid pace. We are one of the few first world countries, and we need to +strengthen our economy. Once we fortify our economy, our geopolitical role +will increase. Geopolitics is defined as the study of a two-way +relationship between political beliefs and actions on one side and any of +the usual concerns of geography on the other. As we move into the future, +our geopolitical role may be broken down into many groups. As we can +tackle the burden alone, we must join forces, and increase our geopolitical +role. + + As we administer towards the future, the concept of acting locally has +slowly dissipated, and acting globally has emerged distinctly. "One word +constantly encountered in any decision about the 1990s is 'global'". +(Toronto Star, 09/11/89) We must all work together by shattering the trade +boundaries, and acting as one. Currently, we are seeing concrete steps +forward, as Mexico, United States and Canada are almost finished the +signing of NAFTA (North American Free Trade Agreement). With this trade +agreement, all three countries (Mexico, United States, and Canada) will +virtually become one of the best trading partners in the world. With the +vast differences that exist in the demographics, all three countries will +find that trading with each other will bring prominent economic reform. +Canadian and American capital, technology, and management expertise, will +create many jobs for everyone, hence raising the standard of living. The +Canadians speciality in financial services, software, and infrastructure +will have wondrous impact on Mexico. With the Americans and Canadians +help in vitalizing Mexico, l strongly believe we will all become one single +country in the future. Since the United States is the strongest of all +three, the new country will be named the United States of North America. +Becasue the United States is currently the biggest and only superpower of +the world, the addition of Canada (vast resources and open land), and +Mexico (substantial labour power), the United States of North America will +be one of the largest dominating forces in the world. However, this will +not be used against the other countries unjustly, but harmoniously. +Moreover, we will not be the only countries of present day to join +together, as many countries around the globe will do the same. This will +help us erupt out of our boundaries and help all nations of the world. +90% of the world's total aid is given by first world countries. "the +reasons range from a desire to win political friends, to increase domestic +business and to relieve guilt over the First World's inequitable use of the +world's resources and its colonial interventions of the past." (World +Prospects 1987) I believe that the first world countries have a +responsibility to aid the less fortunate, because we hold most of the +resources and wealth. In the future, former Canada, Mexico, and the United +States will introduce new technology, infrastructure, and medicine to these +countries, helping them achieve first or second world status. + + Since USNA (United States of North America) will have erased the +borders, l believe that we will produce more advanced technological +products, and will allow more manufactured goods from other countries to +enter tariff free, allowing us for cheaper products without hurting our own +industries. + + The USNA's will introduce policies on birth control around the world, +and educate the importance of limiting birth. This will be very important, +because our earth has finally reached its full capacity. Another way that +we can help, is allowing immigrants from other countries to migrate in our +open lands to the north (former Canada). + + The Environment is becoming ever so important, as we are destroying +our ozone, creating massive heaps of garbage, demolishing our rainforests, +industrial pollution, and much more. A world wide attempt shall be made by +all countries which will be enforced by USNA. Strict laws will be passed, +and large industries will make a valiant effort to control their pollution, +as well as helping others realize their destruction to earth. Industries +must contribute, because they have tremendous powers in the economy, and +political decisions. + + As we lead ourselves into the future, Canada's geopolitical role will +be shared with the United States, and Mexico, after the signing of USNA. +The geopolitical role of USNA will include free trade, migration, +population policies, environmental reform, foreign aid, as well as energy +development, resource use and territorial control. USNA will harmoniously +create a world in which united efforts will have linked all the countries +in the world to become one. This will be a difficult and lengthy task +which may take many years. Until that time, their geopolitical role in the +future will see that all the nations of the world, work to combat +pollution, introduce new trading zones, lessening the gap of the rich and +poor, so that poverty will not exist, and introducing methods of birth +control that will please everbody. diff --git a/textfiles.com/reports/ACE/geo1.txt b/textfiles.com/reports/ACE/geo1.txt new file mode 100644 index 00000000..1823c91b --- /dev/null +++ b/textfiles.com/reports/ACE/geo1.txt @@ -0,0 +1,223 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Iraqui ] + [ ]9-10 [ ]Cliff Notes [War with Saddam Hussein ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:2183 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + War was inevitable in the Gulf and it was a war in which Iraq was +inevitability to lose. There were several reasons why this was and became a +reality. How, when, where did this process of self destruction begin? It +was quite evident that Saddam Hussein. the president of Iraq, was becoming +a military giant in the Middle East and therefore a threat to the stability +of the entire region. His war with Iran was proof of this. The U.S. and +other industrialized Western nations could not risk the loss of oil from +the area. Kuwait is the second largest source of petroleum in the Middle +East and so Iraqi invasion of Kuwait sent the world oil market into a +frenzy. Iraqi forces then gathered their forces on the border with Saudi +Arabia, the second largest supplier of oil in the world. This in turn +brought the military might of the United States into the conflict. + + There are several reasons why Saddam Hussein invaded Kuwait. "After +the 8 year war with Iran over territorial disputes and religious rivalries +between the Iranian Shiites and Iraqi Sunni factions, Iraq had a massive +debt to many Arab nations including Kuwait."2 The rulers of these nations +wanted some of their money back but Iraq thought they were ingrates and +were ungrateful for defending the Arab emirs from the Iranian Islamic +fundamentalism. The Arab emirs were afraid that the Islamic fundamentalists +would rise against the government and eventually take over the government +as they had Iran against the Shah. Kuwait was also afraid of this and so +they supported the Iraqi Arabs against the Iranian Persians. + + 2"Iraq",World Book (New York, World Book, 1990), Vol 10, p. 260 + The funds that Gulf countries lent to Iraq were used to buy high tech +weapons, high tech weapons that made Iraq one of the largest armies in the +world and a force to contend with. "Ironically much of the money and +weapons came from the countries that united to fight against him."1 The +Gulf countries bankrolled him while the Western nations, who had many +defense contractors going out of business because of the end of the Cold +War, supplied him with the weapons to fight Iran and later Kuwait and the +Coalition. With a large army like his, it would be very easy to defeat the +far smaller Kuwaiti army compared to his. + + 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min., 1991) + Oil had made Kuwait one of the richest and most progressive countries +in the world. This desert land is one of the world's leading producers +having over one-tenth of the world's known petroleum reserves. "All of this +in 20150 square kilometres, a little smaller than the state of New +Jersey."3 Kuwait is one of the world's wealthiest nations in terms of +national income per person. It has free primary and secondary education, +free health and social services and no income tax. There was much to +protect. All of this was attractive and irritating to Saddam who would and +did use a fraction of his army to attack and invade Kuwait in which it only +took the Iraqi army 6 hours to reach the capital city. They had after their +invasion about 19% of the world's known oil reserves. + + 3"Kuwait",World Book (New York, World Book, 1990), Vol 11, p.354 + Historically Iraq had claimed that it had a right to Kuwait. "They +were jealous that Kuwait was in control of the two islands needed for a +deep water shipping port:the Bubiyan and Warbah islands."4 These islands +along with some parts of Kuwait were a part of Mesopotamia which the +Ottoman Turks conquered. "The Ottoman Empire was defeated during World War +I and the British made their "own lines in the sand", dividing up the land +according to their own strategic needs and in the process recklessly +dividing up ancient communities and boundaries that had been recognized for +decades."1 Most of Mesopotamia became Iraq and some other parts to Kuwait. +In 1961, Kuwait became independent and the Iraqis threatened to invade +except that British troops kept the peace. This was to be the first of many +border skirmishes which include Iraqi missiles fired at Kuwaiti oil +installations and the reflagging of Kuwaiti oil tankers during the +Iran-Iraq War in which U.S. ships patrolled the Persian Gulf and Kuwaiti +tankers were reflagged with U.S. flags. + + 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min., 1991) + 4AP Press Toronto Star (January 20, 1991) A18 + The Iraqi government had also accused the Kuwaitis of stealing 2.5 +billion barrels of oil from its Rumaila oil fields by sliding drills into +Iraqi oil pipelines. They had also accused Kuwait of exceeding OPEC oil +production which had dropped the price of oil from $20 a barrel to $13 a +barrel in the first six months of 1990. This meant 1 billion dollars less +for Iraq everytime that price of an oil barrel went down by a dollar. +Saddam said he would stop them from continuing aggressive action:"The oil +quota violators have stabbed Iraq with poison dagger. Iraqis will not +forget the saying that cutting necks is better than cutting means of +living. O'God almighty, be witness that we have warned them".1 His foreign +minister Tariq Aziz later said in a letter to the Arab league that Kuwait +is "systematically, deliberately and continuously" harming Iraq by +encroaching on its territory, stealing oil, and destroying its economy.1 +"Such behaviour amounts to military aggression".1 These were just signs of +the Desert Storm to come. + + 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min., 1991) + Personally, Saddam Hussein had reasons to want to go to war against +the Western nations. He grew up as young boy hating the British for +imprisoning the uncle that had cared for him. Later, he joined the Baath +Party which was based on a platform of Arab unity and as a member was sent +to try to assassinate General Abdul Karim Qasim who they believed to be +very friendly with the Western nations. By going to war, he hoped to foster +Arab unity against the Western nations, like an Islamic holy war against +the "infidels". He also believed that it was his destiny to fulfil the +prophecy of ruling an Arab nation streching from Euphrates to the Suez. + + The Western and Gulf nations united together to form a coalition to +fight against Iraq that followed the United Nations resolution that Iraq +must pull out of Iraq on January 15, 1991. They had several reasons for +wanting Iraq out of Kuwait. "The 2 main reasons are the vast amounts oil in +the region which account for 53% of the world's known petroleum reserves +and the stability of the nations that have the oil."4 The 2 biggest in the +region are Saudi Arabia and Kuwait. The Saudis were afraid that Iraq would +invade Saudi Arabia just like Kuwait. + + 4AP Press Toronto Star (February 20, 1991) A16 + "The United States depends on Middle East petroleum for about 25% of +its energy needs and other Western nations even more on Middle East."4 Many +of these nations have very few oil resources and if they did it would cost +too much to develop them like the estimated 300 billion barrels of oil in +the Alberta and Saskatchewan tar sands. "Other nations like Japan have very +few alternative sources for petroleum so they depend greatly on the oil +from the Middle East."1 Other sources of power are generally too expensive +to be practical or still under development. So any disruption of oil from +this region would seriously negatively affect the economies of the Western +nations, just as they were slipping into a recession which would not be +very good for the leaders of these countries at the ballot box. + + 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min., 1991) + 4AP Press Toronto Star (January 16, 1991) A15 + However going to war or even the real possibility of it would give a +big short term boost to the economies of these nations by increasing the +price for a barrel of oil which would allow oil companies to make bigger +profits and there would be more exploration in North America to discover +new sources of oil. This would help boost the stock markets by increasing +positive activity in the trading of shares. Also by going to war, it would +create jobs in many sectors of the economy from the defense contractors to +the service industries down the line. + + The main reason that Coalition was formed was to protect the "vital +interests" in the often unstable Middle East. "The Middle East had been the +source of many of the world's wars after World War II, sometimes almost to +point of going nuclear."4 The Arab partners in the Coalition joined the +union to prevent what had happened to Kuwait to occur to them. The United +States and the other Western partners wanted to ensure a steady supply of +cheap oil and the invasion of Kuwait had risen the price of oil along with +creating instability in the Middle East. The best way to restore order to +the region and create some stability was to force Iraq out of Kuwait and +severely weaken his government and military which the Allies were +successful in doing. + + 4AP Press Toronto Star (February 14, 1991) A13 + Another reason that has been suggested is that Iraq was permitted to +invade Kuwait just to give the U.S. an excuse to attack the Iraqis so that +they would no longer be a threat to other countries in the region. This +would also make the Arab nations dependent on the Americans for their +defense so that they would not try to attempt hostile actions in terms of +increasing the cost of the oil to them or limiting the production of +petroleum as had been demonstrated by the OPEC nations in the 1970s. + + George Herbert Walker Bush also had personal reasons as to why he +wanted Iraq to leave Kuwait. As the youngest fighter pilot in the Navy +during World War II, he flew in many missions before being shot down. +"These missions helped to shape his beliefs that the U.S. should be like a +global policeman and Saddam Hussein must be stopped just as Hitler should +have been stopped from breaking the conditions of the treaties the Germans +signed ending World War I."1 Another reason he felt he had to take military +action was that there were American hostages held by the Iraqis after the +invasion of Kuwait for a couple of months. + + 1CNN The Gulf War (Video) (Atlanta, CNN News, 75 min., 1991) + Iraq would lose in the war with the Coalition because "their forces +were not as well trained as the Coalition forces, their weapons were +technologically inferior, they had no air support and the Coalition forces +were well-prepared for moves against them."4 The Iraqi army is mainly +composed of draftees, who are not well- trained or equipped. Only the few +Republican Guard units that were the elite of the Iraqi army would be any +match for the Coalition because the Coalition forces were composed of +mainly professional, well-trained volunteers. Also the Iraqi weapons were +inferior compared to the Americans. The Iraqis had weapons mainly from the +late 1970s to the early 1980s while the Allies had the most- advanced +weaponry available including the AWACS system, the Stealth bomber and the +Patriot missile. With this, they quickly achieved air and naval superiority +over Iraq and Kuwait. The Iraqis had few planes that were of any threat to +the Coalition and most of these never faced combat for unknown reasons. +This made the Allies job much easier. The Coalition forces were also +well-prepared as to the enemies battle tactics as they were Soviet ones +which the Americans had studied for the possibility of an invasion of +Europe. + + 4AP Press Toronto Star (January 18, 1991) A14 + A Gulf War involving Iraq was unavoidable and in this war Iraq was +defeated. The Iraqis were becoming a major military power in the Middle +East and therefore a danger to the stability of the whole region. The +United States and other industrialized Western nations could not afford the +loss of oil from the region and therefore they were very willing to ensure +that they continued to receive the oil. The U.N. and U.S. both wanted Iraq +to leave but realized that Iraq did not wish to leave and had no intention +of doing so unless they were forced out. Neither side wished to back down +diplomatically or militarily and with no other useful options available, +war was the only option left to the U.S. and her allies. In this war, Iraq +would lose because it has inferior weapons, a poorly trained army and the +Americans were well prepared for the Iraqi tactics. + + +Bibliography +CNN The Gulf War (Video), Atlanta, CNN News, 75 min., 1991 +"Iraq",World Book New York, World Book, 1990, Vol 10, pp. 260-261 +"Kuwait",World Book New York, World Book, 1990, Vol 11, pp. 354-355 +Toronto Star:All A and special sections from January 14, 1991 to +March 8, 1991. (Many seection were used) diff --git a/textfiles.com/reports/ACE/geo2.txt b/textfiles.com/reports/ACE/geo2.txt new file mode 100644 index 00000000..b7bebf5e --- /dev/null +++ b/textfiles.com/reports/ACE/geo2.txt @@ -0,0 +1,138 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Kuwait ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:990 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Kuwait is not self-sufficient in agriculture but the country +will be in the future. Its production of cereals, vegetables and +fruit grown in the oasis of Jahra and scattered smallholdings is +not sufficient for the population's needs, due to limitations of +water supply, fertile soil, climate and manpower. Much of its food +needs to be imported but government investment and the work of the +Kuwait Experimental farm have led to improvements whereby existing +resources are more efficiently utilized. + Kuwait is a small arid desert land of about 6200 square miles. +There is virtually no natural source of fresh water. Climatic +conditions entail occasional high winds and dust storms, little or +no rainfall, and summer temperatures as high as 120јF. +"Consequently, arable land amounts to less than 9% of total +acreage."1 Soil deficiencies and the intense heat and sunlight +allow continued cultivation only by expensive underground pipe-fed +irrigation or by hydroponics. Ordinary irrigation under these +conditions results in gradually increasing soil salinity. this +phenomenon has been the cause of the estimated 1% annual decrease +in arable land for the region as a whole. Hence, development of +traditional agriculture is severely restricted. + + 1El Mallakh, Ragaei (Kuwait, Trade and Investment. Boulder, +Westview Press Inc., 1989) pg 117 + Kuwaitis are under no illusion that self-sufficiency will take +less than 20 to 30 years to attain and even then it cannot include +such items as beef and cereals. For Kuwait cereal production is +considered too expensive and unnecessary. Self-sufficiency in +poultry, vegetables and fruit is a visible goal: already Kuwait +produces 60% of the eggs it needs, 40% of the poultry meat and 100% +of the tomatoes. The next emphasis is likely to be on dairy farming +and animal husbandry to increase the 25% of the required milk +supplies that is produced in the country. The Kuwaitis are very +conscious of the fact that urban growth and the hunting of animals +which used to live in the desert has meant the virtual extinction +of wildlife. Kuwait is importing from many countries animals such +as cows, chickens and sheep. + In view of Kuwait's extremely unpromising natural environment +which was made even worse after the Persian Gulf War, the key to +all its hopes for self-sufficiency lies in research and +experiments. Their experimental farm research farm:Omariya, the +Kuwait Institute for Scientific Research and the Kuwait Fund for +the Advancement of Sciences are engaged in a variety of projects +concerned with the hybridization of plants, animal breeding, the +increase of yields in desert conditions, the treatment of brackish +water and effluent water, irrigation methods, etc. "For example, +the use of plastic mulching films as a cover for the soil is +already widely known as a method of preventing evaporation, +reducing soil erosion and retarding weed growth."2 + + Winstone, H.V.F.(Kuwait:Prospect and Reality. London, McGraw- +Hill Inc., 1990) pg. 198 + Kuwait only has 100 acres or so under cultivation in the whole +country. This makes Kuwait one of the least agriculturalized +countries in the world. The dependence on imports of foodstuffs is +almost complete. This state of affairs has had economic as well as +sociological effects on the population since the oil exports pay +for the food imports. The urbanistic character of the indigenous +population has been reinforced by the lack of farming +opportunities. Kuwait is trying to change this in order to +diversify and balance its economy which at present is highly +dependent on finite amounts of petroleum. "Agriculture (including +fishing) accounts for but a small portion of Kuwait's gross +domestic product (0.24%). This economic sector utilized only 3% of +those privately employed."3 + + 3El Mallakh, Ragaei (Economic Development and Regional +Cooperation. Chicago, University of Chicago, 1988) pg. 55 + Government studies have shown the feasibility of commercial scale +production of fruits and vegetables using hydroponic methods. However, +little progress has actually been made in terms of expanding the income +base of the country. The reasons for lack of progress are +obvious:deficiencies of soil, lack of irrigation water, the harsh climate, +and the limited supply of agriculturally trained manpower. There is a heavy +dependence on expatriate labour since Kuwaitis possess an almost +"agriculture-less" mentality, aside from fishing. + + If agriculture is an industry of the future, fishing, together +with pearling have been a major occupation in Kuwait since the +foundation of the state. Today with the increase in population and +rise in living standards "the local industry provides about 99% of +consumption, which is over 5000 tons a year."4 The harvesting and +eating of shrimp has progressed most rapidly-doubling in 2 years +during the early 1980s. The individual fishermen who still supply +two-thirds of the local market, use much of the traditional +equipment. Gradually they are acquiring more modern equipment which +will allow them to be more efficient. There is also a United +Fisheries Company which was setup by government to reduce +overfishing which a constant problem. + + 4The State of Kuwait:The Ministry of Information (Kuwait:Facts +and Figures 1988. Kuwait City, The State of Kuwait, 1988) pg. +22 + Kuwait will be self-sufficient in agriculture in the future. +It will be able to grow more of its own food through new techniques +and it will continually be able to buy food should the country ever +find itself in that situation. Many of the new techniques proposed +are feasible and there is no lack of monetary resources to spend on +this problem. They already have succeeded in reducing their +dependence on imports of vegetables, fruits and poultry. The +government will spend the money also because it wants to diversify +its economy instead of being mainly based on the country's +petroleum resources. + +Bibliography +El Mallakh, Ragaei Kuwait, Trade and Investment. Boulder, Westview +Press Inc., 1989 +El Mallakh, Ragaei Economic Development and Regional Cooperation. +Chicago, University of Chicago, 1988 +Mansfield, Peter Kuwait:Vanguard of the Gulf. London, Hutchinson +Publishing Co., 1990 +The State of Kuwait:The Ministry of Information Kuwait:Facts and +Figures 1988. Kuwait City, The State of Kuwait, 1988 +Winstone, H.V.F. Kuwait:Prospect and Reality. London, McGraw-Hill +Inc., 1990 diff --git a/textfiles.com/reports/ACE/gerhit.txt b/textfiles.com/reports/ACE/gerhit.txt new file mode 100644 index 00000000..4e37da04 --- /dev/null +++ b/textfiles.com/reports/ACE/gerhit.txt @@ -0,0 +1,207 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on History of ] + [ ]9-10 [ ]Cliff Notes [Adolph Hitler ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:1966 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + ADOLF HITLER + 1. THE BEGINNING + + At half past six on the evening of April 20th, 1889 a child was born +in the small town of Branau, Austria. The name of the child was Adolf +Hitler. He was the son a Customs official Alois Hitler, and his third wife +Klara. + + As a young boy Adolf attendated church regulary and sang in the local +choir. One day he carved a symbol into the bench which resembled the +Swastika he later used as the symbol of the Nazi party. He was a pretty +good student. He received good marks in most of his classes. However in +his last year of school he failed German and Mathematics, and only +succeeded in Gym and Drawing. He drooped out of school at the age of 16, +spending a total of 10 years in school. From childhood one it was his +dream to become an artist or architect. He was not a bad artist, as his +surviving paintings and drawings show but he never showed any originality +or creative imagination. To fullfil his dream he had moved to Vienna the +capital of Austria where the Academy of arts was located. He failed the +first time he tried to get admission and in the next year, 1907 he tried +again and was very sure of success. To his surprise he failed again. In +fact the Dean of the academy was not very impressed with his performance, +and gave him a really hard time and said to him "You will never be +painter." The rejection really crushed him as he now reached a dead end. +He could not apply to the school of architecture as he had no high-school +diploma. During the next 35 years of his live the young man never forgot +the rejection he received in the dean's office that day. Many Historians +like to speculate what would have happened IF.... perhaps the small town +boy would have had a bit more talent....or IF the Dean had been a little +less critical, the world might have been spared the nightmare into which +this boy was eventually to plunge it. + + 2. WORLD WAR I + + While living in Vienna Hitler he made his living by drawing small +pictures of famous landmarks which he sold as post cards. But he was +always poor. He was also a regular reader of a small paper which claimed +that the Araban race was superior to all and was destined to rule the +world. The paper blamed Communists and Jews for all their problems and +hitler agreed to those views. Hitler agree with most of the points made in +the publication. He continued to live a poor live in Vienna and in 1913 +decided to move to Munich. Still living in Vienna and being Austrain by +birth, Hitler showed more loyalty to the Geramny. He thought that the +Aryan race was destined to rule the world. Many believe that he tried to +escape the draft but it was never proven. His live in Munich was not much +better then before and he continued to be poor. Then in 1914 World War I +broke out and Hitler saw this as a great opportunity to show his loyalty to +the "fatherland" by volunteering for the Imperial army. He did not want to +fight in the Austrian Army. Hitler was a good soldier. Many of political +opponents claimed that he was a coward but records clearly show that he was +not. He received to awards of bravery but never achieved a high Rank. + + In 1918 Germany surrendered and Hitler was very upset about the loss. +He believed that it was the Jews and the Communists who betrayed the +"fatherland" and it was here that his disliking of the Jews most likely +began. Germany after the war was in chaos. With no real Government to +control the country, many groups tried to take control. One day a big +communist group staged a big riot but another group of ex-soldiers +including Hitler managed to hold them back. + + 3. THE NAZI PARTY + + Since there were not many chances for employment Hitler stayed in the +army. Hitler was assigned the job of going go to various meetings of +groups which sprang up like mushrooms and to report on them. One day +September 12, 1919 - a fateful day in history, Hitler was sent to +investigate a small group which called itself the "German Workers Party". +Hitler was not to happy about his assignment. He thought it wouldn't be +worth it to even go. At the group mainly talked about the Countries +problem and how the Jews, communists and others where threatening the +master race and offered their own solutions. Hitler was bored by the +meeting but when a man stood up and claimed that Bavaria should separate +from Germany, Hitler got up and argued that point. He argued that Germany +and germans must unite into one to survive. His natural ability to speak +imprest the leader of the group and at the end of the meeting he gave +Hitler a pamphlet and an initiation the next meeting. He wasn't interested +in attending but after reading the hand out he accepted. He later joined +the German Workers Party and was in charge of Propaganda. The party was +small at first but Hitler's great skill at deliberating speeches attracted +more and more listeners and it soon became a major party with many +followers. Eventually Adolf Hitler became it's leader and the rest as they +say....is history. + + 4. HITLER IN POWER + + While spending time in prison for trying to overthrow the government +Adolf Hitler wrote his famous book "Mein Kampf", in which he describes many +problems and where he states that the Jews and communists were responsible +for those problems. He also decided on the "Final Solution" to the "Jewish +Question". It was his goal to eliminate the Jewish race from the European +continent. It is interesting to look and see how a small time boy from +Austria with no education, money or political background could become +within a few years the leader of big nation such as Germany. Historians +believe that Hitler saw a great opportunity to get his views across to the +German people who have lost all hope. Of course people did not start to +support him right away. After he came into power, the Nazi party took +control over every aspect of every day life. Hitler ordered the creation +of a special police force to make sure that all opponents would be +elimanted, the Gestapo. He also gave orders to set up a special force +which would be used to transport and take care of all political prisioners +and people thought to be inferior. The name of the force was the feared +SS. Mass propaganda was used to persuade the German people that the +"Fuhrer" would make the country strong and powerful again. They also used +propaganda against the Jews and other minority groups which were considered +enemies. Teachers had to belong to the Nazi party, and children were +taught that Jews very the source of all their problems. Since the country +was in chaos after the war, and was forced to pay billions in damages, The +Germans saw hope in Adolf Hitler. In the late 20's the depression hit which +made the situation even worse. + + Hitler in his speeches blamed the Jews and Communists for their +misfortunes and many listed. Unemployment was very high at that time +standing at about 25%. Hitler also spoke out against the unfairness of the +Versailles treaty. Germany lost a lot of its territory. The Empire was no +more. He believed the pure Araban race is destined to rule the world and +wanted to build an Empire that would last a 1000 years. He preached that +all Germans must unite in order for this goal to succeed. + + Hitler publicly stated his views on the Jews. But the Jews of Germany +didn't see Hitler as a great threat at first. However when Hitler became +chancellor and eventually took over totally they changed their mind. The +first thing he did was to take the Jews their right to vote. Soon they +were not allowed to marry with a pure german, they could not hold positions +such as teachers, doctors lawyers,..and so on. Many Jews only then +realized that he was serious and many fled Germany. Why did so many +Germans follow Hitler? When he took power the economy was basically non +existent. Many looked for answers and hope. Hitler was their answer. He +promised to rebuild the Glorious Germany of the past. First he started to +build up the Wehrmacht. Germany was not allowed to have more than 100,000 +men, but Hitler broke the treaty and gave orders to increase that number. +Factories started putting out weapons and people now had jobs. To the +Germans this was a very good sign. Mass rallies were held, where Hitler +continued to use his powers of speech on the German people. + + 5. THE ROAD TO WAR + + At first the allies did nothing about the fact that Hitler broke the +Treaty. He gave speeches in which he indicated that the German people +needed living space. Later he Marched into the Reihnland, and area which +Germany lost. Next He moved into Austria, his home country and annexed it +without a shoot being fired into the Reich. Following Austria, he wanted +control of the Sudetenland, a part of Czechoslovakia which was mainly +German speaking. He also achieved that goal. The allies didn't want +another war so they led Hitler do what he wanted to, but when he Attacked +Poland on September 1st, 1939 the allies no longer stood by and watched. +Britain and France declared war on Germany a few days after later, World +War II began. + + 6. THE DARK SIDE + + After the Wehrmacht conquered and occupied a territory the SS quickly +followed. They would round up Jews, Communists, Gypsies, Homosexuals and +others which were viewed as "Inferior" according to Nazi racial theory and +enemies of the German people and put on trains. They were all sent to +Concentration camps, which were set up to implement the 'final solution'. +Camps such as Auschwitz, Treblinka, Bergen Belsen were all equipped with +gas chambers to make the killing process quick and efectfull. In those +camps 6 million Jews and many others were killed by the Nazis. Hitler's +army seemed unstoppable but in the end, the allies managed to win many +decisive battles. Eventually on Aril 30th, 1945 Hitler committed suicide +in his bunker by shooting himself in the mouth. His body was burned, but +no ones knows what happened to the "Fuhrer's" ashes. On May 7th, 1945 +Germany surrendered unconditionally. + + 7. THE MAN + + Hitler was one of the most, if not the most cruel man to ever walk the +face of the earth. His believe of the superiorority of the "Aryan" race +made him hate all others. He believed that the slaws to the east should be +made work for the German people. He thought of blacks as being +"Sub-human". And Most of all he hated the Jews. So much that in early +1945, when equipment and manpower was badly needed on the front Hitler +insisited on man and equipment staying and continuing to tranport Jews to +the camps. In his Testament he left his money to his family. And message +to the Germany people "Above all I charge the leaders of the nation and +those under them to scrupulous observance of the laws of race and to +merciless opposition to the universal poisoner of all peoples, +international Jewry." + + The only people which would be spared where the Scandinavians to the +north, since they were closely related to the German race. With Hitler's +death the Nazi party quickly fated. But there is still a lot of tension in +todays Germany. diff --git a/textfiles.com/reports/ACE/glass.txt b/textfiles.com/reports/ACE/glass.txt new file mode 100644 index 00000000..35b22e05 --- /dev/null +++ b/textfiles.com/reports/ACE/glass.txt @@ -0,0 +1,90 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the The Glass ] + [ ]9-10 [ ]Cliff Notes [Menangerie. ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:660 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +The Glass Menagerie +------------------- + + The play The Glass Menagerie, by Tennessee Williams, Williams uses +many symbols which represent many different things. Many of the symbols +used in the play try to symbolize some form of escape or difference between +reality and illusion. + + The first symbol, presented in the first scene, is the fire escape. +This represents the "bridge" between the illusory world of the Wingfields +and the world of reality. This "bridge" seems to be a one way passage. +But the direction varies for each character. For Tom, the fire escape is +the way out of the world of Amanda and Laura and an entrance into the world +of reality. For Laura, the fire escape is a way into her world. A way to +escape from reality. Both examples can readily be seen: Tom will stand +outside on the fire escape to smoke, showing that he does not like to be +inside, to be a part of the illusionary world. Laura, on the other hand, +thinks of the fire escape as a way in and not a way out. This can be +seen when Amanda sends Laura to go to the store: Laura trips on the fire +escape. This also shows that Laura's fears and emotions greatly affect her +physical condition, more so than normal people. + + Another symbol presented deals more with Tom than any of the other +characters: Tom's habit of going to the movies shows us his longing to +leave the apartment and head out into the world of reality. A place where +one can find adventure. And Tom, being a poet, can understand the needs of +man to long for adventure and romance. But he is kept from entering +reality by Amanda, who criticizes him as being a "selfish dreamer." But, +Tom has made steps to escape into reality by transferring the payment of a +light bill to pay for his dues in the Merchant Seaman's Union. + + Another symbol, which deals with both Amanda and Laura, is Jim +O'Connor. To Laura, Jim represents the one thing she fears and does not +want to face, reality. Jim is a perfect example of "the common man." A +person with no real outstanding quality. In fact, Jim is rather awkward, +which can be seen when he dances with Laura. To Amanda, Jim represents the +days of her youth, when she went frolicking about picking jonquils and +supposedly having "seventeen gentlemen callers on one Sunday afternoon." +Although Amanda desires to see Laura settled down with a nice young man, it +is hard to tell whether she wanted a gentleman caller to be invited for +Laura or for herself. + + One symbol which is rather obvious is Laura's glass menagerie. Her +collection of glass represents her own private world. Set apart from +reality, a place where she can hide and be safe. The events that happen to +Laura's glass affects Laura's emotional state greatly. When Amanda tells +Laura to practice typing, Laura instead plays with her glass. When Amanda +is heard walking up the fire escape, she quickly hides her collection. She +does this to hide her secret world from the others. When Tom leaves to go +to the movies in an angered rush, he accidentally breaks some of Laura's +glass. The shattered glass represents Laura's understanding of Tom's +responsibilities to her. Also, the unicorn, which is important, represents +Laura directly. Laura points out to Jim that the unicorn is different, +just as she is different. She also points out that the unicorn does not +complain of being different, as she does not complain either. And when Jim +breaks the horn off the unicorn, Laura points out that now it is like the +other horses, just as Laura has shed some of her shyness and become more +normal. When she hands the broken unicorn to Jim, this might represent +Laura handing over her broken love to Jim, as Jim has revealed that he is +engaged to be married. + + As can be seen, there are quite a few symbols in this play. And a +number of them have diverse meanings. Most of these symbols have a direct +meaning in the author's own life. This is understandable seeing that the +play is supposed to be "memory play." 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There is no middle ground. Any +attempt to remain neutral in relation to God's existence is automatically +synonymous with unbelief. It is far from a "moot" question, for if God +does exist, then nothing else really matters; if He does not exist, then +nothing really matters at all. If He does exist, then there is an eternal +heaven to be gained (Hebrews 11:16) and an eternal Hell to be avoided +(Revelation 21:8). The question for God's existence is an extremely +important one. + + One might wonder why it is necessary to present evidence for the +existence of God. As Edward Thomson so beautifully stated it: + + "...the doctrine of the one living and true God, Creator, Preserver, + and Benefactor of the universe, as it solves so many problems, resolves + so many doubts, banishes so many fears, inspires so many hopes, gives + such sublimity to all things, and such spring to all noble powers, we + might presume would, as soon as it was announced, be received by every + healthy mind." + +Some, however, contrary to their higher interests, have refused to have God +in their knowledge and thus have become vain in their reasonings and +foolish in their philosophy (Romans 1:21,22,28). They do not see the folly +(Psalm 14:1) of saying there is no God. + + The Christian has not only the obligation to "give answer to every man +that asketh you a reason concerning the hope that is in you..." (I Peter +3:15), but an obligation to carry the Gospel message to a lost and dying +world (Mark 16:15-16, et al.). + + There will be times when carrying the Gospel message to the world will +entail setting forth the case for the existence of God. In addition, we +need to remember that Christians are not agnostics. The agnostic is the +person who says that God's existence is unknowable. As difficult as it is +to believe, some Christians take that same stance in regard to God's +existence. They assert that they "believe" there is a God, but that they +cannot know it. They state that God's existence cannot be proved. `This +is false!' God's existence is both `knowable' and `provable.' Acceptance +of God's existence is not some "blind leap into the dark" as so many have +erroneously asserted. The Christian's faith is not a purely emotional, +subjective "leap," but instead is a `firm conviction' regarding facts based +upon reasonable evidence. God's existence can be proved to any fair-minded +person. Granted, we do not mean by the word "proved" that God's existence +can be scientifically demonstrated to human senses as one might, for +example, prove that a sack of potatoes weighs ten pounds. But we need to +be reminded (especially in our day of scientific intimidation) that +empirical evidence (that based solely upon experiment and/or observation) +is not the only basis for establishing a provable case. Legal authorities +recognize the validity of a `prima facie' case. Such a case exists when +adequate evidence is available to establish the presumption of a fact +which, unless such can be refuted, `legally stands as a fact'. Inferential +proof (the culmination of many lines of evidence into only one possible +conclusion) is an invaluable part of a `prima facie' case which simply +cannot be refuted. But an important question which serves as a "preface" +to the case for God's existence is this: "From whence has come the idea of +God in man's mind?" The inclination to be religious is universally and +peculiarly a human trait. As one writer observed, even today the evidence +indicates that "no race or tribe of men, however degraded and apparently +atheistic, lacks that spark of religious capacity which may be fanned and +fed into a mighty flame." If, therefore, man is incurably religious--and +has the idea of God in his mind--and if we assume that the world is +rational, it is impossible that a phenomenon so universal as religion could +be founded upon illusion. + + The question is highly appropriate therefore: what is the source of +this religious tendency within man? Alexander Campbell, in his celebrated +debate April 13-23, 1829 in Cincinnati, Ohio with Robert Owen, provided the +answer to this question in a very positive fashion. He asked Owen from +whence the idea of God had come in man's mind. Owen (and all skeptics) had +(have) stated that the idea of God has not come from reason (skeptics hold, +of course, that the concept is unreasonable), and that it has not come from +revelation. Campbell pressed Owen to tell him from whence the idea of God +`had' come. Owen retorted, "by imagination." Campbell then quoted both +John Locke and David Hume, two philosophers who are highly respected in the +secular community. Hume stated that the "creative power of the mind +amounts to nothing more than the faculty of combining, transposing, +augmenting and diminishing the materials afforded to us by sense and +experience." The imagination, it turns out, has `no creative power'. +Neither reason nor imagination create. Reason, like a carpenter's +yardstick, is a measure, not an originator. Imagination works only on +those items already in the mind; it does not "create" anything new. +[Sigmund Freud, German psychoanalyst of the first part of the 20th century, +attempted to explain God's existence by stating that man had indeed formed +the "heavenly father" from the idea in his mind of his "earthly father." +But this idea will not suffice either. Is the God of the Bible the God man +would "invent" if asked to do so? Hardly. Look around at the "god" man +invents when left to his own devices--the "god" of hedonism, epicurianism, +subjectivism, or the "god" of "if it feels good, do it." The God of the +Bible is not the God man would invent, if left to his own devices. Freud's +attempt to explain the idea of God in man's mind failed miserably.] +Campbell pointed out to Owen, in a very forceful way, that the idea of God +in man's mind could only have come through revelation. There is no other +choice. The concept of God, therefore, though greatly perverted in heathen +hands, is ultimately traceable to an original communication between the +Creator and the creature. There is no other alternative, all the +disclaimers of the atheist notwithstanding. + + But suppose the unbeliever objects: "If the idea of God is basic to +human nature, we would not be able to deny it; we do deny it, however; +therefore it is not intuitive." It is sufficient to observe in rebuttal to +such a claim that man, under the enchantment of a deceptive philosophy, can +deny the most obvious of things. Those deluded, for example, by "Christian +Science" religion deny the existence of matter and death. Some today deny +that the earth is spherical or that man has ever been to the moon. But a +denial of facts does not automatically negate the facts. Man's attitude +toward Truth does not change Truth. + + Can God's existence be proven? Can we `know' God exists? The answer is +a resounding "YES!" The psalmist said, "Be still and `know' that I am God" +(Psalm 46:10) as he echoed the Creator's sentiments to man. The allusions +to th e manifestations of Deity in the created world are profuse. David +exclaimed, "O Jehovah, our Lord, how excellent is thy name in all the +earth, Who has set thy glory upon the heavens?" (Psalm 8:1). In the same +psalm, the inspired writer was constrained to say that the heavens are "the +work of thy fingers" and the moon and stars "thou hast ordained" (Psalm +8:3). Later David was to utter the beautiful words of Psalm 19:1--"The +heavens declare the glory of God, and the firmament showeth his handiwork." +Isaiah graphically portrayed the majesty and power of nature's God when he +wrote that God "hath measured the waters in the hollow of his hand, and +meted out heaven with a span, and comprehended the dust of the earth in a +measure, and weighed the mountains in scales, and the hills in a balance" +(40:12). + + Dr. E.A. Maness once remarked, "If the word God were written upon every +blowing leaf, embossed on every passing cloud, engraved on every granite +rock, the inductive evidence of God in the world would be no stronger than +it is." John C. Monsma, in the text which he edited entitled, `The Evidence +of God in an Expanding Universe' (which is a compilation of testimony from +forty outstanding American scientists), affirmed "that science can +establish, by the observed facts of Nature and intellectual argumentation, +that a super-human power exists." . Dr. A. Cressy Morrison, former +President of the New York Academy of Sciences, affirmed that "so many +essential conditions are necessary for life to exist on our earth that it +is mathematically impossible that all of them could exist in proper +relationship by chance on any one earth at one time." Dr. Arthur H. +Compton, Professor of Physics at the University of Chicago and Nobel +laureate, wrote: "It is not difficult for me to have this faith, for it is +incontrovertible that where there is a plan there is intelligence--an +orderly, unfolding universe testifies to the truth of the most majestic +statement ever uttered--`In the beginning, God.'" . + + Louis Agassiz, M.D., Ph.D., Harvard University (and a life-long +opponent of Darwinian evolution), made these remarks:.. + + "Though I know those who hold it to be very unscientific to believe + that thinking is not something inherent in matter, and that there is an + essential difference between inorganic and living and thinking beings, + I shall not be prevent ed by any such pretentions of a false philosophy + from expressing my conviction that as long as it cannot be shown that + matter or physical forces do actually reason, I shall consider any + manifestation of physical thought as an evidence of the existence of a + thinking being as the author of such thought, and shall look upon + intelligent and intelligible connection between the facts of nature as + direct proof of a thinking God....` All these facts in their natural + connection proclaim aloud the one God whom man may know, adore, and + love, and natural history must in good time become the analysis of the + thoughts of the Creator of the universe' as manifested in the animal + and vegetable kingdoms." + +Lord Kelvin, the famed English thermodynamicist once said, + + "I cannot admit that, with regard to the origin of life, science + neither affirms nor denies Creative Power. `Science positively affirms + Creative Power'. It is not in dead matter that we live and move and + have our being, but in the creating and directing Power which science + compels us to accept as an article of belief.... There is nothing + between absolute scientific belief in a Creative Power, and the + acceptance of the theory of a fortuitous concourse of atoms.... Forty + years ago I asked Liebig [famed chemist Justus von Liebig--BT], walking + some-where in the country, if he believed that the grass and flowers + that we saw around us grew by mere chemical forces. He answered, `No, + no more than I could believe that a book of botany describing them + could grow by mere chemical forces'.... Do not be afraid of being free + thinkers! `If you think strongly enough you will be forced by science + to the belief in God', which is the foundation all religion. `You will + find science not antagonistic but helpful to religion.'" . + + One cannot help but wonder what has caused many of the most prominent +and brilliant minds of both days gone by and of our day to make such +statements. No doubt, at least a partial explanation lies in the fact that +they saw a few, or many, of the thousands of "signposts" or "ensigns" +scattered throughout the natural world which point clearly to the unseen +Designer of nature. These "signposts" are multitudinous in our world, and +plainly obvious to those whose minds have not been blinded by the "god of +this world" (II Corinthians 4:4), "refusing to have God in their knowledge" +(Romans 1:28). An examination of these "ensigns" makes for a profitable +and edifying study. + + + NATURE'S HOME: THE UNIVERSE + + When the writer of Hebrews stated that, "...every house is builded by +someone..." (Hebrews 3:4), he suggested the well-known principle of cause +and effect. Today the Law of Causality is the fundamental law of science. +Every effect must have an adequate cause. Further indicated is the fact +that no effect can be qualitatively superior to or quantitatively greater +than the cause. The universe is here, and is a tremendous effect. Hence, +it must be explained in terms of an adequate cause. + + There are four possible explanations for the universe. (1) It is but +an illusion, and does not really exist. This is hardly worthy of +consideration. (2) It spontaneously arose out of nothing. This view is +absurd, and cannot be entertained scientifically. Dr. George E. Davis, +prominent physicist, has declared:"No material thing can create itself." . +(3) It has always existed. This theory, though held by many atheistic +scientists of our day, is scientifically untenable. Many evidences (e.g., +the Second Law of Thermodynamics) reveal that the stars are burning up, the +sun is cooling off, the earth is wearing out, etc. Such facts indicate +that the universe had a beginning; otherwise it would long ago have already +reached a state of deadness. Dr. Robert Jastrow, of NASA, states in his +book, `God and the Astronomers : + + "I am fascinated by some strange developments going on in astronomy.... + The essence of the strange developments is that the Universe had, in + some sense, a beginning--that it began at a certain moment in time.... + And concurrently there was a great deal of discussion about the fact + that the second law of thermodynamics, applied to the Cosmos, indicates + that the Universe is running down like a clock. If it is running down, + there must have been a time when it was fully wound up....The + astronomer comes to a time when the Universe contained nothing but + hydrogen--no carbon, no oxygen, and none of the other elements out of + which planets and life are made. This point in time must have marked + the beginning of the Universe." + +(4) It was created. This is the only remaining alternative and the only +reasonable view of the origin of the universe. Since our finite, dependent +(and contingent) universe (of matter/energy) did not cause itself, it was +obviously caused by an infinite, independent, eternal Mind. + + God, speaking through Moses (Genesis 15:5) and Jeremiah (33:32), +mentioned that "the host of heaven cannot be numbered, neither the sand of +the sea measured ...." Little did we know how true those statements were. +Johann Bayer (1603) devised a system to indicate the brightness, or +magnitude, of the stars, using the Greek and Roman alphabets to denote +their brightness. [Remember Paul's statement to the Corinthians (I +Corinthians 15:41): "...for one star differeth from another star in +glory."] Men before and after Bayer tried to count the stars. Hipparchus +the astronomer, in 128 B.C. counted the stars and said there were 1,026. +In 150 A.D., the famous astronomer Ptolemy counted the stars and arrived at +the number of 1,056. Years later, in 1575 A.D., the renowned Danish +astronomer, Tyco Brah, counted the stars and said there were 777. In 1600 +A.D. the German astronomer Johannes Kepler counted the stars and gave the +number 1,005. At last counting (and we are nowhere near finished yet) the +number of stars stood at `25 sextillion'. That's a 25 with twenty-one +zeroes after it! There are an estimated one billion galaxies,. and most +of them contain billions of stars (the Milky Way galaxy in which we live, +for example, contains over `100 billion stars'). It is so large that +travelling at the speed of light (186,317.6 miles per second) it would take +you 100,000 years to go across just the diameter of the galaxy. Light +travels in one year approximately 5.87 x 1O.MDSU/12' miles. In 100,000 +years, that would be 5.87 x 1O.MDSU/17' miles, or 587+ quadrillion miles. +Our nearest neighboring galaxy is the Andromeda galaxy, which is an +estimated 2,000,000 light years away. That's so far that a radio wave +which goes around the earth approximately 8.2 times in one second would +require over 1 million years to get there, and a return message would take +another 1+ million years. The observable universe has an estimated +diameter of 20 billion light years. + + But it isn't simply the size of the universe that is so marvelous. The +size is important, of course, but so is the `design'. The earth, for +example, in orbiting the sun, departs from a straight line by only +one-ninth of an inch every 18 miles--a very straight line in human terms. +If the orbit changed by one-tenth of an inch every 18 miles, our orbit +would be vastly larger and we would all freeze to death. If it changed by +one-eighth of an inch, we would come so close to the sun w e would all be +incinerated.. Are we to believe that such precision "just happened by +accident"? The sun is burning at approximately 20 million degrees Celsius +at its interior.. If we were to move the earth `away' 10%, we would soon +freeze to death. If we were to move the earth `closer' by 10%, we would +once again be incinerated. The sun is poised at 93 million miles from +earth, which happens to be just right--by accident? + + The moon is poised some 240,000 miles from the earth. Move it in just +onefifth, and twice every day there would be 35-50 feet high tidal waves +over most of the earth's surface. The distance of 240,000 miles happens to +he just right--by accident? And consider these facts: the earth is +rotating at 1,000 miles per hour on its axis at the equator, and moving +around the sun at 70,000 miles per hour (approximately 19 miles per +second), while the sun with its solar system is moving through space at +600,000 miles per hour in an orbit so large it would take over 220 million +years to complete just one orbit. [Remember the psalmist's statement +(Psalm 19:61) about the sun--"his circuit is from the ends of the +heavens."] What would happen if the rotation rate of the earth around the +sun were halved, or doubled? If it were halved, the seasons would be +doubled in length, which over most of the earth would cause such harsh +summer heat and winter cold that not enough food could be grown to feed the +world's population. If it were doubled, no single season would be long +enough to grow the amount of food necessary to feed the world's population. +[Remember God's words to Moses: (a) "Let there be lights in the firmament +of heaven to divide the day from the night: and let them be for `signs and +for seasons', for days and for years" (Genesis 1:14, emp. added), and; (b) +"While the earth remaineth, seedtime and harvest, and cold and heat, and +summer and winter, and day and night shall not cease" (Genesis 8:22).] +Then there is this matter: from where does our day come? It comes from +the earth's rotation once approximately every 24 hours on its axis. From +where do we get our month? It comes from the moon circling the earth once +approximately every 28 days. From where does our year come? It takes the +earth approximately 365.26 days to go around the sun. `But where do we get +our week?' There is no purely natural explanation for the week. The +explanation, instead, is found in Exodus 20:11 (cf., Exodus 31:17): "for in +six days Jehovah made heaven and earth, the sea, and all that in them is, +and rested on the seventh day...." The week is an entirely universal +phenomenon. Yet there is no purely natural explanation for it. Little +wonder Isaiah wrote (40:26): "Lift up your eyes on high, and behold who +hath created these things, that bringeth out their host by number; he +calleth them all by names by the greatness of his might, for that he is +strong in power; not one faileth." + + The fundamental law of science, we repeat, is the Law of Causality +which states that every effect must have an adequate cause. There is no +known exception. The universe is admittedly a known effect. [Note Dr. +Robert Jastrow's statement in his book, `Until The Sun Dies': "The Universe +and everything that has happened in it since the beginning of time, are a +grand effect `without a known cause'." . The question is: `What is the +adequate cause?' The atheist/agnostic has no answer, as Dr. Jastrow has so +well explained. The Christian, of course, does. `God is the First Cause', +and has left the evidences of His existence so evident that they are +incontrovertible. + + + NATURE'S HUMAN INHABITANT: MAN + + "Men go abroad to wonder at the height of mountains, at the huge waves +of the sea, at the long courses of the rivers, at the vast compass of the +ocean, at the circular motion of the stars; and they pass by themselves +without wondering." So stated Augustine many years ago. So many people +fail to see one of the most powerful arguments possible for God's +existence--their own selves! Consider, for example, the "earthly +tabernacle" (II Corinthians 5:1) that we call the human body. It is comp +osed of 30+ different kinds of cells, totalling over `100 trillion' cells +when all added together to make up the human adult.. These cells come in +all different sizes and shapes, with different functions and life +expectancies. For example, some cells (e.g., male spermatozoa) are so small +that 20,000 would fit inside a capital "O" from a standard typewriter, each +being only 1/20th mm long. Some cells, put end-to-end, would make only one +inch if 6,000 were assembled together. Yet all the cells of the human +body, if set end- to-end, would encircle the earth over 200 times. Even +the largest cell of the human body, the female ovum, is unbelievably small, +being only 1/1OOth of an inch in diameter. Yet each cell is composed of a +lipo- protein membrane lining (lipids/proteins/lipids) which is +approximately 6/100-8/100 fm (4 atoms) thick. Yet it allows selective +transport outside the cell of those things that ought to go out, and +selective transport into the cell of those things that ought to go in. +Inside the cell's three-dimensional cytoplasm there are over 20 different +chemical reactions going on at any one time, with each cell containing five +major systems: (1) communication; (2) waste disposal; (3) nutrition; (4) +repair, and; (5) reproduction. The endoplasmic reticulum of the cell +serves as a transport system. The ribosomes produce protein, which is then +distributed around the body as needed by the Golgi bodies. The mitochondria +(over 1,000 per cell) are the "powerhouses" of the cell, producing the +energy needed by the body. The nucleus, of course, carries the genetic code +in its DNA (deoxyribonucleic acid). Red blood cells (there are +approximately 30 trillion of them) live about 120 days; white blood cells +(the blood's defense system) live about 13 days; platelets (which help +blood to clot) live about 4 days; nerve cells may live over 100 years. In +any given 60-second period, approximately 3 billion cells die and are +replaced in the human body through the process we call `mitosis', whereby +the standard chromosome number (in the human, 46) is faithfully reproduced. +A single cell contains a strip of DNA (placed in the nuc leus in a +spiral-staircase configuration) which is about one yard long, and which +contains `over 6 billion biochemical steps'. Every cell of the body +contains such DNA--over a billion miles total in one human. How powerful is +the DNA? It provides, in coded form, `every physical characteristic of +every living person'. How many people are there on the face of the earth? +There are a few more than 5 billion. It took two cells (a male +spermatozoan and a female ovum) to make each one of these people. If there +are roughly 5 billion people on the earth, and it took two cells to make +each of them, that's approximately 10 billion cells (remember: this is the +DNA it took to give every living person every physical characteristic he or +she has), and that DNA would fit into no more than `1/8th of a cubic inch'! +Does that tell you how powerful the DNA is? Are we to then understand that +this kind of design came "by accident"? Hardly! The Hebrew writer was +correct when he said, "For every house is builded by someone; but he that +built all things is God"(3:4). + + Consider the skin of the human. It is a nearly waterproof layer, +enclosing the body's contents, almost 60% of which is water. It prevents +the exit or entrance of too much moisture, and acts as a protector for the +rest of the body. At the same time it is both a radiator and retainer of +heat, helping to regulate the body's temperature in conjunction with the +two hypothalamus glands in the brain. Skin may be as thick as 5/16th of an +inch (e.g., the eyelid). The skin contains over 2,000 sweat glands which +form one of the most ingenious air-conditioning systems ever known to man. +Skin acts as a barrier to protect the sensitive internal organs, and even +has the power to regenerate itself. + + Consider the skeletal system of the body. It is composed of 206 bones, +more durable and longer lasting than man's best steel. Each joint produces +its own lubrication and the system as a whole is able to provide not only +structure, but great protection (e.g., the 24 ribs guarding the internal +viscera). There are 29 skull bones, 26 spinal vertebrae, 24 ribs, 2 girdle +bones, and 120 other bones scattered over the body. The bones range in +size, from the tiny pisiform bone in the hand, to the great femur (over 20 +inches long in the thigh of an average man). Yet in a man weighing 160 +pounds, the bones weigh only 29 pounds. [Remember Paul's comment about +"all the body fitly framed and knit together through that which every joint +supplieth, according to the working in due measure of each several part, +making the increase of the body into the building up of itself..." +(Ephesians 4:16).] And consider, of course, the muscles. There are over +600 of them in the human, with the function of contraction and release. +From the smile on the face of the newborn baby to the legs of the marathon +runner, the muscles are in charge. They are placed, however, into two +systems--the `voluntary system' over which you have control (reach out and +grab a ball), and the `involuntary system' over which you have little or no +control (try stopping a kidney). Are we to believe that the skeletal and +muscle systems, in all their complexity, "just happened"? No one could +ever convince you that, for example, a Cadillac limousine "just happened." +Yet something infinitely greater in design and structure-- the human +body--we are asked to believe "just happened." What kind of incongruous +logic is that, to reach such a conclusion? As G.K. Chesterton once said: +"When men stop believing in God, they don't believe in nothing. They +believe in `anything!'" How true. One does not get a poem without a poet, +or a law without a lawgiver. One does not get a painting without a +painter, or a musical score without a composer. And just as surely, `one +does not get purposeful design without a designer!' + + Consider, for example, the human ear and the human eye. The average +piano can distinguish the sounds of 88 keys; the human ear can distinguish +over 2,500 different key tones. In fact, the human ear can detect sound +frequencies that flutter the ear drums as faintly as one- billionth of a +centimeter (a distance one-tenth the diameter of a hydrogen atom).. The +ear is so sensitive that it could even hear, were the body placed in a +completely soundproof room, the blood coursing through the veins. Over +100,000 hearing receptors in the ears are sending impulses to the brain to +be decoded and answered. The human eye is the most perfect camera ever +known to man. So perfect is it that its very presence caused Charles +Darwin to say, "That the eye with all its inimitable contrivances...could +have been formed by natural selection seems, I freely confess, absurd in +the highest degree." Darwin also commented: "If it could be demonstrated +that any complex organ existed, which could not possibly have been formed +by numerous, successive, slight modifications, my theory would absolutely +break down." The eye, as it turns out, is such an organ, and Darwin's +theory, as such, has broken down. Each human eye is composed of over 107 +million cells with 7 million cones (allowing the eye to see in full, living +color) and 100 million rods (allowing the eye to see in blacks, whites, and +greys). The eyes are connected to the brain by over 300,000 nerves, and +can detect light as feeble as 1/100 trillionth of a watt. How is the eye +supposed to have "evolved"? What "intermediate state" between no eye and a +perfect eye could nature have "selected" to be passed on to successive +generations? As Mark Twain once c ommented, "It's amazing what men will +believe, so long as it's not in the Bible!" + + There are so many systems in the human body that could be discussed, +but since space precludes discussing them all, it is now to the brain that +we turn our attention. The brain, of course, regulates the rest of the +body. It contains over 10 billion nerve cells, and 100 billion glia cells +(which provide the biological "batteries" for brain activity). These cells +float in a jellied mass, sifting through information, storing memories, +creating what we call consciousness, etc.. Over 120 trillion connections +tie these cells together. The brain sends out electrical impulses at a +speed of 393 feet per second (270 mph), and receives nerve impulses being +produced at a rate of over 2,000/second. The brain receives signals +continuously from 130,000 light receptors in the eyes, 100,000 hearing +receptors in the ears, 3,000 tastebuds, 30,000 heat spots on the skin, +250,000 cold spots, and 500,000 touch spots. The brain does not move, yet +consumes 25% of the blood's oxygen supply. It is constantly bathed in +blood, its vessels receiving 20% of all the blood pumped from the heart. +If the blood flow is interrupted for 15-30 seconds, unconsciousness +results. If blood is cut off to the brain for longer than 4 minutes, brain +damage results. Four major arteries carry blood to the brain as a sort of +"fail-safe" system. And, the brain is protected from damage by not one, +but three major systems: (1) the outer skull bone; (2) the `dura mater' +(Latin for "hard mother"--the protective lining around the brain), and; (3) +the absorbing fluid, which keeps the brain from hitting the inner skull. +With the brain properly functioning, all the other body systems (hormones, +circulatory, digestive, reproductive, etc.) can be overseen and controlled. +Are we, as Dr. George Gaylord Simpson of Harvard stated some years ago, "an +accident in a universe that did not have us in mind in the first place"? +Or, are we created "in the image of God" (Genesis 1:26,27)? + + Sir Isaac Newton once said, "In the absence of any other proof, the +thumb alone would convince me of God's existence." How much more, then, +should the cells, the brain, the lungs, the heart, the reproductive system, +etc., be shouting to us that `there is a God, and He is not silent.' As +the psalmist so well said, "I praise you because I am fearfully and +wonderfully made" (Psalm 139:14). Or, as Imogene Fey has observed: "The +birth of every new baby is God's vote of confidence in the future of man." +Dr. Lewis Thomas, the renowned medical doctor and author of `The Medusa and +the Snail', commented in that work about the "miracle" of how one sperm +cell forms with one egg cell to produce a single cell that will, nine +months later, become a new human being. His conclusion: + + "The mere existence of that cell should be one of the greatest + astonishments of the earth. People ought to be walking around all day, + all through their waking hours, calling to each other in endless + wonderment, talking of nothing except that cell.... If anyone does + succeed in explaining it, within my lifetime, I will charter a + skywriting airplane, maybe a whole fleet of them, and send them aloft + to write one great exclamation point after another around the whole + sky, until a ll my money runs out." + +Yet we are told that such a "miracle" has "just happened." Carl W. Miller +once stated: "To the reverent scientist...the simplest features of the +world about us are in themselves so awe-inspiring that there seems no need +to seek new and greater miracles of God's care." + + In order to get a poem, one must have a poet. In order to have a law, +one must have a lawgiver. In order to have a mathematical diagram, one +must have a mathematician. A deduction commonly made is that order, +arrangement, or design in a system suggest intelligence and purpose on the +part of the originating cause. In the universe, from the vastness of +multiplied solar systems to the tiny world of molecules, marvelous design +and purposeful arrangement are evidenced. In the case of man, from the +imposing skeletal system to the impressive genetic code in all of its +intricacy, that same design and purposeful arrangement are evidenced. The +only conclusion that a reasonable, rational, unbiased mind can reach is +that the existing systems of our world, including all life, have been +purposefully designed by an Intelligent Cause. We call that Cause "God." + + + Conclusion + + Alan Devoe significantly writes, "Some naturalists have become +convinced that there is an `unknown force' at work--a force that guides +creatures by influences outside the entire sphere with which science +ordinarily works." We would prayerfully urge those who speak of this +`unknown force' to turn to the "God that made the world and all things +therein" (Acts 17:24), and ascribe honor and glory to Him. The revelation +He has left of Himself in nature simply could speak no louder of His +existence than it already does. Furthermore, this examination of arguments +for God's existence has not even touched upon the "historical" arguments +which come to bear on the case. For example, the historical Christ, the +resurrection, the Bible, the system of Christianity, and other such +arguments are equally as important. The arguments from historical fact are +additional proof that there is a God, and He is not silent. That Christ +existed cannot he doubted by any rational person. His miracles and other +works are documented, not only in biblical literature, but in profane, +secular history as well. The empty tomb stands as a silent but powerful +witness that God does exist (Acts 2:24; Romans 10:9) and that Christ is His +Son. The Bible exists; therefore, it must be explained. The men who wrote +it were either deceivers, deluded, or telling the truth. What do the +evidences say? The internal and external evidences are enough to tell the +story of God's existence, and the fact that He has spoken to us from His +inspired word. Additional evidences are available at every turn. Little +wonder Paul stated that "in him we live, and move, and have our being..." +(Acts 17:28). Moses' statement still stands as inspired testimony to the +fact of the existence of God: "In the beginning, God created the heavens +and the earth" (Genesis 1:1). + + + ENDNOTES + +1. Thomson, Edward. `Evidences of a Revealed Religion'. Hitchcock and + Walden. Cincinnati. 1872. p 1. + +2. Dummelow, J.R. (Editor). `The One-Volume Bible Commentary'. + MacMillan. New York. 1944. p vi. + +3. Hume, David. Quoted in: `The Campbell-Owen Debate'. Gospel Advocate + Co. Nashville Tennessee. 1957. p 124. + +4. Monsma, John C. (Editor). `The Evidence of God in an Expanding + Universe'. G.P.Putnam's Sons. New York. 1958. p 12. + +5. Morrison, A. Cressy. `Man Does Not Stand Alone'. Revell. Westwood, + New Jersey. 1944. p 13. + +6. Compton, Arthur H. `Chicago Daily News'. April 12, 1936. + +7. Agassiz, Louis. `Contributions to the Natural History of the United + States'. Boston, Massachusetts. 1857. Vol. 1. p 298. Emp. added. + +8. Kelvin, Lord. `Nineteenth Century and After'. June, 1903. LIII. pp + 1068,1069. + +9. Davis, George E. `IN: The Evidence of God in an Expanding + Universe'. John C. Monsma, Editor. G.P. Putnam's Sons. New York. + 1958. p 71. + +10. Jastrow, Robert. `God and the Astronomers'. W.W. Norton & Co. New + York. 1978. pp 11,48,110. + +11. `Science Digest'. Jan/Feb. 1981. p 98. + +12. `Ibid'. p 105. + +13. `Ibid'. p 124. + +14. `Ibid'. p 102. + +15. Jastrow, Robert. `Until The Sun Dies'. W.W. Norton Co. New York. + 1977. p 21. + +16. `Science Digest'. Sept/Oct. 1980. p 49. + +17. `Ibid'. p 52. + +18. `Ibid'. p 118. + +19. Brand, Paul and Philip Yancey. `Fearfully and Wonderfully Made'. + Zondervan. Grand Rapids, Michigan. 1980. pp 24,25. + +20. Darwin, Charles. `The Origin of Species'. J.M. Dent & Sons. + London. 1956 edition. p 167. + +21. `Ibid'. p 170. + +22. `Fearfully and Wonderfully Made'. pp 188,189. + +23. Newton, Isaac. Quoted in: `Fearfully and Wonderfully Made'. p 161 + +24. Thomas, Lewis. `The Medusa and the Snail'. Viking Press. New York. + 1979. pp 155-157. + +25. Miller, Carl Wallace. Quoted in: `The Encyclopedia of Religious + Quotations'. Frank S. Mead, Editor. Revell. Westwood, New Jersey. + 1965. p 179. + +26. Devoe, Alan. `IN: The Marvels and Mysteries of Our Animal World'. + Readers Digest Association. Pleasantville, New York. 1964. p 232. + Emp. added. + +NOTE: The author gratefully acknowledges permission to use in this +manuscript materials by Wayne Jackson which were previously published +in his monthly journal, `The Christian Courier'. + + + + + + + This file may be copied, but is distributed on the understanding that +it will not be modified or edited, and will not be used for commercial +purposes. Further, it may not be copied without due reference to the +original publication source, author, year, and name and address of the +publisher. + + + Apologetics Press + 230 Landmark Drive + Montgomery, AL 36117-2752 + + + +Downloaded from: + +The Christian Connection of Palm Beach +300/1200/2400 bps +407/533/5216 + + diff --git a/textfiles.com/reports/ACE/godot.txt b/textfiles.com/reports/ACE/godot.txt new file mode 100644 index 00000000..0be0b6d6 --- /dev/null +++ b/textfiles.com/reports/ACE/godot.txt @@ -0,0 +1,78 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Samuel Becket's Book ] + [x]9-10 [ ]Cliff Notes [In Waiting for Godot ] + [ ]11-12 [x]Essay/Report [Report. ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:575 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + English 11H + + Reading a work of literature often makes a reader experience certain +feelings. These feeling differ with the content of the work, and are +usually needed to perceive the author's ideas in the work. For example, +Samuel Beckett augments a reader's understanding of Waiting For Godot by +conveying a mood, (one which the characters in the play experience), to the +reader. Similarly, a dominant mood is thrust upon a reader in Beowulf. +These moods which are conveyed aid the author in conveying ideas to a +reader. + + In Waiting for Godot, Beckett uses many pauses, silences, and ellipses +(three dots (...) used to create a break in speech) to express a feeling of +waiting and unsureness. There is a twofold purpose behind this technique. +For one, it shows that Vladimir and Estragon, the two main characters who +are waiting for Godot, are unsure of why they are waiting for him. This +also foreshadows that they will be waiting a very long time. + + In some cases in literature, an idea can only be conveyed properly if +those on the receiving end of the idea are able to experience the feelings +that a character is experiencing in the work. For example, in order for a +reader to feel how and understand why Vladimir and Estragon feel as though +they do while they wait, it is essential for that reader to either +understand or experience the same feelings that Vladimir and Estragon are +experiencing. Vladimir and Estragon are waiting; waiting for Godot, to be +exact; and Beckett wants the reader to feel as if he or she were waiting +also. Along with the feeling of waiting that a reader may experience, he +or she might also understand how Vladimir and Estragon feel at times: +Unsure, not very anxious to move on, and constantly having to wait. A +feeling of timelessness is even evoked, allowing almost anyone from nearly +any time to understand Vladimir and Estragon's predicament. + + Many times people may feel overwhelmed by a higher force unalterable to +them. This force may control something such as their fate. In the +Anglo-Saxon culture, a popular belief was that of fate. The writers of +Beowulf may have known that not all people believe in the power of fate. +Therefore, to properly convey such an idea as the inevitability of fate in +the epic, the writers included events which, when read, are also +"experienced" by the reader. For example, the narrator of Beowulf states +how fate is not on Beowulf's side. After many years of winning countless +battles, Beowulf was killed by a dragon in a fierce fight. While he was +fighting, and because the narrator had stated that fate was not on his +side, the reader could identify with Beowulf and feel how he may have at +the time: Overwhelmed, overpowered, and as if a force greater than he was +controlling him (his fate). + + Moods that are created, such as that of longing or waiting, and fear +or inevitability, in Waiting for Godot and Beowulf, respectively, hold a +distinct purpose. The moods presented usually serve the purpose of helping +the author express more fully an the idea or ideas that he or she wishes to +convey. Also, by conveying a universal mood, or one that nearly everyone +is able to comprehend and interpret, the work of literature's longevity is +augmented. This will further help the reader to interpret the work and +understand more fully the moods presented. diff --git a/textfiles.com/reports/ACE/grapes.txt b/textfiles.com/reports/ACE/grapes.txt new file mode 100644 index 00000000..9ef0bfd1 --- /dev/null +++ b/textfiles.com/reports/ACE/grapes.txt @@ -0,0 +1,71 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the The Grapes ] + [x]9-10 [ ]Cliff Notes [of Wrath. ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:450 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + AN UNDAUNTED JOURNEY + + Through out history man has made many journeys, far and wide. Moses's +great march through the Red Sea and Columbus's transversing the Atlantic +are only, but a few of mans great voyages. Even today, great journeys are +being made. Terry Fox's run across Canada while having cancer is one of +these such journeys. In every one of these instances people have had to +rise above themselves and over come emence odds, similar to a salmon +swimming up stream to fullfill it's life line. Intense drive and extreme +fortitude are qualities they had to possess during their travels. In The +Grapes of Wrath, Steinbeck shows the Joads endurance by his use of extended +metaphors in intercalary chapters. + + Steinbeck uses intercalary chapters to provide background for the +various themes in the novel. This effectively forshadows upcoming events by +telling of the general state of the local population in the intercalary +chapters and then narrowing it down to how it effects the main characters +of the novel, the Joads. Setting the tone of the novel in the readers mind +is another function of Steinbeck's intercalary chapters. + + In chapter three, Steinbeck emaculatly describes the long tedious +journey of a land turtle across a desolate highway. From the onset of his +journey, the turtle encounters many set backs. All along the way he is +hindered by ants, hills, and oak seeds under his shell. The turtles +determination to reach his destination is most apparent when a truck driven +by a young man swerves to hit the turtle. The turtle's shell was clipped +and he went flying off the highway, but stop the turtle did not. He +struggled back to his belly and kept driving toward his goal, just as the +Joads kept driving toward their goal. + + Much like the turtle from chapter three, the Joads had to face many +great hardships in their travels. The planes of Oklahoma, with their harsh +summer weather, was the Joads desolate highway. The truck driver +represented the Californians, whom Buried food and killed live stock to +keep the Joads and others like them away from their dream. And sickness was +their ants and hills. But even through all of this the Joads persevered. +They were driven by great motivating powers - poverty and hunger. Just as +the turtle searched for food, the Joads were searching for paradise, "the +garden of Eden." + + The Joad's journey is second to none in terms of adversity and length. +The Joads incredible ability to over come all odds and keep going is +epitomized in intercalary chapter three. Steinbeck uses his rendition of +facts, the "turtle" chapter, to parallel the Joads struggle to reach the +promise land. Just as the turtle endured, so did the Joads. Never +digressing from their strait and narrow path to California. diff --git a/textfiles.com/reports/ACE/greatex.txt b/textfiles.com/reports/ACE/greatex.txt new file mode 100644 index 00000000..387cd4c9 --- /dev/null +++ b/textfiles.com/reports/ACE/greatex.txt @@ -0,0 +1,70 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Essay on Great ] + [ ]9-10 [ ]Cliff Notes [Expectations ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:524 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Great Expectations Essay + + Miss Havisham is an extremely eccentric character. She is a rich and +grim lady who lived in a large and dismal house. One way she was eccentric +was the Satis House. Another is the weird birthday party Miss Havisham had +with her relatives. She also acts in a weird way that tells her apart from +the rest. + + Miss Havisham's house is a dark and spooky house. Inside the house +all the furniture were antiques as well as the clocks. One of the strange +things were that all the clocks in the room had stopped at twenty minutes +to nine. Outside there was a pigeon-house in the brewery yard, which had +been blown crooked on its pole by a high wind. There were no pigeons in +the house, no horses in the stable, no pigs in the sty, no malt in the +store house, no smell of grain and beer in the copper or the vat. A +strange thing happened to Pip when he was in the brewery yard. He looked +over to were the building was on his right and saw a figure hanging there +by the neck. He saw a faded trimming dress and afterwards saw the face of +Miss Havisham. With terror Pip ran away from it, then ran towards it. He +went only to find no figure there. + + Miss Havisham treated her relatives like in weird ways. When Miss +Sarah Pocket asked her how well she look she said "I do not, I am yellow +shin and bone."1 She started arguing with Camilla and both would make +insults to each other. Miss Havisham asked Camila what was the matter and +Camilla said "Nothing worth mentioning, I don't wish to make a display of +my feelings, but I have habitually thought of you more in the night than +I am quite equal to."2 All Miss Havisham would say is "Then don't think of +me."3 Miss Havisham also told them quote "This, is where I will be laid +when I am dead. They shall come and look at me here."4 She said this +because she treated her relatives like vultures. + + She also acts in weird ways than the other's. For example, she always +treated Pip like dirt. She uses Estella to get to Pip and make Pip feel +bad about himself because he gets beat by a girl. She always wants Estella +to play cards with Pip. Estella would always beat him which made Miss +Havisham happy. It's like she wants to get revenge on something and takes +it out on Pip. She would turn her head at people, make weird jesters and +role her eyes at people. + + In conclusion, I believe Miss Havisham is an extremely eccentric +character. One reason is the Statis House and all the weird things +occurring in and out of the house. The other is the way she treats her +relatives. She makes sure she let them know they are dirt. And maybe the +main reason is her attitude towards everybody. Furthermore, Miss Havisham +may be nice sometimes, but she is still weird for me. diff --git a/textfiles.com/reports/ACE/greatwar.txt b/textfiles.com/reports/ACE/greatwar.txt new file mode 100644 index 00000000..714af03e --- /dev/null +++ b/textfiles.com/reports/ACE/greatwar.txt @@ -0,0 +1,85 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Europe's ] + [x]9-10 [ ]Cliff Notes ["Great War for Empire" ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:602 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + MODERN EUROPEAN HISTORY: ESSAY #4 + + The Great War for Empire was one of the most important factors in +shaping the economic and political futures for all of Europe in the +eighteenth century and for all time to come. In this essay I will discuss +the causes, the events, and finally the results of this important war, +which consisted of the War of Austrian Succession and the Seven Years' War. + + The War of the Austrian Succession began as King Frederick II gained +the throne to Prussia, and in less than a year ordered his troops to take +and occupy the large Austrian province of Silesia. The leader of Austria +was Maria Theresa; Although she was an inexperienced leader, she was +capable of arousing other groups (like the Magyars of Hungary) to help her +not re-take Silesia, but to maintain the Hapsburg dynasty as a major +political power. France was also one of these powers to fight, they did not +want a powerful army to emerge in Prussia and to ever become an strong +enemy (ironically, that's just what happens). The wealthy British +merchants pushed England to financially assist the Prussian aggressors, in +the hope of weakening France and winning other fights off-continent. + + The causes which led up to the Seven Years' War, were very similar to +those just eight years previously. King Frederick invaded another +province, Saxony, and this triggered another alliance between Austria and +France with the goal to totally destroy Prussia. There was also a growing +conflict facing France and Great Britain that would continue to increase +in momentum. This war was the prelude to what American would call "The +French and Indian War" in which these two European countries would fight +for land in the Americas. + + The events of the War of Austrian Succession, fortuitously for France, +worked out exactly as Great Britain planned it. The French resources of +war were divided between the Americas and the fight against Prussia. The +eight year war was a fight between the superior army and resources of Great +Britain and the strategic mastery of French generals, like Marshal Maurice +de Saxe, who led many successful battles. The war eventually ended in a +stalemate, with Austria not regaining Silesia, but it definitely proven +itself able to fend off any other battles from Prussia--thanks to Great +Britain's help. The war brought to a peace by the Treaty of Aix-la- +Chapelle. + + In the Seven Years' War, the issues was simply the survival of +Prussia, surrounded by three powerful enemies, Austria, France, and Russia. +Prussia began winning the war for many battles, but eventually it began to +suffer great defeats from being overwhelmed by enemies. Prussia survived, +however, because of Great Britain's financial help, and the +enemy-turned-friend empire of Russia, thanks to a new leader. Prussia +managed to stay strong again and the war ended with the Treaty of Paris. + + These two wars resulted in changing or putting many major countries +involved in a different level of power. Austria was without major land it +once had, but had not developed more independence. Prussia had gained land +and turned the Holy Roman Empire into an empty shell. France was put in a +minor disorder, and was much worse off then previously. England benefitted +the most by "distracting" French forces in the Americas and gaining a great +amount of land; England became known as a true world power. + + The results of the Great War for Empire changed the economic and +political destinies of many countries of Europe. I believe that this +entire war completely changed the destiny of the United States in the long +term, and thankfully it did. diff --git a/textfiles.com/reports/ACE/greek.txt b/textfiles.com/reports/ACE/greek.txt new file mode 100644 index 00000000..30e6e51f --- /dev/null +++ b/textfiles.com/reports/ACE/greek.txt @@ -0,0 +1,133 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [A report on Greek ] + [ ]9-10 [ ]Cliff Notes [Architecture ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:1036 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + GREEK ARCHITECTURE + + The architecture of ancient Greece is represented by buildings in the +sanctuaries and cities of mainland Greece, the Aegean islands, southern +Italy and Sicily, and the Ionian coast of Turkey. Monumental Greek +architecture began in the archaic period, flourished through the classical +and Hellenistic periods, and saw the first of many revivals during the +Roman Empire. The roots of Greek architecture lie in the tradition of local +Bronze Age house and palaces. The following paper will cover the basic +forms of Greek architecture. + + One of the many types of Greek building structures was Sacred +Architecture. The Greeks conceived of their gods in human form, as +anthropomorphic representations of the forces and elements of the natural +world. These gods and goddesses were worshiped with sacrifices made at an +outdoor altar. At many sanctuaries, the altar was much older than the +temple, and some sanctuaries had only an altar. The temple designed simply +as a shelter or home for the cult statue and as a storehouse for offerings. +This shelter consisted of a cella (back wall), a pronaos (columned porch), +an opisthodomus (enclosure), an antae (bronze grills securing the porches), +and a colonnade that provided shelter for visitors. + + The earliest monumental buildings in Greek architecture were the +temples. Since these were solidly built and carefully maintained, they had +to be replaced only if destroyed. The architectural orders, Doric on the +mainland and Ionic in the eastern Aegean, were developed in the archaic +temples, and their lasting example tended to make Greek architecture +conservative toward changes in design or in building technology. + + The Archaic period evolved after the Mycenaen palace collapsed in 1200 +BCE during the dark ages when people began rebuilding. This era brought +about the introduction of both the Doric and Ionic Orders. + + The Doric Order, which originated around 400 BCE brought rise to a +whole new type of building technique and style. In the archaic temples, +stone gradually started to replace wood, and some of the structural details +of the early buildings appear to have been copied in stone. At Thermon, in +northwestern Greece, a succession of buildings from the Last Bronze Age +throughout the sixth century BCE show the evolution of the Doric temple +from a hall shaped like a hairpin to a long rectangular building with a +porch at either end and surrounded by columns. The temple of Hera at +Olympia, built about 600 BCE, had wooden columns that were gradually +replaced by stone ones, probably as votive gifts. The variety of column and +capital shapes illustrates the evolution of the Doric order. The earliest +columns had a heavy, bulging profile, and their capitals were broad and +low. During the archaic period, limestone became the standard building +material for foundations, steps, walls, columns, and Doric entablature. +Building such as the famous Temple of Aphaia on Aegina illustrate the +dramatic influence of the Doric order. + + White the Doric order became the standard for mainland Greece, the +Ionian colonies in the eastern Aegean were developing a very different +system of columns and entablature based on Egyptian and Near Eastern +architecture. The tall slender columns, low entablature, and lack of +sculptured frieze course were typical of Ionic buildings. The sixth century +BCE Ionic temples were unprecedented in size, as large as 55 by 112 m. +Wealthy cities each has six major temples, sometimes arranged in a regular +sequence, in addition to the standard civic buildings. An outstanding +number of Ionic buildings can be found throughout the eastern Aegean. + + During the classical period, Athenian Dominance greatly affected +architecture. The war between the Greek city-states and Persia (499-480 +BCE) interrupted almost all temple building for a generation while the +Greeks concentrated on restoring their defensive walls, civic buildings, +and the fleet. Athens emerged as the leader, controlling the war chest of +the Delian League, Panhellenic league; the city initiated extravagant +program to rebuild the sanctuary of Athena on the Acropolis. The Parthenon, +Propylaea, Temple of Athena Nike, and the Erechtheum were built entirely of +marble and elaborately decorated with carved moldings and sculpture.The +architects were Callicrates and Iotinus, and the chief sculptor was +Phidias. A large school of builders and sculptors developed in Athens +during the second half of the fifth century BCE. Most of these craft +workers were freed slaves from the eastern Mediterranean. Perhaps as a +consequence there developed in Attica a unique blend of the Doric and Ionic +orders seen in the fortified sanctuaries as well as in Athens. + + The Corinthian order resulted from long civil wars during the fifth +century BCE (Classical period). The Ionian cities recovered more quickly +from the civil war under Persian sovereignty. The colossal sixth century +BCE temples and altars were replaced on a grander scale. Several Ionian +cities were rebuilt on a grid plan that has been credited to Hippodamus of +Miletus. + + The rise of Macedonia and the conquests of Alexander the Great heralded +the Hellenistic period. Old building types became more complex: altars, +gate buildings, council houses, stoas with two or three levels, and +theaters with large attached stage buildings. Many new building types were +introduced, including the nymphaeum, monumental tomb, columned hall, +choragic monument, clock tower and light house. Many of these structures +were decorated with dramatic marble sculpture. + + + Hellenistic architects made imaginative variations on the standard +temple forms, introducing Apses, high podia (stepped or square platforms), +and subtle combinations of Doric and Ionic features. Several temples had +exterior Corinthinan columns, such as the colossal temple of Zeus Olympius +in Athens, begun in 174 BCE. In the Ionic order, Hermogenes of Priene +evolved new canons of proportion concerning the temple plan and the height +and spacing of columns. His writings were also passed down to Roman +architects who emulated his designs. Long after the Roman army captured +Athens, the principles of Greek architecture continued to govern building +designs in mainland Greece and in Anatolia and strongly influenced Roman +architecture throughout the empire. + + Greek architecture changed and evolved over a number of years. The +creative architecture of the Greeks led to the construction of some of the +best known buildings in history. Therefore, the Greek's advancements in the +field of architecture were not only beneficial to their civilizations, but +ours as well. diff --git a/textfiles.com/reports/ACE/grenades.txt b/textfiles.com/reports/ACE/grenades.txt new file mode 100644 index 00000000..c9891edf --- /dev/null +++ b/textfiles.com/reports/ACE/grenades.txt @@ -0,0 +1,63 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Grenades ] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:578 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + There are many possibilities in the field of grenade manufacture, but +for the most part, when you're dealing with grenades that must be +constructed of easily available materials, the quality and the safety of +the grenade is reduced dramatically. Here I will deal with this problem, +trying to produce a reasonable type of grenade that is relatively safe, can +be stored and transported easily, but produces dramatic effects. I +strongly suggest that if you find it possible, you are far better off +getting a REAL grenade than trying to produce one yourself, but you can be +the judge. As always, I want to note that this is all for educational +purposes only, and I do not recommend anyone trying any of the following +for real. + + The first thing you need is explosives. If you can't get black +powder, or gun powder, or make your own plastic explosives (we know there +sure are enough text files floating around to explain how to make all of +the above!) than you're really in a for making a grenade of this type. +You'll also need a coffee can, a smaller sized can (probably like an orange +juice can, or V8), a coat hanger, and a fuse or fuze. As for explosives, +mercury fulminate is extremely good for this sort of thing. Maybe I'll +write a text file on its prepar- ation sometime. But for now, you could +probably get together a ton of firecrackers and take out the black powder +(if you'r desperate) or get a couple quarter sticks from someone (or take a +vacation in North Carolina). The explosive goes in the juice can. Don't +pack it together too tight. Loose black powder is better than compressed. +This is the main explosive. Cut up the coat hanger into little pieces +approximately 1/2" long and fill up the coffee can until you can put the +juice can in and the top of the juice can is level with the top of the +coffee can. If you don't have the time, and need to fill up the space +faster, chuck in a couple small rocks or pieces of glass, and stuff like +that until you have the bottom of the can filled. Now place the juice can +in the coffee can, and center it. Then fill the space around the coffee +can with coat hanger stuff until the juice can is relatively stable. Put a +model rocket fuse in the explosive in the juice can. Leave (at least) 3 +1/2" to light from. If necessary, secure the juice can or the explosive +with some masking tape, ect... as long as it doesn't interfere with the +action of the grenade. Take the lid of the coffee can and cut a hole so +that the fuse is exposed. You now have a fragmentation grenade. It might +be a good idea to practice with a football for a while before trying to +destroy the neighbor's garage with it. diff --git a/textfiles.com/reports/ACE/growth.txt b/textfiles.com/reports/ACE/growth.txt new file mode 100644 index 00000000..a5c2ddee --- /dev/null +++ b/textfiles.com/reports/ACE/growth.txt @@ -0,0 +1,215 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Baby Growth ] + [ ]9-10 [ ]Cliff Notes [& Development ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1469 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Growth and Development + + Babies grow and develop at a very rapid rate during the first year of +life. They grow physically, mentally, emotionally and socially. However, +through this portfolio, I intend to discuss the physical growth and +development patterns of the infant through their first year. + + To begin with, development refers to the baby's increased skill in +using various body parts. When dealing with the development of a child +there are three basic developmental rules. + +First Developmental Rule: + This rule states that babies develop in the head region first, then +the trunk, and lastly in the legs and feet. Therefore, it is said that +babies develop in a head-to-toe direction or cephalocaudally. For example, +a baby can hold up their head before they can grasp an object with their +hand. Also, they can feed themself before they can walk. Second +Developmental Rule: + + The second rule explains that children develop from the midline, or +centre of the body, outward toward the fingers and toes. This stage or +rule is the one which affects the development of motor skills. Motor +skills are the child's ability to control movement. There are two basic +classifications of motor skills, gross motor skills and fine motor skills. +Gross motor skills are those which involve the large muscles. Whereas, +fine motor skills are those involving the smaller muscle groups. For +example, a child can grasp a big ball in their arms before they can catch a +baseball in their hands. The fine skills of hands and feet are the last to +develop. Third Developmental Rule: + + Finally, this rule reveals that, as the brain develops, a child +responds to more and more sights and sounds in their environment. +Furthermore, they learn to respond to much finer details. + + The Baby's Body + + In this section, you will find specific break-downs of the baby's body +parts. I decided to do this to show how the baby grows and develops in +each area of their body. Also, you will see how these developing body +parts affect the developing motor skills of the child. The following areas +will be discussed, their size and weight, the head, brain, eyes, ears, arms +and hands and finally, the legs and feet and the trunk. + +Size and Weight + + The average baby is 20 inches long at birth, or 50.8cm. However, not +all babies are born the same length, generally, lengths vary from 18-21.5 +inches or 45.7-54.6 centimetres. + + The average baby weighs 7.5 pounds at birth, or 3.4 kilograms. +Typically, the range is from 5.75-10 pounds or from 2.6-4.5 kilograms. + + A general rule is that a baby increases in height by 50% and triples +its birth weight in the first year. Clearly, this is a very rapid growth +rate, however, the rate of growth slows down considerably after infancy. +The Head + + The head of a newborn baby is very large compared to the rest of their +body. For example, compared to the baby's total length of about 20 inches, +the length of the head measures approximately 5 inches...which equals +one-fourth of the total length. + + There are four pieces of bone that make up the skull. These pieces +are flexible. This is so that they can move slightly while the baby is +being forced down the birth canal. The four skull bones will no join until +the baby is about 18 months old. The area between the "pieces", at the top +of the baby's head is called the fontanel, or the "soft spot". The +flexibility of the skull gives the baby protection form concussion caused +by bumps or falls. I remember being warned when my little sister was born, +not to touch her head because of this "soft spot". However, through my +research, I found out that you cannot hurt a baby by touching the head +gently. The Brain + + Even though the brain is large at birth, it's development is +incomplete. The part of the brain controlling posture and balance develops +rapidly during the baby's first year of life. Eyes + + Babies are able to see at birth. Primarily, they notice movement. +Also, research shows that newborn babies are best able to see an object +that is between 5 and 18 inches away. Also, newborns are extremely +sensitive to bright lights. Therefore, a baby may open his or her eyes in +a dimly lighted room more comfortably then in a brightly light room. Ears + + Babies have very good hearing. They often startle easily and will cry +when they hear loud noises. I remember when my little sister was born, she +liked to have songs sung to her and she would quite down when music +started. It has been proven that babies must be able to hear in order to +develop language normally. Arms and Hands + + At birth, a baby has virtually no control of their arms and hands. +The baby automatically grips objects tightly, for example, a pencil or a +finger. Most babies are not able to open their hands freely until they +reach 3 months old. + + Babies first grasp objects in the palm of the hand with a whole-hand +movement. It takes many months before they can pick up an object with the +thumb and forefinger. This example proves the third developmental +rule...gross and fine motor skills. Legs and Feet + + Legs and feet are the most helpless of the baby's body parts. To begin +with, the legs are drawn up in the prenatal position. Legs also make +automatic creeping or swimming motions. The legs and feet are the last +body parts to be controlled by the infant. For example, a baby sits alone +and grasps objects with his or her hands long before learning to walk. +Again this is a demonstration of the first rule of development...the baby +develops in a head-to- toe direction. Trunk + + The main part of the body is called the trunk. The trunk will double +and redouble in size several times before a baby reaches adulthood. In +newborns, the control of the trunk must wait until the brain matures. +After about 3 months, control of the head and spine begins. By 5 months, +the baby can usually sit up with some help and by 14 months, most babies +are walking. + + + + Conclusion + + The entire process of growth and development is called maturation. +Most of the development and growth described throughout this project +happens as the baby increases in age. Physical maturation cannot be taught +to a child. A baby cannot be taught to sit or to stand before muscles +develop. These skills are relevant only after the baby's muscles have +matured. Nature has set a general time for each child's muscles to mature, +making it possible for children to accomplish skills. In a chart, on page +6, I have summarized skills that are generally accomplished at certain ages +through a baby's developing months. Also on a chart on page 9, the +physical components of growth, involving large muscle control, small muscle +control, seeing, eating, sleeping, and hearing are summarized. + + The First Year + Growth + + What can a 3-month-old baby do? + + + At 3 months, a baby is alert and responding to the world. + + * When put on her tummy, she can hold her chest and head up + for 10 seconds. + * She tries to swipe at toys hung over the crib. + * She turns her head toward an interesting sound or listens to + voices. + * Loves to stare at people's faces. + * She coos and gurgles + * Height-23.5 inches *Weight-12.5 pounds + + + What can a 6-month-old baby do? + + At 6 months, she is developing control over her body. + + * She can sit with support and may sit alone for short periods + of time. + * She can roll over + * She will hold out her arms to be lifted up or reach and grab + an object. + * She can hold her own bottle and toys. + * She laughs out loud, babbles, "calls" for help and screams + when annoyed. + * Height-26 inches *Weight-16 pounds + + + What can a 9-month-old baby do? + + At 9 months, she is exploring her environment. + + * She can sit unassisted, crawl, pull to a stand and side-step + along furniture. + * She can use her fingers to point, poke, and grasp small + objects. + * She feeds herself finger foods + * She knows her name and responds to simple commands + * She uses "jargon"-babbling a pattern as if she were speaking + a foreign language. + * Height-27.5 inches *Weight-19 pounds + + + What can a 12-month-old baby do? + + At 1 year, she is striving for independence. + + * She stands and may walk by herself. + * She climbs up and down stairs and out of the crib or play- + pen. + * She prefers using one hand over the other and can drop and + throw toys. + * She fears strange people and places. + * She remembers events, expresses affection, shows emotions, + uses trial and error to solve a problem. + * Height-29.5 inches *Weight-22 pounds diff --git a/textfiles.com/reports/ACE/guncontr.txt b/textfiles.com/reports/ACE/guncontr.txt new file mode 100644 index 00000000..cb09f4e7 --- /dev/null +++ b/textfiles.com/reports/ACE/guncontr.txt @@ -0,0 +1,78 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Gun control. ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:500 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Gun Control + + Since the days of the pioneers of the United States, firearms +have been part of the American tradition as protection and a means of +hunting or sport. As we near the end of the 20th century the use of guns +has changed significantly. Because of fast and steady increase in crime +and the fight for the right to own a hand gun, the introduction of +legislation for gun control, to try to reduce the crime in the United +States, has been a hotly debated issue in recent years. + + Although many people feel that gun control violates the right of the +people, given in the second amendment "the right to bear arms", controlling +distribution and sales and the registration of guns and gun owners is +necessary because of the homicide rate involving guns and the violence by +criminals using guns. + + Many people feel that gun control violates the right of the people +given in the second amendment the right "to bear arms". Opponents of gun +control, including the National Rifle Association, better known as the NRA, +argue that the "right To bear arms" is guaranteed in the second amendment +of the Constitution of the United States of America and licensing +restrictions penalize law-abiding citizens while in no way preventing +criminal use of handguns. It is also argued that by making it difficult +for guns to be bought and registered for the American public there is a +threat to the personal safety of American families everywhere. + + However controlling the sale and distribution of firearms is +necessary because of the homicide rate involving guns. In 1988 there were +9000 handgun related murders in America. Metropolitan centers and some +suburban communities of America are setting new records for homicides by +handguns. Larger Metropolitan centers have ten times the murder rate of all +Western Europe. For example in Washington,D.C. there was an estimated 400 +homicides including guns. + + In addition gun control has been seen as necessary because of the +violence by criminals using guns. Gun control is wrapped in a series of +social issues such as crime and drugs. Guns have become closely linked to +drugs and murder in the public mind. Drug dealing and high tech weaponry +have escalated the warfare in cities between long established loosely knit +gangs. Predominantly guns of crime are used by gang members. Many police +officers are killed every year due to drug and gang related incidents +involving guns. For example in 1988 on February 26 rookie New York City +police officer Edward Byre was sitting alone in his police car guarding the +house of a drug trial witness in South Jamaica, Queens where he was shot +four times in the head and killed. + + In conclusion there are valid reasons for why certain people feel +that gun control is unfair. People against gun control feel that it is a +violation of the Constitution to control the sale and distribution and the +registration of guns and gun owners. But it is necessary for there to be +certain limits on the way that firearms are handled in this country because +of the homicide rate involving guns and because of the violence created by +criminals using guns. If gun control legislation were to go through there +would be a significant decline in gun related crimes and fatalities. diff --git a/textfiles.com/reports/ACE/gunctrl2.txt b/textfiles.com/reports/ACE/gunctrl2.txt new file mode 100644 index 00000000..be5d94c0 --- /dev/null +++ b/textfiles.com/reports/ACE/gunctrl2.txt @@ -0,0 +1,67 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Gun Control ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:450 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Gun control has been a controversial issue for years. A vast majority +of citizens believe that if gun control is strictly enforced it would +quickly reduce the threat of crime. Many innocent people feel they have +the right to bear arms for protection, or even for the pleasure of hunting. +These people are penalized for protecting their lives, or even for enjoying +a common, innocent sport. To enforce gun control throughout the nation, +means violating a persons Constitutional rights. Although some people feel +that the issue of gun control will limit crime, the issue should not exist +due to the fact that guns are necessary for self defense against crime, and +by enforcing gun control is violating a citizens second amendment right to +bear arms. + + Guns are evil to some, because of the violence that they create. +People express guns as weapons of homicide. They insist that, the more guns +with which our society equips itself, the greater the likelihood for +accidents or violent acts involving fire arms to occur. It is a proven +fact that handguns have been the murder weapon of choice. Guns are involved +in half of all homicide cases. People believe that society has relied on +weapons that create harm and criminals. Therefore, these weapons should be +outlawed. + + However, law abiding citizens have the right to protect themselves +against danger. Due to the ownership of guns, burglaries have reduced +considerably. A gun is a tool, guns don't kill people. People kill +people. The matter depends on who is using the gun, and what situation it +is involved in. Purchasing a handgun legally is a complex procedure. The +consumer must go through a two month waiting period. These procedure +guarantee the innocence and reliability of a gun owner. + + The second amendment states the citizens right to own and bear +firearms. Freedom to poses arms is a guaranteed citizen right. If the +constitutional rights of a citizen are violated, it can be a complex issue. +In the case of US vs Miller during the year of 1939, The supreme court +voted against individual rights to bear arms. Nothing can destroy a +government more quickly than its failure to observe its own laws. This is +why all citizens should be aware of all of their constitutional rights. + + Enforcing gun control is not going to have an effect on the crime +rate, because it will not keep criminals from purchasing weapons. If guns +are outlawed, only outlaws will have guns. If a person is willing to pay a +price they will get what they want. Gun owners have to protect themselves +from these criminals, and all gun owners must be informed of their second +Amendment right to keep and bear arms. diff --git a/textfiles.com/reports/ACE/gunpdplt.txt b/textfiles.com/reports/ACE/gunpdplt.txt new file mode 100644 index 00000000..0369b61d --- /dev/null +++ b/textfiles.com/reports/ACE/gunpdplt.txt @@ -0,0 +1,87 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Poem ] + [x]9-10 [ ]Cliff Notes [Gunpowder Plot by ] + [ ]11-12 [x]Essay/Report [Vernon Scannell ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:597 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + "Gunpowder Plot" By Vernon Scannell + + Write an account of a poem which deals with an unusual or unpleasant +aspect of life. Show clearly how the poet uses such elements as effective +words and vivid images to create something memorable. + + The poem "Gunpowder Plot" was interesting as its title holds three +meanings. The author could have meant an allotment where gunpowder or +fireworks are stored or a plan involving gunpowder or just a story +about the usage of gunpowder. + + The poem itself holds a double meaning, the first meaning and most +immediately noticeable is of the fun and excitement on Guy Falkes +night with children and woman running around shouting and screaming, +with fireworks exploding and filling the night sky with bright coloured +sparks. The second and more sinister meaning is that if war, when +explosions devastate and the children running around screaming are running +for their lives. That in war time these beautiful fireworks kill and injure +people. + + The man in the poem was in a war and being around the antics on a Guy +Falkes night bring back evil, unpleasant memories of war with people +dying. Later in the poem we learn that the man's brother had dies in the +war as the line reads : "I hear a corpse's sons -- 'Who's scared of +bangers!' 'Uncle, John's afraid!' + + In the story the author uses a lot of comparisons, the first one we +come across is between fireworks and "Curious cardboard buds" where he +describes them as flowers that have yet to blossom and show their beauty. +Again later in the same verse he describes the fireworks as orchids, a +very beautiful flower that is very expensive, has a short life and it +used on special occasions, the same description can be used effectively on +fireworks. + + The story contains great usage of onomatopoeia and alliteration, using +such words as frenzied whizz, fiery, blast which really bring the poem to +life. "Glittering golden grain", "Gulped by greedy flames" are two of +the main uses of alliteration in the poem, the first describing when +the firework explodes in the sky,the second describes the Guy that the +children have made to burn in the fire. + + The sound used in the poem is mainly that of the fireworks as they +set off into the night sky making whizzing sounds and then the pop when +they explode. The other use of sound is of the woman running around +squealing. + + The use of colour is reserved for the fireworks, describing them as +magic orchids, with their "fiery petals" exploding and filling the +air with "glittering golden grain." + + The smell of fireworks smell much like that of bombs as the base +chemicals are the same, when the fireworks are set off they fill the air +around their launch area with a bitter smell , a bit like rotten eggs, +this one of the main elements that help to flood the man with his memories. + + The message the author is trying to get through to us is that even +if you try and lock away evil memories deep in your mind the right +combination of events sounds , smells, visions will bring them +flooding back into your thoughts. In the poem the night filled with +noise of explosions, lights shooting through the air,people running around +screaming unlocks the door to the evil memories of war which so over-power +him that he is brought back to a re-run of the war where he hears bombs, +mortars and the voices of people who died. diff --git a/textfiles.com/reports/ACE/guns.txt b/textfiles.com/reports/ACE/guns.txt new file mode 100644 index 00000000..7d4a3da0 --- /dev/null +++ b/textfiles.com/reports/ACE/guns.txt @@ -0,0 +1,265 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Issue of Gun ] + [ ]9-10 [ ]Cliff Notes [Control & Violence ] + [x]11-12 [x]Essay/Report [in Canada & the US ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:2502 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Part I:Introduction + + The issue of gun control and violence, both in Canada and the United +States, is one that simply will not go away. If history is to be any guide, +no matter what the resolution to the gun control debate is, it is probable +that the arguments pro and con will be much the same as they always have +been. In 1977, legislation was passed by the Canadian Parliament regulating +long guns for the first time, restructuring the availability of firearms, +and increasing a variety of penalties . Canadian firearms law is primarily +federal, and "therfore national in scope, while the bulk of the firearms +regulation in the United States is at the state level; attempts to +introduce stricter leglislation at the federal level are often defeated". + + The importance of this issue is that not all North Americans are +necessarily supportive of strict gun control as being a feasible +alternative to controlling urban violence. There are concerns with the +opponents of gun control, that the professional criminal who wants a gun +can obtain one, and leaves the average law-abiding citizen helpless in +defending themselves against the perils of urban life . Is it our right to +bear arms as North Americans ? Or is it privilege? And what are the +benefits of having strict gun control laws? Through the analysis of the +writings and reports of academics and experts of gun control and urban +violence, it will be possible to examine the issues and theories of the +social impact of this issue. Part II: Review of the Literature A) Summary + + In a paper which looked at gun control and firearms violence in North +America, Robert J. Mundt, of the University of North Carolina, points out +that "Crime in America is popularly perceived [in Canada] as something to +be expected in a society which has less respect for the rule of law than +does Canadian society..." . In 1977, the Canadian government took the +initiative to legislate stricter gun control. Among the provisions +legislated by the Canadian government was a "Firearms Acquisition +Certificate" for the purchase of any firearm, and strengthened the +"registration requirements for handguns and other restricted weapons..." . + + The purpose of the 1977 leglislation was to reduce the availability of +firearms, on the assumption that there is a "positive relationship between +availability and use". In Robert J. Mundt's study, when compared with the +United States, trends in Canada over the past ten years in various types of +violent crime, suicide, and accidental death show no dramatic results, "and +few suggestions of perceptible effects of the 1977 Canadian gun control +legislation". The only positive effect , Mundt, found in the study was the +decrease in the use of firearms in robbery with comparion to trends in the +United States . Informed law enforcement officers in Canada, as in the +United States, view the "impact of restricting the availability of firearms +is more likely to impact on those violent incidents that would not have +happened had a weapon been at hand"(152). + + In an article by Gary A. Mauser of the Simon Fraser University in +British Columbia, he places special emphasis on the attitudes towards +firearms displayed by both Canadians and Americans. According to Mauser, +large majorities of the general public in both countries "support gun +control legislation while simultaneously believing that they have the right +to own firearms" (Mauser 1990:573). Despite the similarities, there are +apparent differences between the general publics in the two countries. As +Mauser states that "Canadians are more deferent to authority and do not +support the use of handguns in self defence to the same extent as +Americans". + + As Mauser points out that "it has been argued that cultural differences +account for why Canada has stricter gun control legislation than the United +States"(575). Surprisingly enough, nationwide surveys in both Canada and +the United States "show remarkable similarity in the public attitude +towards firearms and gun control"(586). Both Canada and the United States +were originally English colonies, and both have historically had similar +patterns of immigration. Moreover, Canadians are exposed to American +television (both entertainment and news programming) and, Canadians and +Americans read many of the same books and magazines. As a result of this, +the Canadian public has adopted "much of the American culture" . + + In an article by Catherine F. Sproule and Deborah J. Kennett of Trent +University, they looked at the use of firearms in Canadian homicides +between the years of 1972-1982. There findings firmly support the +conclusion that gun control is beneficial. According to Sproule and +Kennett, gun control "may be influencing some suspects to kill by other +methods, but it is less likely for these suspects to kill multiple +victims". From the study conducted by Sproule and Kennett the rate of +violent crimes was five times greater in the U.S than Canada, and "almost +double the rate of firearm use in American than Canadian homicides" +(32-33). In short, the use of firearms "in Canadian homicides has declined +since the legislative changes in gun control in 1977". + + As mentioned in lectures, Canadian cities have been traditionally safer, +and less vulnerable to 'Crime Waves' than our American neighbours due to +our extensive police force and gun control laws . A factor to be +considered, though, is our national heritage or culture which holds +traditions of passiveness and peace unlike the American Frontier heritage. +From our textbook, Why Nothing Works , Marvin Harris points out that the +"American Constitution guarantees citizens the right to bear arms, and this +has made it possible for U.S. criminals to obtain firearms more readily +than their counterparts in countries like Japan...". Marvin Harris +indicates that "the high rate of homicide in the United States undoubtedly +reflects, to some extent, the estimated 50 million handguns and rifles +legally and illegally owned by the American people" (122). As demonstrated +in the film: Cops, Guns, and Drugs, the problem with controlling urban +violence in the United States is that it is out of proportion in contrast +to the available police force. + + In his book, The Saturday Night Special , Robert Sherrill explains the +cheap, usually illegal, easily concealed handgun that plays a part in so +many crimes in the United States. He reviews the role of guns in American +life -from the shoot-outs of the Old West to the street violence of today. +According to Sherrill, "most murders occur in shabby neighbourhoods; of the +690 murders in Detroit in 1971, for example, 575 occurred in the black +slums mostly by handguns". As a Detroit sociologist added to this alarming +figure:"Living in a frustrating stress-inducing environment like the United +States every day of your life makes many people walking powder kegs" (38). +In agreement with this statement, Sherrill suggests that the hardest hit of +all American urban centres is the inter-cities of Los Angeles, New York, +Detroit, and Washington. These cities largely consist of visible minorities +who are frustrated with the hand dealt to them, and simply resort to +"drugs, guns, and violence" as a way of life . As discussed in lecture, and +viewed in the film: Cops, Guns, and Drugs, many of the youth in the +underclass who become involved in this way of life ,"are considered to be +old if they live past the age of 20" . + + In another paper by Catherine F. Sproule and Deborah J. Kennett, they +compared the incidence of killings by handguns, firearms other than +handguns, and nonshooting methods between the United States and Canada for +the years 1977 to 1983. In their study they found that "in Canada there +were 443 handgun killings per 100,000 people compared to 4108 in the U.S. +over the period of 1977-1983" . They also noted that the "American murder +rates for handguns are higher than the total Canadian homicide rate"(249). +According to Sproule and Kennett, "Canada's favourable situation regarding +murder relative to the United States is to a large measure the result of +Canadian gun control, and Canadians must be vigilant against any erosion of +our gun control provisions" (250). B:Comparison: + + The works cited above are based on research done by experts and scholars +in the field of gun control and violence. Examining the above materials can +identify similarities and differences found in the various cited sources, +such arguments for and against gun control policy in North America. It is +clearly evident to see that opponents of strict gun control will have +similar arguments. Firstly, they are usually defending each other against +their opponents of the issue, and they see the benefits as far more greater +than the setbacks. The introduction of the 1977 legislation by the Canadian +government strongly suggests that the country will benefit by having a +safer society, and reduction in crime. According to Robert J. Mundt, a +benefit reaped by this legislation has been a "trend away from the use of +firearms in robberies has been noticeable ever since the passage of the gun +control provisions of the 1977 Bill C-51 (Criminal Law Amendment Act)". +Mauser mentions that Canadians are "more supportive of stricter controls on +handguns than are Americans...Moreover, Canadians appear to be less +supportive of home owners using firearms to defend themselves than are +Americans" (Mauser:587). This evaluation by Mauser suggests that Canadians +do have confidence in gun control, and law enforcement in controlling the +safety of their well-being. + + Similarities can also be cited in the works of Harris and Sherrill which +discuss the effects of having 'the right to bear arms' in the United +States. According to Marvin Harris, Why Nothing Works , there "has been a +steady increase in the availability of firearms since 1945, this may +account for much of the increase in the homicide rate" in the United +States. Harris also suggests that America has "developed a unique permanent +racial underclass" which provide conditions for both the motive and +opportunity for violent criminal behaviour (123). In Sherrill's book, The +Saturday Night Special , a major topic of concern is the status structure +of the street gang in which "success in defense of the turf brings +deference and reputation...Here the successful exercise of violence is a +road to achievement". As Sherrill mentions, this violence is exercised by +the means of a gun that can be easily obtained in the United States due to +the easy accessibility of guns. + + There are also some worthwhile differences found in the literature +cited above. For one, Sproule and Kennett , indicate that gun ownership in +the United States is "inversely related to individuals lack of confidence +in collective institutions to protect their security of person and +property...". Robert Sherrill believes that the vast majority of people who +own guns , "simply own them because it is a part of their American +heritage, and the constitution gives them 'the right to bear +arms'"(1973:225). He suggests that Americans choose to practice their civil +liberties to its entirety. + + Other notable differences in the literature is Mauser's view for the +differences in the gun-control legislation between the two countries. +Mauser states that the cause for this is "the differences in political +elites and institutions rather than in public opinion" (1990:587). Due to +Canada's political structure, it is a lot easier to make and approve laws +in comparison with the United States Congress structure. Part III: Thesis +Statement + + After researching all the data collected from the library and the use of +course-related materials, I have formulated my own theory on the social +impact of gun control and violence in North America. Going back to the +introduction, I have asked the reader two questions :(1) Is it our right to +bear arms as North Americans? Or is it a privilege?, and (2) What are the +benefits of having strict gun control laws? It appears to me that much of +the literature cited above looks at gun control as being a feasible +alternative in reducing homicides and armed robbery. From the authors cited +above, there findings undermine the apparent claim of gun control opponents +in their slogan `people kill, guns don't '. The introduction of gun control +in Canada significantly shows that Canadian gun control, especially the +provisions pertaining to handguns, does have the beneficial effect of +reducing violent crime, and saving lives. Part IV: Analysis And Conclusions + + When looking at the 1977 Canadian Legislation of gun control, it is easy +to see that there is some bias and assumptions present. For one, it assumes +that left to its own devices the legislation will make it virtually +impossible for a criminal to obtain a handgun. Secondly, there is an +assumption that if a person doesn't have a criminal record (it doesn't +neccessarily mean that they are law- abiding) then they are eligible to +obtain a firearm with an FAC (firearms Acquisition Certificate). With the +implementation of Bill C-51, a `Black Market' for illegal handguns has +emerged from the United States into Canada, making it extremely easy for +the professional criminal to obtain a firearm. + + It can be agreed that since the implementation of Bill C-51 in 1977, +Canada has remained relatively safe in incidents involving firearms in +comparison to the United States. The assumption of many Americans, is that +having the right to bear arms increases their security is open to dispute. +It is just as reasonable to assume that restricting the `right to bear +arms' will increase the safety and security of a society. In accordance +with many sociologists beliefs, is that Canada historically hasn't +experienced the problems of crime, that the United States has, because of +it's central police force. + + In addition, Sproule and Kennett view the significant effect of gun +control is the method of killing. Although "gun control may be influencing +some suspects to kill by other methods, it is less likely for these +suspects to kill multiple victims". As witnessed by the American media, +mass murder in public is much more a common occurrence in the U.S. than +Canada. It is safe to say that gun control has saved the lives of potential +innocent victims of crime. + + Furthermore, as was mentioned in class discussion and lectures, the +strength or influences of the mass media to glorify violence has had +detrimental effects on North American society. In some ways, the act of +violence has been desensitised and glorified rather than being displayed as +an unacceptable form of behaviour. This portrayal by the media, has made +handguns and other firearms seem fashionable in the eyes of our youth and +general population in North America. This unquestionably places our law +enforcement agencies at a considerable disadvantage, simply because it +erodes the confidence and trust displayed in them by the general public. + + Presently, Canada does have the advantage of gun control unlike the U.S. +situation. We are now living in an environment that has seen dramatic +increase in violent crime, over a short period of time. Whether the United +States adopts a gun control policy similar to Canada's, remains to be seen. +As for Canadians, we must maintain confidence in the police and justice +system to protect our collective security as an important means by which to +deter gun acquisition. diff --git a/textfiles.com/reports/ACE/ham500.txt b/textfiles.com/reports/ACE/ham500.txt new file mode 100644 index 00000000..5b1c3f59 --- /dev/null +++ b/textfiles.com/reports/ACE/ham500.txt @@ -0,0 +1,59 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Hamlet's ] + [x]9-10 [ ]Cliff Notes [Character ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:433 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + In Hamlet's speech in act three, scene three Hamlet discloses many +facets of his character to us, aspects that we have thus far only been able +to see as fragments in other speeches. He reveals himself to be an +over-analytical man who often procrastinates. He also shows that he does +not really want to kill Claudius but feels compelled to out of a sense of +duty to his dead father. Hamlet demonstrates his over-analytical nature in +line seventy-three of the speech when he says "That would be scann'd:", +meaning that he should examine his situation more closely. Instead of +simply killing Claudius while he had the chance he over-analyses and +eventually decides to postpone Claudius' murder, missing the best chance he +will obtain in the play. Hamlet is also a procrastinator and this is +demonstrated many times in the play. In line eighty he says "Why, this is +hire and salary, not revenge". He knows that he must kill Claudius but he +postpones it. This almost suggests that Hamlet does not really want to +kill Claudius, but feels obligated to do so. Through his over-analysis he +seems to be almost talking himself out of doing his job. + + One of Hamlet's most renown traits is his over-analysis of +conversational topics and situations in which action must be taken. An +example of his over-analytical nature is apparent in his speech in act one, +scene four, line 13. He begins his speech quite normally, replying with a +simple answer to Horatio's inquiry but then his thoughts begin to wander +and he starts to analyze and philosophize about topics unrelated to +Horatio's question. Another trait of Hamlet is the way he procrastinates. +For example, in act two, scene two, line 603 he convinces himself that his +plan to add sixteen lines to the play and watch Claudius' reaction, rather +than completing his task, is the best plan of action. Although in the end +he postpones the murder of Claudius, beginning on line 570 he acknowledges +his lack of action. This also shows that Hamlet does not really want to +kill the king and that he will go to great lengths to postpone his duty. +In fact, Hamlet reveals to us about his unwillingness to kill Claudius +early in the play. In act one, scene five, line 189 he says "O cursed +spite,/That ever I was born to set it right!", meaning that he is angry +that he is now put in the position of having to kill the king and he is +sorry that he was born with this destiny. diff --git a/textfiles.com/reports/ACE/ham800.txt b/textfiles.com/reports/ACE/ham800.txt new file mode 100644 index 00000000..9973f064 --- /dev/null +++ b/textfiles.com/reports/ACE/ham800.txt @@ -0,0 +1,111 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Tragedy of ] + [ ]9-10 [ ]Cliff Notes [Hamlet ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:916 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Essay About + The Tragedy Of + Hamlet + + In Hamlet, by William Shakespeare, the death of a character becomes a +frequent event. Although many people lose their lives as a result of their +own self-centered wrong-doing, there are others whose deaths are a result +of manipulation from the royalty. This is the case of Polonius' family. +The real tragedy of Hamlet is not that of Hamlet or his family but of +Polonius' family because their deaths were not the consequence of sinful +actions of their own but rather by their innocent involvement in the +schemes of Claudius and Hamlet. + + The first character to die in Hamlet is Polonius. Although Polonius +often acts in a deceitful manner when dealing with Hamlet, it is only +because he is carrying out plans devised by the king or queen to discover +the nature of Hamlet's madness. Being the king's Lord Chamberlain, it is +his duty to obey the king and queen's wishes and it is this loyalty that +eventually proves to be fatal for him. An example of how Polonius' +innocent involvement with the royalty results in his death can be found at +the beginning of Act III, scene iv, when Hamlet stabs him while he is +hiding behind the arras in Gertrude's room. This shows how Polonius, a man +unaware of the true nature of the situation he is in, is killed by a member +of the royalty during the execution of one of their schemes. This makes +Polonius' death a tragedy. + + The next member of Polonius' family to die is his daughter Ophelia. +Ophelia's death is tragic because of her complete innocence in the +situation. Some may argue that Polonius deserves his fate because of his +deceitfulness in dealing with Hamlet while he is mad, but Ophelia is +entirely manipulated and used by Hamlet and the king for their own selfish +reasons. An example of how Ophelia is used by Hamlet takes place in Act +II, scene i, when Hamlet uses her to convince his family he is mad. Ophelia +explains to Polonius how Hamlet has scared her, causing Polonius to draw +the conclusion that Hamlet has an "antic disposition". Although this is +subject to interpretation and many believe that this is simply Hamlet +taking one last look at Ophelia before he becomes engaged in his plan to +kill Claudius, the fact that he scares her and does not try to alleviate +these fears points to the conclusion that he is simply using her to help +word of his madness spread throughout the kingdom via Polonius. In Act +III, scene iv, Hamlet kills Polonius while he is hiding behind the arras in +the Queen's room. This event causes Ophelia to become insane and leads to +her eventual death in a river near the castle in Act IV, scene vii. It can +be seen how the combined scheming of Hamlet and Claudius concludes in her +death. Claudius' scheme brings about Hamlet's scheme which brings about +the death of Polonius which leads to Ophelia's death. The passing of +Ophelia is a tragedy because she does nothing deserving of death, she is +merely used for other people's personal gain. + + The last member of Polonius' family to die is Laertes, Ophelia's +brother and Polonius' son. Laertes' death is tragic because, although he +kills Hamlet, he is avenging his father's death, an act, with reference to +the moral climate of the 1600s, that would have been condoned by the people +who saw the play. The difference between Hamlet and Laertes is that Laertes +does not use others to attain his goals and his revenge is in part due to +the pressure put on him by Claudius. This makes Laertes' murder of Hamlet +excusable and his death a tragedy. An example of how Claudius uses Laertes +to try and murder Hamlet is seen in Act IV, scene vii, lines 108 to 110. +Claudius and Laertes are discussing Hamlet when Claudius says: + + Laertes, was your father dear to you? Or are you like the painting of + a sorrow, A face without a heart? + +He is asking Laertes whether he is really sorry about his father's death or +if he is just acting mournful without feeling mournful. Claudius uses +these lines to lead Laertes into a plan to kill Hamlet, asking him what he +will do to prove his love for his father in Act IV, scene vii, lines 124 to +126. + + Hamlet comes back; what would you undertake To show yourself in deed + your father's son More than in words? + +It can be easily seen how Laertes, influenced by Claudius in the heat of +his anger, could conspire to murder Hamlet and it is in this attempt that +Laertes loses his own life to the very poison he kills Hamlet with. Once +again, a member of Polonius' family loses their life as a result of a +conflict that they are oblivious to, making Laertes' death a tragedy as +well. + + Contrary to popular belief, the tragedy associated with Hamlet is not +about Hamlet or his family. It is, however, about the tragic fate of +Polonius' family, whose deaths are not the result of any sins they commit +but by their being manipulated by Hamlet and Claudius for reasons they are +unaware of. Although the death of Polonius' family stands out as being the +most tragic, many other characters in the story are killed as well. In +fact, the death of a character in Hamlet almost becomes commonplace near +the end of the play. diff --git a/textfiles.com/reports/ACE/hamlet.txt b/textfiles.com/reports/ACE/hamlet.txt new file mode 100644 index 00000000..bfab5b42 --- /dev/null +++ b/textfiles.com/reports/ACE/hamlet.txt @@ -0,0 +1,193 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Hamlet and ] + [ ]9-10 [ ]Cliff Notes [It's Theme of Tragedy ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1962 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The tradition of literature includes many genres. One of the oldest +and most important of these genres is tragedy; one of the foremost +Elizabethan tragedies in the canon of English literature is Hamlet by +William Shakespeare and one of the earliest critics of tragedy is +Aristotle. One way to measure Shakespeare's work is to appraise it using +the methods of classical critics and thereby to see how if it would have +retained its meaning. Hamlet is one of the most recognizable and most often +quoted tragedies in the all of English literature. Aristotle, is concerned +with the proper presentation of tragic plays and poetry. Aristotle defines +tragedy as: + + "...a representation of an action that is worth serious attention, + complete in itself, and of some amplitude; in language enriched by a + variety of artistic devices appropriate to the several parts of the + play; presented in the form of action, not narration; by means of pity + and fear bringing about the purgation of such emotion. (Aristotle 38 - + 9) + +Shakespeare uses character, plot and setting to create a mood of disgust +and a theme of proper revenge, as opposed to fear and pity, hence Aristotle +would have disapproved of Hamlet. It is the above mentioned elements; +character, plot and setting, used in a non-Aristotelian way, that makes +Hamlet work as a one of the English language's most renown tragedies. + + By proper revenge we refer to the Elizabethan view that revenge must +be sought in certain cases, for the world to continue properly. This is the +main plot of Hamlet. In Poetics, Aristotle defines for us, the element of +plot and shows us how he believes it must be put together. He also believes +in various unities which he states are necessary for a proper tragedy. +Aristotle believes in what he calls "Unity of plot" (Aristotle 42 - 3). +This "Unity" leaves no room for subplots, which are crucial to the theme of +Hamlet. Without the subplot of Laertes' revenge and the subplot of +Fortinbras' revenge, we are left with a lugubrious play where the ending, +although necessary, is pointless. The three sub-plots together as a unit, +allow us to understand what Shakespeare thought of revenge. Another of the +ways Aristotle defines plot in tragedy as "The noble actions and the doings +of noble persons"(Aristotle 35). By this definition, Hamlet should be a +noble person, who does only noble things. Aristotle would have objected to +Hamlet's refusal to kill Claudius during prayer which forms the turning +point of Hamlet. This is significant because if he were to have achieved +his revenge at that point Claudius' soul may have been clean. Hamlet wishes +to get revenge when Claudius' "Soul may be damned and black / As hell, +whereto it goes (Shakespeare 3, 3, 94 - 5). By waiting for the right time, +Hamlet loses his chance to achieve revenge. This ignoble act does add to +the theme of proper revenge, not in the primary plot, but when all three +revenge sub-plots are considered together. Aristotle also believed in heros +that are "First and foremost good (Aristotle 51)." Although Hamlet spends +much time deliberating good and evil, and what the greatest good is, when +it comes time, he cannot act. Laertes does act, but he acts rashly, and +cannot perform good either. Fortinbras is the type of hero that Aristotle +would have preferred, although from Fortinbras' point of view the play is +not tragic; instead it is a comedy where all of the other characters run +about and in the end through no fault of his own, Fortinbras receives the +kingship of Denmark. The plot events with which Aristotle disagrees give +meaning to Hamlet's theme. + + Shakespeare uses the plot to help create the mood of Hamlet by +incorporating subplots and by having his tragic hero do things which are +particularly unheroic. Hamlet's treatment of Ophelia is particularly +barbaric. By the same token Ophelia's unstinting devotion to her father, +and by that ,her poor treatment of Hamlet causes us to question which of +the two is not the worthier, but the least evil. Both of their actions +invoke disgust. Aristotle would have objected to Hamlet's treatment of +Ophelia because of his aforementioned belief in the character attributes of +the hero. The only characters who act particularly heroic are Horatio, who +is devoted to Hamlet, and Fortinbras. These two characters are the only +ones who survive. The rest of the characters are left dead and bleeding. As +another classical critic, Horace, wrote in Ars Poetica "I shall turn in +disgust from anything of this kind that you show me (Horace 85)." When we +see the bodies lying on the ground at the end of the play we realize the +futility of Hamlet's actions and that evokes disgust. It is the evocation +of this emotion that Aristotle would have disagreed with. + + Shakespeare's character's in Hamlet illustrate the theme of the drama, +however Aristotle would have disagreed with Shakespeare's choices. To +understand character in terms of theme one must compare the characters. +Samuel Johnson calls Hamlet "through the whole piece rather an instrument +rather than an agent". This is giving too much credence to the soliloquies, +when Hamlet ponders, and gives too little credence to the fact that he sent +Rosencrantz and Guildenstern to their deaths without hesitating, and the +fact that he was the first on the pirate ship when attacked on the high +seas. It is the type of revenge that Hamlet insists on that shapes his +character and forces the bloodshed at the end of the play. This contrasts +with a play of which Aristotle did approve. In Oedipus the King, Sophocles +has created a character who tries to do the greater good, and in doing so +find his fate has been damned from the start. Hamlet has the chance to do +good, in this case revenge on a murderer and lets passion sway his reason. +This "madness" is what leads Hamlet astray, is what leads him to kill +Polonius, is what leads Ophelia to commit suicide and is what leads to the +carnage of the final scene. Rather than learn from experience, Hamlet +follows his own will for Claudius' fate and we learn there is a right way +and a wrong way to do things. Aristotle would have disagreed with the +amplitude of the actions in this play. These characters have no amplitude, +instead they are noble, but they are also pathetic. Aristotle had no room +for noble characters with no amplitude and therefore he would have disliked +most of the characters in Hamlet, except for Horatio and Fortinbras. In +contrasting Fortinbras , Hamlet and Laertes we have three men of noble +birth, all of whom have a legitimate reason to seek revenge. The main +difference is the way that each seeks his revenge. Laertes seeks revenge in +a rash and illicit ways and he dies. Hamlet seeks revenge in an ignoble way +and he dies. Fortinbras seeks a Christian revenge and is successful. In +this way Shakespeare's characters further the theme of Hamlet in a +non-aristotelian way. + + The characters that Shakespeare has chosen for Hamlet are not the type +one would find in a typical Greek tragedy, the kind of tragedy that +Aristotle was used to criticizing. Oedipus the King, includes a number of +elements that Shakespeare does not use in Hamlet. The chorus is used as a +character in Oedipus the King to allow us a sympathetic view of Oedipus, in +his time of travail. Oedipus has accepted responsibility for his fate and +blinded himself. The audience feels sympathy and therefore feels and pity. +No such sympathy is given to Hamlet. It is not the fact that he does not +have some sympathetic qualities; rather he has too few sympathetic +characteristics for us to wish to empathize. Hamlet wishes to do the right +thing, it is the way he does the right thing in a wrong way that makes us +dislike him. Hamlet also spends much of his time deliberating rather than +doing. Hamlet is dour. Almost every character in the play is dour. The only +two characters with any sort of joie de vivre are the clowns who are also +grave diggers. The irony is that the characters who most enjoy life are +those who face death on a regular basis. This juxtaposition not only +foreshadows the conclusion of the play but also adds to the mood of +disgust. One of the elements contributing to mood is character, however it +is used in a non-aristotelian way. + + Aristotle ignored the concept that a play could take place in many +different settings and still retain meaning. In his elements of tragedy +Aristotle mentions "Plot, character, diction, thought, spectacle and +song.(Aristotle 39)." He does not include setting as a separate entity. It +is implicit, however, in his conception of "Unities" that more than one +setting was not acceptable. One example may be found in Oedipus the King, +where all of the action takes place in one setting, and where the +geographical setting of the play, in terms of a historical context, does +not in itself add any meaning. Aristotle did, however, believe in "Unity of +Time", where each action follows the previous action, and builds to form a +single "thread" of action. We would include the time in play as part of the +setting. Another axiom of Unity of time is that one stage minute equals on +real minute. It is only by ignoring Aristotelian convention in setting, +specifically unity of time, that Shakespeare can properly tell his story. +Hamlet takes place entirely in Castle Elsinore and on its grounds. The +first scene takes place at approximately midnight as does Act 1, Scene 4. +Shakespeare completely ignores the Aristotelian convention of "Unity of +Time". It is only by ignoring this convention that Shakespeare can allow +Hamlet to have the scene with the ghost, a twenty minute scene, that +Shakespeare elongates from midnight to dawn. By the same token it is this +elongation that allows Hamlet to talk with the ghost and gives the ghost a +dramatic reason, the dawn, to leave the stage. This allows Shakespeare to +develop his plot and therefore to develop his theme. These temporal +manipulations do not end here. Hamlet leaves for England by boat, is +waylaid by pirates and returns to Elsinore between Act 4 Scene 3 and Act 5 +Scene 1. This allows Laertes to return and demand revenge, Ophelia to go +mad and kill herself and Hamlet to return just in time for the funeral. +Without this compression of time, Shakespeare could not have fitted in the +plot points he needs to build the theme of revenge. Laertes leaves Denmark +in the second scene of the first act, and returns in the fourth act and +demands revenge for the death of his father, Polonius. Shakespeare has, +again ignored the time frame of the play in order to facilitate the plot. +It by ignoring the temporal aspect of setting that Shakespeare has the room +he needs to develop the plot , and therefore the theme of Hamlet. + + Shakespeare uses Castle Elsinore and environs to depict a sordid and +depressing place where incest and murder are a part of normal life, where +revenge is commonplace motivation, and where the feigning of madness is a +normal strategy to dissemble ones feelings. This is the setting for Hamlet. +Shakespeare created this setting to tell us a story of revenge gone wrong. +He also created a mood of disgust. When at the end of the play, things are +brought to their right order and Fortinbras becomes king, we look back and +see the depraved way of life that existed at Castle Elsinore and its +logical conclusion, a room littered with bodies and Fortinbras taking his +lawful place as king, we feel disgust and its purgation. diff --git a/textfiles.com/reports/ACE/hamlet1.txt b/textfiles.com/reports/ACE/hamlet1.txt new file mode 100644 index 00000000..1ff548c7 --- /dev/null +++ b/textfiles.com/reports/ACE/hamlet1.txt @@ -0,0 +1,191 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Hamlet Scene Summaries ] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1129 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + +ACT I +Scene I + + At the beginning of this scene, two guards come out and attempt to get +the audience's attention. They basically inform us that it is night time, +and then they exit. Heratio and Marcellus then enter. They see a ghost +which looks like the late King who had just died. To get the audience's +attention once again, the two men repeat "Doesn't that look like the King!" +five times. Morning comes, and Heratio and Marcellus decide to tell Hamlet +of the incident. + +Scene ][ + + This scene informs us that the present king (Claudius) had killed the +late King Hamlet. Claudius is now married to Queen Gertrude who was +formerly King Hamlet's wife. King Claudius informs us Norway is preparing +to war against Denmark (they even work on Sundays) for land that the late +King Hamlet had obtained. Heratio and Marcellus then come to inform Hamlet +of the "ghost" experience they had the previous night. Hamlet is shocked +and suspects something peculiar is amongst the king- dom. + +Scene ]I[ + + Laertes tells her sister, Ophelia, to be cautious of marrying Hamlet. +Polonious then enters and demands Ophelia to stop the relationship with +Hamlet. + +Scene ]V + + Hamlet, Heratio, and Marcellus are talking when the ghost of King +Hamlet appears. Hamlet follows, but his friends warn him that he may be in +danger. Regardless, Hamlet follows the ghost. + +Scene V + + In this scene, King Hamlet's ghost appears once again, but this time in +front of Hamlet. Hamlet questions the ghost and finds that King Hamlet was +killed by Claudius. The ghost then asks Hamlet to seek revenge. + + +ACT ][ +Scene I + + In this scene, Ophelia and Hamlet and alone together in a room. +Ophelia tells Hamlet that she can no longer see him, but Hamlet is raged. +Ophelia tells her father, Polonious. Polonious thinks that Hamlet may be +mad with love sickness since he cannot take the rejection. Therefore, +Polonious tells King Claudius of the situation. + +Scene ][ + + Claudius sends Rosancrantz and Guildenstern (who were Hamlet's friends +from childhood) to see what is the matter with Hamlet. Hamlet explains to +his friends that he is very sad and has no interest of world. In a +soliloquy, Hamlet then analyzes his situation. + + +ACT ]I[ +Scene I + + Hamlet's friend return to tell the Claudius of their findings. +Claudius is pleased with the results (that Hamlet wants to perform for the +majesties). Then, Claudius and Polonious plan to hide behind a curtain +while Ophelia and Hamlet are talking. Hamlet in his famous To be, or not +be speech questions his motives for living. He attempts to analyze his +position and see whether he should live or commit suicide. Later, Claudius +decides to send Hamlet to England to have him killed. + +Scene ][ + + At first, Hamlet walks around making ludicrous remarks and acting mad. +Then Hamlet shows the play he has created to the court. Surprisingly, the +play is an exact replica of what happened to the late King Hamlet. It +shows a man putting poison in a King's ear while he is sleeping. Hamlet +then explains that the man will soon become the new King. Both Claudius +and Gertrude and a strange reaction. Gertrude requests to speak with +Hamlet privately. Hamlet attempts to retain his anger so he does not harm +the Queen (as the ghost of King Hamlet had asked). + +Scene ]I[ + + Claudius is frightened about the murder he has done. He prays and asks +forgiveness. At that moment, Hamlet comes and sees Claudius. Hamlet +thought about killing Claudius at that point, but did not. Hamlet thought +that if he killed Claudius while he was in prayer, Claudius would go to +heaven; thus his killing would be useless. + +Scene ]V + + Hamlet and Gertrude start conversation. Hamlet becomes very angry and +starts making nasty remarks about Gertrude's marriage. Gertrude screams +for help and Polonious (behind the tapestry) echoes the calls. Assuming +that Claudius is behind the tapestry, Hamlet shoves a dagger in it. +Polonious, unfortunately, dies. Hamlet apologizes for the murder. Then +Hamlet tells Gertrude that he is being sent to England and bids her good- +night. + + +ACT ]V +Scene I + + Claudius questions what he should do to explain Polonious' death to the +courts. He tells Gertrude that they must reveal the murder to their +closest friends and avoid being blamed themselves. + +Scene ][ + + Hamlet does not tell his friends where Polonious' body is. Hamlet then +goes off to see the King. + +Scene ]I[ + + Hamlet finally notifies Claudius of Polonious' whereabouts is. +Claudius then tells Hamlet's friends to take him to England. Claudius +feels that when Hamlet is dead, he won't have any more worries or fears on +his mind. + +Scene ]V + + Hamlet overhears Fortinbras asking he may cross Denmark on his way to +Poland. In a soliloquy, Hamlet analyzes the situation. Hamlet learns that +Fortinbras is sending his men to fight for a worthless piece of land, and +that all the men can die in the process. He sees how Fortinbras and his +man are risking their lives for honour. Hamlet realizes that he has not +been honourable, but rather a coward. He vows that his thoughts will be +bloody, or nothing worth . This is where Hamlet makes a conscience +decision to kill Claudius. + +Scene V + + Both Ophelia and Laertes act mad due to their father's sudden death. +They both blame Claudius, but Claudius insists otherwise. Claudius tells +Laertes that if he can prove Claudius was the murderer, then Claudius would +hand over the kingdom to him. Claudius, nevertheless, vows to find out who +the real killer is. + +Scene V[ + + On his way to England, Hamlet got captured by pirated. They promised +to return him to Denmark for the exchange of a favour. + +Scene VI[ + + Claudius uses Laertes as a tool to kill Hamlet. Claudius lies and +tricks Laertes so that Laertes would establish great anger and frustration +towards Hamlet. Then they both plan to kill Hamlet my means of a sword +fight (poison at the end of Laertes' sword) and a poisoned drink. Laertes +is then informed that Ophelia died and is enraged once again. + + +ACT V +Scene I + + In Ophelia's funeral, Laertes and Hamlet again break into rage. Both +men jump into the grave and start fighting. Hamlet explains that he loves +Ophelia more than forty thousand brothers can and vows to fight Laertes +despite their previous friendship. + +Scene ][ + + After all preparation is done, Hamlet and Laertes begin their battle. +Unfortunately, Gertrude (unaware of the poison) takes a drink from Hamlet's +cup and soon after dies. Then, both Laertes and Hamlet get hit with the +poisoned sword. Hamlet becomes aware of the evil plans and forces Claudius +to drink from his cup. Claudius, Laertes, and Hamlet shortly die. And so +ends this play a tragedy! diff --git a/textfiles.com/reports/ACE/hamlet2.txt b/textfiles.com/reports/ACE/hamlet2.txt new file mode 100644 index 00000000..feb6f406 --- /dev/null +++ b/textfiles.com/reports/ACE/hamlet2.txt @@ -0,0 +1,98 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Contrast Between ] + [ ]9-10 [ ]Cliff Notes [Laertes & Hamlet ] + [ ]11-12 [ ]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:800 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Laertes and Hamlet both display impulsive reactions when angered. +Once Laertes discovers his father has been murdered Laertes immediately +assumes the slayer is Claudius. As a result of Laertes's speculation he +instinctively moves to avenge Polonius's death. "To hell, allegiance! +vows, to the blackest devil! Conscience and grace, to the profoundest pit! +I dare damnation: to this point I stand, that both worlds I give to +negligence, let come what comes; only I'll be revenged most thoroughly for +my father." Act 4 Scene 5 lines 128-134 provide insight into Laertes's mind +displaying his desire for revenge at any cost. In contrast to Laertes +speculation of his father's killer, Hamlet presumes the individual spying +on his conversation with Gertrude is Claudius("Nay, I know not: is it the +King?" Act 3, Scene 4 line 28). Consequently, Hamlet consumed with rage +automatically thrusts out attempting to kill Claudius, but instead strikes +Polonius. Hamlet's and Laertes's imprudent actions are incited by fury and +frustration. Sudden anger prompts both Hamlet and Laertes to act +spontaneously, giving little thought to the consequences of their actions. + + Hamlet and Laertes share a different but deep love and concern for +Ophelia. Before his departure for France Laertes provides lengthy advice +to Ophelia pertaining to her relationship with Hamlet. Laertes voices his +concern of Hamlet's true intentions towards Ophelia and advices her to be +wary of Hamlet's love. Laertes impresses upon Ophelia, Hamlet is a prince +who most likely will have an arranged marriage. Hamlet's strong love for +Ophelia withers after she rejects his affinity. Hamlet's extensive love +for Ophelia resulted in grave suffering for Hamlet once his affection was +rejected. Hamlet's appearance decays due to the rejection of his love for +Ophelia("Pale as his shirt, his knees knocking each other" Act 2, Scene 1, +line 82). The loss of Ophelia's love for Hamlet instigates Polonius into +believing it has caused Hamlet to revert to antic disposition. Once +Laertes learns of the death of his sister he is afflicted with sadness. In +the same way, Hamlet is shocked and enraged over Ophelia's demise. Both +Hamlet and Laertes are so profoundly distressed at the death of Ophelia +they jump into her grave and fight each other. Although Hamlet and Laertes +despised one another, they both loved Ophelia. Hamlet was infatuated with +Ophelia which was obvious during his constant anguish over her(in her +rejection of Hamlet, and in her death Hamlet suffered greatly). Laertes +shared a strong brotherly love for Ophelia which was evident in his advice +to her. Laertes further displayed his love for Ophelia during her funeral +were he fought with Hamlet. + + Hamlet and Laertes are similar in the way they associate with their +families. Laertes highly respects and loves his father Polonius. +Similarly, Hamlet holds a great respect for his dead father(Hamlet compares +his father to a sun god "Hyperion"). After the death of their fathers, +Hamlet and Laertes strive to seek revenge on the assassins. Hamlet and +Laertes exhibit domineering attitudes towards females. Laertes gives his +sister Ophelia guidance on her relationship with Hamlet. In the same way, +Hamlet is able to persuade Gertrude he is not mad and manipulate her to +follow his instructions. Hamlet directs his mother to convince Claudius of +Hamlet's madness. Hamlet is able to make his mother reflect upon her part +in the death of his father and feel guilt("Thou turn'st mine eyes into my +very soul, and there I see such black and grained spots as will not leave +their tinct." Act 3, Scene 4 lines 90-93). Furthermore, Hamlet instructs +his mother not to sleep with Claudius. The fathers of Laertes and Hamlet +both attempted to use spies to gain information on their sons(although not +his real father Claudius was his uncle as well as step-father). Claudius +employed Rosencrantz and Guildenstern to gather information on Hamlet. In +comparison, Polonius dispatches Reynaldo to check up on Laertes. Hamlet and +Laertes share similar aspects within their families. + + Hamlet and Laertes demonstrate rash behaviour when infuriated. Hamlet +becomes outraged at the notion of Claudius spying on him which results in +Hamlet mistakenly killing Polonius. Laertes becomes drastically angered at +the death of his father and boldly seeks vengeance against Claudius. +Momentary rage overcomes Laertes and Hamlet which prompts them to act +spontaneously. Hamlet and Laertes both have a strong love for Ophelia. +Hamlet's deep love for Ophelia is evident in his reaction to her rejection +of him. In the same way, Laertes care and affection are revealed by his +advice to his sister. The families of Laertes and Hamlet contain similar +attributes. Hamlet and Laertes hold a high admiration for their fathers and +are willing to even kill the king to enact revenge. Both characters +exercise a dominating attitude towards females. In conclusion, although +adversaries, Hamlet and Laertes share several characteristics which make +them similar. diff --git a/textfiles.com/reports/ACE/hamlet3.txt b/textfiles.com/reports/ACE/hamlet3.txt new file mode 100644 index 00000000..8a34ccc4 --- /dev/null +++ b/textfiles.com/reports/ACE/hamlet3.txt @@ -0,0 +1,119 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Hamlet displays] + [ ]9-10 [ ]Cliff Notes [Anti-Heroism ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:829 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Antiheroism has always been an interesting aspect of a character that +authors have chosen to illustrate. In literature, there has been countless +antiheroic characters, from Randle McMurphy in One Flew Over the Cuckoo's +Nest and Allie Fox in The Mosquito Coast, to others as famous as Robin Hood +and ... By literary definition, an antihero is the "hero" of the play or +novel, but has negative attributes which separate him or her from the +classic hero such as Superman. Such negative aspects may include a violent +nature, use of coarse language, or self serving interests which may +inadvertently depict the protagonist as a hero since the result of serving +those interests may be the betterment of society or an environment. In +William Shakespeare's Hamlet, the protagonist, Hamlet, is depicted as an +antihero. One main factor which gives Hamlet such a label is that he draws +sympathy, as well as admiration, from the reader since Hamlet feels the +pain of losing his father along with the burden and obstacles in avenging +his murder. + + Act four places a special emphasis on Hamlet's intelligence. In scene +two, Hamlet is very insolent and rude towards Rosencrantz and Guildenstern +with such phrases as, + + That I can keep your counsel and not, mine own. Beside, to be + demanded of a sponge, what replication should be made by the son of a + king? (IV, ii, 12-14) + +The reference to the sponge reflects the fact that Rosencrantz and +Guildenstern are easily ordered by the king and do not have minds of their +own. Hamlet does not like Rosencrantz and Guildenstern since they are +servants of the Claudius, Hamlet's mortal enemy. The reader does not like +Rosencrantz and Guildenstern either which causes the reader to side with +Hamlet. + + Another incident of Hamlet's high intelligence is shown when he Hamlet +tells Rosencrantz and Guildenstern, + + I am glad of it: a knavish sleeps in a foolish ear. (IV, ii, + 24-25) + +This statement leaves Rosencrantz and Guildenstern more or less confused. +Hamlet is clearly more clever than the two of them combined and is able to +toy with them.Hamlet has an excellent command of the language and because +of it, can use words to the point that those around him will not understand +and may label him as crazy. + + Hamlet shows another example of his cleverness, this time towards +Claudius, when he says, + + I see a cherub that sees them. But, come; for England! Farewell, + dear mother. (IV, iii, 49-50) + +The cherub, or the angel, gives Hamlet a sense of superiority over +Claudius. Having an angel at one's side would be a definite sign of power, +which is exactly what Hamlet tries to maintain over Claudius in their +constant power struggle. Just when Claudius thinks he controls Hamlet, it +is really Hamlet who has the upper hand over Claudius. + + There are very strong philosophical references made by Hamlet in this +act regarding life and death. Hamlet tells Claudius, + + Your worm is your + only emperor for diet: we fat all creatures else to fat us, and we fat + ourselves for maggots: your fat king and your lean beggar is but + variable service, two dishes, but to one table: that's the end. (IV, + iii, 21-26) + +This statement id a reference to the food chain, and in turn, a reflection +on the meaning of life. It illustrates the equality of men in that whether +one is born to be a king or a beggar, when one dies, we are all equal. +Worms and maggots do not treat anybody differently once one is dead and +buried. + + The final scene draws the greatest sympathy towards Hamlet even though +he is not even in the scene. The forces of Claudius and Laertes have +combined against Hamlet. Claudius states, + + To an exploit now ripe in my device, Under the which he shall not + choose but fall, And for his death no wind of blame shall breathe; But + even his mother shall unchange the practice, And call it accident. + (IV, vii, 65-69) + +Claudius is willing to undertake any measures necessary to eliminate +Hamlet, to the point that it does not matter whether or not it hurts +Gertrude in any way. This scene depicts Hamlet as the victim, much like two +bullies picking on a smaller child in school, since the king, with the aid +of Laertes, is out to kill Hamlet, this time with a passion. Much like a +political revolutionary, Hamlet has the system against him and is facing +death because of his loyalty and honour towards his father. + + The fact that Hamlet's life is not indeed in jeopardy attributes to +his "hero" status. In addition, his only fault is the desire to avenge his +father's murder, an act considered completely honourable by the reader. +However, Hamlet's negative attributes include his rudeness towards others, +including the fair Ophelia, and a violent nature as shown when he kills +Polonius, albeit accidently, and shows no remorse, causing a +reclassification from the classic hero, to the more appropriate label of +antihero. diff --git a/textfiles.com/reports/ACE/handel.txt b/textfiles.com/reports/ACE/handel.txt new file mode 100644 index 00000000..39d726e3 --- /dev/null +++ b/textfiles.com/reports/ACE/handel.txt @@ -0,0 +1,108 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Essay on George ] + [ ]9-10 [ ]Cliff Notes [Friderick Handel ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:824 School: Co-Ed Priv State: NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Table of Contents - Handel + +Chapter Name/Title Page +ФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФФ +1. Handel 1 +2. Life 1 +3. Later Years 1-2 +4. Works 2 +5. My Comments 2-3 +6. BIBLIOGRAPHY 4 + + + Handel + + George Frideric Handel was born in Halle, Germany, on February +23, 1685. He died in London on April 14,1759 and was buried in +Westminister Abbey. Handel was one of the famous composers of the +Baroque Period. This great composer was mostly known very well for his +English Oratorio, particularly the Messiah. His trouble in his operas +that he made lied within his uncertain temper and uncertain lack of +tact. + + Handel first learned how to play from an instrument called a +clavichord. This was like a forerunner of the piano. With the help of one +of Handel's friend, they smuggled the instrument up to his attic in his +house. Every night he would sneak up to the attic after everyone was asleep +and he'd play it until he finally mastered it. The instrument could not be +heard through the closed doors. When he was about twelve, he went to Berlin +to study and while there he became well-known for playing the Harpsichord. +Handel's parents wanted Handel to grow up in the profession of law, but +music was in Handel's blood. When Handel's father soon realized this, he +sent Handel away to study in Berlin. In Berlin, Handel was taught under the +great composer Frideric Wilhelm Zachau. + + One of the great influences on Handle was while he was writing the +Messiah in three weeks. Handle, before writing the Messiah, had rented a +theatre for his own use, and though he had some successes, he had more +failures. He was bankrupt twice through his opera business. If Handel had +been more successful with his with his operas, we would never have had the +grand oratorios for which his name is most famous for now. This is because +when he had exhausted himself with the operas, he started to make the +oratorios. He was the director of music in Italy for several years and he +was a composer of the Italian style music in England and even absorbed the +characteristics of English music especially English Choral Music. + + Like was said before, Handel wrote many oratorios and operas. He didn't +have many famous operas, but he had some. Some of his operas are: Giulio +Casare, Tamerlano, Orlando, Alcina, and Serse. He had many different +oratorios though. Of the many, his one that he is most famous for is the +Messiah for it is not so much dramatic as Meditative. I have included a few +pages from his play Israel in Egypt. The most famous instrument of his time +was a mixture of things, but he preferred the Violin while making the +operas and oratorios. + + My impression on Handel is that he was a very creative person always +thinking up new and recent ideas for his time. I would have liked to live +his life because he was able to sneak up to his attic late at night and +because he made some very famous plays which are being revived and the +oratorios like Messiah which are being said every Christmas by some family. +Handel was probably inspired to write that wonderful music was heroic +historical figures for the plays and the Bible for the oratorios. I admired +Handel for his will to keep on making music after so many people made fun +of him with this song: + + " Some say, compared to Buononcini " + " That Mynheer Handel's but a ninny; " + " Others aver that he to Handel " + " Is scarcely fit to hold a candle. " + " Strange all this difference should be " + " 'Twixt tweedle-dum and tweedle-dee. " + + + + + + Bibliography +1) The Book Of Knowledge - The Grolier Society +Published by: The Amalgamated Press Copyright: 1926-35 + +2) The Prodigy Service - Interactive Peronal Service +Made By: Grolier Electronic Publishing, Inc. Copyright: 1990 + + diff --git a/textfiles.com/reports/ACE/harry.txt b/textfiles.com/reports/ACE/harry.txt new file mode 100644 index 00000000..2c5a8f2d --- /dev/null +++ b/textfiles.com/reports/ACE/harry.txt @@ -0,0 +1,165 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Essay on Harry Shippe ] + [ ]9-10 [ ]Cliff Notes [Truman ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:1699 School: Co-Ed Priv State: NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Harry Shippe Truman + + When Harry Truman was about five years old, his family noticed he was +having eye troubles. With these eye problems, Harry wasn't able to see +stars or the falling dust from fireworks. Harry never noticed this. When +his mother got his first pair of glasses, they were thick glass in which +the doctor said that he shouldn't run hard or play in many sports with them +on. Harry saw a whole new world when he first got the glasses. He would +stare for hours just looking at the bright stars. But, Harry's fun with +the glasses soon ended when he went to school. The other kids would tease +him about the glasses because he was the only one in the class with +glasses. The teasing didn't bother him much because the other kids grew up +learning not to hit kids with glasses. + + Harry liked reading books in his spare time. He especially liked Mark +Twain's books 'Tom Sawyer' and 'Huckleberry Finn'. He had to read mostly +adult books. Another one of his favorite books were biographies of the +U.S. presidents. Harry read most of the three- thousand books that were in +a nearby library. Harry was very good in school because of reading all the +books. His mom wanted Harry, his brother Vivian, and Their little sister +Mary Jane to enrich their lives so she bought them a piano. She gave the +children lessons and noticed that Harry was especially gifted with the +piano. So, she sent him to get professional lessons with a woman named +Mrs. Edwin C. White. Everyone in his family thought that Harry would +become a concert Pianist. Harry thought so too. Harry had experiences +that the other kids did not have while playing the piano. Harry's teacher +once was a student of one of the greatest pianists ever to live named +Ignacy Jan Paderewski. When he was having a concert in their town, Harry's +teacher brought him to the concert and introduced Harry to Ignacy. Ignacy +showed Harry how to play his own famous composition Minuet in G. It was a +moment Harry never forgot. The kids at his school really started to make +fun of him when they saw him going to school with music roles because they +thought piano playing was for sissies. But he kept on going and still +ignored them. Harry' father got harry a pony so he wouldn't be all books +and piano playing. + + Harry graduated as the class of '01 out of High School and planned to +go to College but Harry's father lost money on their farm so Harry had to +stay home and help out. Harry did finally go to school in the fall of 1901. +Harry got into the Spaulding Commercial College in Kansas City. He studied +business skills. But his father's money problems got worse and Harry had +to quit music lessons even though his mother and his teacher plead him to +let Harry go. Harry even had to quit college. Harry had to get a job to +help his family. He got a job as a timekeeper for a railroad. He had to +check all the railroad stops and see if people were working. While +working, Harry became of Baptist religion. After, He found a job in a +mailroom of the Kansas City Star newspaper to help his family. After that +job, Harry and his family had to sell their house to pay debts. They moved +in the same city but to a smaller house. Harry and his brother applied for +jobs at the National Bank of Commerce. They started at the bottom, +literally. They started in the basement. Harry had to work on the farm +next. When he was 26, he met a girl named Bess Walace. They started +dating for about a year then Harry proposed to her. She said 'NO'. Over +the next two years, Harry's unlagging devotion and attention slowly won her +heart and she accepted. They kept their engagement a secret because Harry +couldn't afford to buy her a ring. The same year after Harry proposed, farm +prices went down and worst of all, Harry's father died. Harry had to try +to run the farm by himself. He had thee debts and the prospect of his +marriage to Bess made him try to find ways to make money. Harry tried a +lead and zinc mining business. He and two friends formed the TCH Mining +Company. None of them knew much about mining. The prices also went down, +their equipment broke, and they didn't have enough funds to keep it going +so they lost eleven thousand dollars. World War I broke out in 1917 and +their company couldn't get enough men and their company went bankrupt. + + Harry wanted to live out his dream of fighting in the Army. So, he +was now thirty-three years old, and he enlisted in the Missouri Army to +fight in World War I. Even with his bad eyesight, they needed men badly so +they let him in. His job was to recruit men. He told the people that if +they joined then they would never have to walk. He signed up a lot of men +and got promoted to Lieutenant of Battery F. His old rank was General. He +and his men were sent to Oklahoma where he trained the men. He trained the +men well under thee conditions that they had to live under, and got +promoted to Battery D, also called 'Dizzy D.' This was one of the worst +Batteries. Harry was sent with his men to Northeastern France where the +fighting was light so they could train. The first fight with the Germans, +Got everyone scared and they all ran everywhere. When Harry got the +Battery under control, He led them to safety and screamed at them for +acting the way they did. The next fight, they were the only Battery that +was still there fighting and beet the Germans. They turned into one of the +best batteries in the war. + + Harry married Bess after he came back to his hometown in 1919 and, +with a friend, opened up a men's clothing store which they owned from 1919 +to 1922. In 1922, Farm income dropped and men no longer had the money to +buy the type of clothes that Harry and his partner were selling so they +went out of business. When he knew the store was going to go out of +business, A friend from France said that he would help Harry win the +election for Judge of Jackson County. He had the help from his friend and +won. While Harry was in office, the county owed 2,000,000. dollars and +Harry helped reduce it to 1,400,000 in two years. When he ran for a second +term, he got double-teamed and lost. Again, Harry was out of work. Harry +had a daughter named Margaret after Harry's sister and Bess's mother. +Harry joined a cub as sales director of the Kansas City Automobile Club. +Many people were buying cars but there were few paved roads, gas tanks, and +barely any road signs. The club helped people would wanted to travel by +car. He was also named president of the National Old Trails Association +(N.O.T.A.), an educational group devoted to preserving the old trails and +educating people on their history. Truman also thought that he should get +a law degree so he started taking courses at the Kansas City Law School +where he only studied for two years because he still liked politics better. +In 1926, he ran for county judge again and easily won. When he returned, +he visited every place that needed help personally, fired not needed +workers to save money, and fixed the town roads by building 376 miles of +paved road for the town to drive their buggies on. He was elected for a +third term so the town could show their gratitude. When it was over the +'Roaring Twenties' came and prices went up. Right after that the stock +market collapsed and the Great Depression started. + + Harry was talked into running for Senator in 1934. The papers all +made fun of Harry but he campaigned all over the world to the small towns, +but then he collided with another car and was thrown threw the windshield. +He broke several ribs, badly bruised his forehead, and sprained his wrist. +But he kept on campaigning. He talked wherever people would listen. He +won the election and became Senator Truman. He learned many things like +the railroad's decline was because rich people wanted more money. Harry +started investigations and uncovered more and more scandals. It was very +successful. Harry now was living in Washington D.C., so his family +couldn't live in D.C. all year round. So, Half the year, Harry's wife and +daughter would live with him, the other half they would live at the farm. +His daughter was also going to two schools. Harry started having problems +again. The Person who was supporting all of Harry's elections got +prosecuted for evading 1,000,000. in income taxes, so that meant that +Harry's future election was about shot. He had to put a campaign together +himself. He went around to all the small towns again and talked to all the +people personally. He won the election and was Vice President. + + As Vice President, he didn't do much of anything and wasn't made known +to everything that was going on. So, when the president died, it was a +shock to Harry. Harry got sworn in and was made known to everything that +was of importance to him, now. He was told about the Atomic bomb and was +pressured to use it against Japan. After that, he sent an investigation to +find spies. Two people were hung telling Atomic secrets. When the Korean +war got started, Truman got an attempt on his life by two Puerto Ricans. +Truman had a busy time as President. He also formed the North Atlantic +Treaty Organization (N.A.T.O.) while in office. + + When his real term was over he went back to his farm and made a museum +with all the papers he had so people would know what he did. Harry Truman +died on December 26, 1972. diff --git a/textfiles.com/reports/ACE/hawaii.txt b/textfiles.com/reports/ACE/hawaii.txt new file mode 100644 index 00000000..ce5b18a4 --- /dev/null +++ b/textfiles.com/reports/ACE/hawaii.txt @@ -0,0 +1,452 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on novel Hawaii ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:4352 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + +Summation + Hawaii, by James A. Michener, is a novel which covers, on both a +fictional and a non-fictional level, the total history of Hawaii from its +beginning until approximately 1954. The work traces Hawaiian history from +the geological creation of the islands ("From the Boundless Deeps) to the +arrival of its first inhabitants, ("From the Sun-Swept Lagoon"), then to +the settlement of the islands by the American missionaries, ("From the Farm +of Bitterness"). In the novel, as the island's agricultural treasures in +pineapple and sugar cane were discovered, the Chinese were brought as +plantation workers to Hawaii ("From The Starving Village"). Years later, +when it was realized by the island plantation owners that the Japanese were +more dedicated workers, and did not feel the need to own their own lands as +the Chinese did, they too were shipped in vast amounts to Hawaii, ("From +The Inland Sea"). The final chapter deals with what Michener refers to as +"The Golden Men": Those who lived in Haw (not necessarily Hawaiians) who +contributed a great deal to the islands and their people. + + Since Hawaii covers such a huge time span, there are a great many plots +and sub-plots, all of which show the different situations that each of the +many "types" of Hawaiians are confronted with. Michener uses mostly +specific, fictional details to support the general ideas of the islands and +their various people, that he conveys through Hawaii. I will go into more +detail about the plot in the "Documentation" section. + + Michener's Hawaii is a superb example of a great work of literature. +He paints vivid literal pictures of various scenes throughout the novel. +For example, in the first chapter, the Pacific Ocean is described: + + "Scores of millions of years before man had risen from the shores of +the ocean to perceive its grandeur and to venture forth upon its turbulent +waves, this eternal sea existed, larger than any other of the earth's +features, vaster than the sister oceans combined, wild, terrifying in its +immensity and imperative in its universal role." + + Many other stylistic devices are employed; most of them fall into the +category of figurative language, (i.e. metaphors, similes, etc.). As Abner +Hale, a missionary , was teaching Malama Kanakoa, a Hawaiian ruler, to +rebuild a fish pond for the survival of the village, Malama "ordered her +handmaidens to help, and the three huge women plunged into the fish pond, +pulling the back hems of their new dresses forward and up between their +legs like giant diapers." Although it is not the most pleasant example of +a simile in Hawaii, it is used. + + James Michener tells the story of Hawaii in the language of Hawaii; he +mixes, at times, English with Hawaiian, Japanese, and Chinese. As readers +may encounter these foreign words, the meanings of the words usually become +evident to them as they read. Not only does Michener explain Hawaii to a +reader in highly descriptive detail, he also makes the reader part of +Hawaii, aware that the story lines are just small examples of how life in +Hawaii really was for so many people of diverse ethnic backgrounds. +Documentation + + The major events that take place in Michener's Hawaii follow history +closely, however, the characters, except for one, are fictional. Likewise, +most of the historical events which Michener writes about did take place +under the circumstances that he included; however, the people involved and +some of the events that take place may only resemble what actually +happened. For example, a comparison of Hawaii to actual history can be +made through selected events in each chapter of the novel. In order to +compare the events in Michener's Hawaii, it is necessary to recap the +events of the novel. The following selected events from each chapter will +serve this purpose. + + The first chapter of Hawaii, "From the Boundless Deep", describes the +formation of the islands, very descriptively. It states that the creation +of Hawaii took place "millions upon millions of years ago, when the +continents were already formed, and the principal features of the Earth had +been decided." Although the creation is a purely fictional account, it is +known that the Hawaiian Islands are volcanic islands, and it is possible +that they were created in the way that Michener describes. + + Next, in the second chapter entitled "From the Sun-Swept Lagoon", +Michener describes, once again in great detail, who the first settlers of +Hawaii were, and how and why they went there. According to Michener, they +were from the island of Bora, which is near the island of Hawaii, and +northwest of Tahiti. It is known for a fact that the first people to +arrive in Hawaii were from the South Pacific. The Bora-Borans, according +to the novel, on their trip to Hawaii, sailed in a long double canoe, with +a platform between and a small hut in the center. According to historians, + + "on voyages of exploration, the courageous sea men used double canoes - +from 60 to 80 feet long and three to five feet wide, joined with several +pieces of bamboo. They built a platform, 16 to 18 feet wide, straddling +the large canoes and, on top of it, constructed a crude shelter." + + Although the second chapter is mainly about a pre-historical time +period, historians have made some inferences and come to some conclusions +about how life may have been before and after the settlement of Hawaii by +the various people that planted their roots there. In the novel, there was +only one race that arrived; however, historians feel that, because of +linguistic reasons, the first people to arrive were Negroids. Next were +Polynesians, and finally, Caucasians. + + In the third chapter, "From the Farm of Bitterness", the reader is +introduced to the New England Missionaries before they depart for Hawaii. A +Hawaiian named Keoki Kanakoa gave a sermon at Yale University, which had +great impact upon many people who attended. He stated that in his +"father's islands immortal souls go every night to everlasting hell +because... there has not been any missionaries to Hawaii to bring the word +of Jesus Christ." Abner Hale, who attended the sermon, was deeply moved; +so moved that he went to apply to the mission, along with his friend and +classmate, John Whipple. + + Similarly, in 1809, in truth, history records that a certain Henry +Obookiah stirred the emotions of religious New Englanders. He was sent to +school, for he was a promising candidate to return to Hawaii and preach +Christianity. Unfortunately, in 1818, he died of typus or pneumonia. His +death caused much grief, and among those who felt the impact were Reverend +Hiram Bingham, and Reverend Asa Thurston. + + It is possible that Abner Hale and John Whipple represent Bingham and +Thurston in Hawaii. In the novel, eleven missionary couples and Keoki +Kanakoa went to Hawaii on the brig the Thetis. They left on September 1, +1821, after prayers . In fact, there were seven missionary couples, and +three Hawaiians, who were trained as teachers, that went to Hawaii on the +Thaddeus, also after prayers. All of the missionaries, in fact and in the +novel, were selected by the American Board of Commissioners for Foreign +Missions. + + After the missionaries arrived in both cases, they targeted their +efforts on introducing Christianity to the King, Queen , and the High +Priests. After a while, both Kaahumanu, the real Queen, and Malama, the +Queen in the novel, became interested in learning to read. Next, the +missionaries built churches built churches; but membership was difficult to +attain. In both cases, one had to have been truly converted in order to +become s member through a long and grueling process. After establishing +themselves in Hawaii, the missionaries tried to keep control of the +islanders and help them break from old customs, such as the system of tabus +and the worshipping of idols and the ancient system of gods. + + In chapter IV, "From the Starving Village", Michener gives a quick +history of a Chinese village. The farmers, in the early 800's A.D., due to +a famine, had to travel and find food. Eventually, they decided to sell a +daughter for food and double-cross the buyer. They killed the rich man, +took all of his food, and fled to the mountains. A village was established +there and then the time shifts back to the late 1800s. + + Next the Kee family is introduced. They were from a Chinese clan, in +the Punti village. Three hundred Chinese were selected to go to Hawaii to +work on plantations. They were put in the hold of a ship, and were treated +like livestock, not human beings. The captain of the ship feared a mutiny +by the "Chinese pirates" he was transporting. "Compared to the brightness +of the day on the deck, all was gloom and shadowy darkness in the hold." +After they arrived, most of the Chinese were sent to work on plantations; +however, Kee Mun Ki and his wife, Char Nyuk Tsin, were offered jobs as +cooks by Dr. Whipple, a former missionary. Dr. Whipple was the man who +arranged the experiment of bringing the Chinese to work on the plantations. +The pay was lower, but Kee Mun Ki would learn English and become skilled. + + History notes that in 1852, the labor problems in the fields in Hawaii +had become serious. "In desperation, the owners turned to oriental labor +and, as an experiment, in 1852, brought a total of 280 coolies from China, +to work under contract for five years." + + With the Chinese came the mai Pake - the Chinese sickness - otherwise +known as leprosy. Kee Mun Ki began to get sores, and eventually, was +shipped off to the leper island. Char Nyuk Tsin accompanied him as a +kokua, or helper, and after he died she later returned to Hawaii. + + The description of the island was a fairly accurate one, comparing it +to the historical leper colony of Molokai. Conditions were terrible. When +a leper died, his or her body would either remain where it was or be thrown +into a lake by other lepers. Those who had a kokua were sometimes buried. + + When leprosy actually came to Hawaii is not known; some say about +1840. However, 1863 was the first public concern over the disease. The +Board of Health set up the colony at Molokai. Those sent were confirmed +lepers. Since conditions were so bad, "attempts were made to improve the +situation, but most of them proved ineffectual." This was partly because +not many people realized the mental as well as physical anguish that the +lepers suffered from. + + The next problem that confronted the characters in Hawaii dealt with +the sugar and agricultural industries. Whipple Hoxworth, the grandson of +Dr. John Whipple, decided to utilize a large area of the Hawaiian islands. +But they were barren, with no water to support the produce he wished to +grow. He thought of boring miles through the neighboring mountains, but +instead took a more practical approach. He found a man named Mr. Overpeck, +who had studied Artesian water - fresh water that was trapped under +pressure in the earth. He proposed to build a well (which he designed), +and as he predicted, he found millions of gallons of water. + + Factually, before Artesian wells were bored, huge ditches were dug to +carry the water to the plantations. "The first Artesian well was bored in +July, 1879, at Ewa Plantation, and thereafter, with the aid of great pumps, +the underground water supply of Oahu was made available for use." + + After whip had succeeded in buying up more than six thousand acres of +land, he turned the management of his sugar lands to Janders and Whipple, +and set out, once again, to see more of the world. When he did so, he +usually brought back various fruits. The first time he had mangoes. The +next time, he returned with orange trees, coffee beans, and ginger flower. +He did so in order to try to introduce new agricultural goods to Hawaii, +thereby gaining entrance in to new markets. + + It was very important to Char Nyuk Tsin that one of her five boys be +educated at an American college or university. Since each one was well +rounded (spoke four languages, were above high school level in some +subjects, etc.), her decision was a difficult one. She consulted +Uliassutai Karakoram Blake, the only character who "is founded upon a +historical person who accomplished much in Hawaii." Blake was a teacher at +the school that the Kee children attended. Char Nyuk Tsin finally decided, +after a lot of debate, to send Africa, one of her sons, to Michigan to +become a lawyer. + + The importance of an education was not underemphasized in Hawaii. +"Among the people of oriental or mixed background, most of whose parents or +grandparents were plantation workers, education [was] a cherished +privilege." The reason why the Orientals worked so hard was because they +did not want to revert to the "ko-hana," hard physical work, of their +parents and grandparents. + + Meanwhile, in the novel, Wild Whip Hoxworth, as he was now called, was +concentrating on getting the United States to annex Hawaii. His motive was +that he, and the eight other prominent men who owned sugar plantations in +Hawaii, were losing money to the New Orleans, Colorado, and Nebraska sugar +tycoons. Pretty soon they would all be bankrupt. The McKinley Tariff +protected the United States sugar producers by penalizing those who +imported Hawaiian sugar, and subsidized those who sold American sugar. So +Whip and the eight others devised a plan to begin a revolution, seize +control of the government, and turn the islands over to the United States. +Queen Liliuokalani was the new queen, succeeding her brother after he died. +She wished that the non-Hawaiian enterprises would leave; this included +Whip and his companions. The coalition planned to begin a revolution, with +the help of their friend and relative Micah Hale - a minister. There were +two problems, though. First, would the rican warship at Honolulu send US +troops ashore to fight the revolutionaries, and second, if they seized +control of the government, would the United States recognize them as the +legal government of Hawaii? Both questions were answered at the same time: +The ships men would have the simple orders to "protect American lives" (the +revolutionaries were Americans also), and if they seized control of the +government, they would be the de facto government, and the American +Minister would immediately recognize them. + + Whip fooled Micah into wanting to get the United States to annex +Hawaii, because he scared him with stories that Japan, England, or Germany +might want to take over the islands. When the revolution began, the troops +marched ashore. The sugar plantation owners immobilized the queens troops, +and Liliuokalani abdicated the throne. But before the Treaty of Annexation +could get through the Senate in February, 1893, Cleveland was President: A +Democrat protecting the sugar companies of the United States. He dropped +the discussion of the Annexation of Hawaii, and sent investigators to see +how Liliukalani would like her government restored. She said she would +have to behead the sixty or more Americans that aided in the revolution if +her government was restored. This outraged everyone. Despite Whips own +many outrages to Hawaii and America, on July 6, 1898, the American Senate +finally accepted Hawaii by a vote of 42 to 21. + + Supposedly, in history, an underground organization which included many +well known business men, under the title of "Committee for Safety," +acquired ammunition, rifles, and other arms. On January 16, 1893, with +help from the marines on the USS Boston, who were "protecting American +property"), the revolution was started. Since most of the Queen's cabinet +was made up of Americans, she was helpless, and decided to abdicate the +throne until the Americans reinstated her position. The revolutionaries +went under the title of the Provisional Government, and had Judge Sanford +Dole as their President. President Grover Cleveland denied the request for +annexation because he was alarmed by the events at Honolulu. Secretary of +State John Gresham declared that "it would lower our national standards to +endorse a selfish and dishonorable scheme of a lot of adventurers." When +Albert S. Willis, the new Secretary of State, informed Liliukalani that +Cleveland would restore her throne, she said th according to Hawaiian law, +Thurston, the leader of the revolution should be beheaded. Unlike the +novel, she was willing to forgive and forget, but the Provisional +government refused the idea of abdicating. + + On July 4, 1894, the Provisional government established a minority +government, the Republic of Hawaii because hopes for annexation in the near +future were crushed. However, when the strategic importance of Hawaii in +the Spanish American war was recognized, annexation occurred on August 12, +1898. + + Once again the novel turns to the Kee Hui and the Chinese community. A +hui is a large family, bonded together for economic interests. On December +12, 1899, an old man died of the bubonic plague. Others began to catch it. +If nothing was done it would quickly become an epidemic. The four houses +of the victims were ordered burned after much controversy. But there were +still many hiding from the quarantine of thousands of Chinese. It was +proposed that the fire department should burn half of Chinatown, to save +the other half and the rest of the islands. Unfortunately, when the blaze +was started, the wind threw it in the wrong direction and All of Chinatown +was quickly engulfed in a great conflagration. The hardest hit out of all +were the Kees - they had the most to lose. + + Again the novel is fairly accurate in its account of history. In 1899, +Bubonic plague did break out in Hawaii. + + "A strict quarantine was placed around the area, and military guards +were stationed at the boundaries of Chinatown. All schools were closed, +and no Oriental was permitted to leave the city." Suspicion was roused +when the Chinese found that the precautions taken for them were not taken +for the few haole (Caucasian) cases. + + The houses of five plague victims were ordered burned. As in the +novel, the fire began under control. But when the wind shifted, it turned +toward Chinatown. There was a riot when people rushed to their houses to +get their belongings. A total of 38 acres were burned, and 4500 people +were left homeless. Once again, when the Chinese could not be convinced +that the Board of Health had not purposely destroyed their homes, it is +seen that Michener follows history closely. The Chinese took it +personally, and would not forget the cruel act. + + The fifth chapter, "From the Inland Sea," involves the arrival of the +Japanese plantation workers, the introduction of a good breed of pineapples +to Hawaii, the bombing of Pearl Harbor, and the Japanese-Americans from +Hawaii in World War II. + + Kamejiro Sakagawa was the Japanese immigrant to Hawaii that Michener +followed most closely. In 1902 his family decided he would go to Hawaii +for five years on a work contract. Before he left he fell in love and +swore that he would return. Like most of the other 1850 Japanese laborers +how left that day, in September, 1902, Kamejiro would not return. After +arriving, the Japanese were sent to their new houses on the plantations. +They were told to obey the lunas (the plantation officials). A few days +later Kamejiro approached Whip Hoxworth to get some corrugated iron for a +hot bath. After a long, tense period of time, Hoxworth gave him the metal. +The Japanese needed to take daily hot baths. But they were better workers, +so Whip did not mind. + + Historically, in 1868, 148 Japanese went to Hawaii. Various +misunderstandings occurred, as they did in the novel. For example, +whenever a language barrier or a misunderstanding was reached, the lunas, +usually Germans, violently subdued the Japanese workers. + + Whip once again turned to his agricultural fancies. He had a theory +that pineapple and sugar were natural partners - sugar needs a lot of water +(one ton for one pound of water), and pineapples do not. Sugar thrives on +low fields, and pineapples thrive on the higher lands. Since he had tried +to grow pineapples unsuccessfully many times before, and was having +problems importing a special breed of pineapples (Cayennes, from French New +Guinea), he decided to enlist the help of a certain botanist, Dr. +Schilling. Schilling sold him 2000 prime Cayenne crowns that he would grow +in Hawaii. The Cayennes grew beautifully, and Whip was pleased. + + Nobody actually knows who brought the first pineapple to Hawaii. +"After annexation, when the American customs duties were no longer charged +on Hawaiin fruit, a band of farmers from southern California settled around +the town of Wahaiwa, in the middle of the island of Oahu. They grew +several kinds of crops, including pineapples." James D. Dole later started +the Hawaiian Pineapple Company. + + The next major event in Hawaii was the bombing of Pearl Harbor by the +Japanese. It took everyone totally by surprise - no one knew that the +Japanese fleet was moving in, and they were now bombing. Shigeo Sakagawa, +on of Kamejiro's sons, was delivering a telegraph cable when it happened. +The announcements on the radio that he heard at the house of one of his +deliveries went as follows: "I repeat. This is not a military exercise. +Japanese planes are bombing Honolulu. I repeat. This is not a joke. This +is war." + + In truth, at 7:55 in the morning (Hawaiian time), on Sunday, December +7, 1941, "366 Japanese bombers and fighters struck at the American warships +lying at their moorings at Pearl Harbour. Four of the American battleships +were blown up, or sank where they lay at anchor." Four battleships and +eleven other ships were badly damaged or sunk. The damage was phenomenal: +2330 Americans were dead or heavily wounded. The Japanese only lost 29 +airplanes, five small submarines, and 64 men. One Japanese was captured by +the Americans. + + "With Hawaii under martial law, the army and navy could do as they +pleased. Japanese language radio programs were ordered off the air, and +Japanese newspapers were forbidden to publish." + + Both in the novel and in history lies the fact that many Japanese +Americans were persecuted. It is said that only one percent of the +Japanese Americans were detained for security reasons. One of those, in +the novel, was Kamejiro Sakagawa. He was taken because he refused +citizenship (he still intended to return to Japan) and had worked with +dynamite. Later on, however, Hoxworth Hale persuaded the authorities to +let Kamejiro and other Japanese that he knew, go free. + + Many of the Japanese Americans, to prove their loyalty to America, +joined the armed forces. At first they were not welcomed; later on, when +they had won a great victory in Italy by saving 300 trapped soldiers from +Texas, they won back their pride. But it cost them over 800 men to save +300. The Sakagawa children proved to be heroes in the battle - two of them +died in combat. + + History tells us that after the bombing, the ROTC units were activated. +Over 300 Japanese Americans, though, were discharged without explanation. +150 of them wrote a complaint to Washington, and on June 5, 1300 Japanese +Americans went to the mainland for training. They were stationed at Camp +McCoy in Wisconsin, where many fights broke out when people called them +Japs. Two Japanese battalions joined forces and went to Italy to aid in +the cause. They quickly built a good fighting reputation for themselves. +There actually was a Texan regiment that needed saving and the Japanese +battalion did so. When they returned, "President Harry Truman reviewed the +men and attached the Seventh Presidential Citation to their colors. 'You +fought not only the enemy, but you fought prejudice - and you have won,' +Truman said" The price for winning was 650 dead." + + The sixth and final chapter of Hawaii, "The Golden Men", deals with the +characters in the novel who had made the most contributions to Hawaii, and +were good, well rounded people. Because there are many events in this +final chapter that have no historical bearing, (and due to the lengthiness +of this section - it is, after all, only an injustice to compare a thousand +page novel to history in so few pages - I have chosen not to compare the +events with the actual events in history. Conclusions + + Michener's Hawaii gives a total history of Hawaii until just before +statehood. Reading Hawaii gives a historical view of the islands; +something other than the pomp and splendor most commonly seen on the +popular travel guides. Hawaii gives a fictional account of the true story. +Never before had I realized that so much transpired in the years that +Hawaii was inhabited by Americans. The pain and suffering of the +immigrants, both Chinese and Japanese, was unknown to me. The novel cast a +whole new light on the subject of the Hawaiian islands. + + Hawaii will probably last a long time as a work of literature. Lorrin +A. Thurston, a grandson of the missionary Asa Thurston, condemned Jack +Londons depiction of Hawaii because of the poor account of history. He +wrote that, of the impressions given, most of them are false. They are +also given as facts. "Thurston charged London with the same general crimes +which James Michener would be charged with after publication of Hawaii +nearly a half a century later." Even though, I feel that, with my research +as a basis, Michener created a fairly accurate representation of Hawaii, +given the understanding that it is a fictional novel. + + Hawaii serves in history possibly to educate those who read it on the +subject of Hawaii. It is especially important because the novel shows +history not from the general public's point of view, but rather from the +diverse ethnic groups that it is about. The story is told through the +natives, missionaries, Chinese, Japanese, and the large land holders. This +total spectrum of the social class sheds light on all of the views in +Hawaii. For this reason, Hawaii is very important in American history. If +truly accurate in some areas that are difficult to research, Hawaii could +even become part of history: A history of all of the nations involved. diff --git a/textfiles.com/reports/ACE/health.txt b/textfiles.com/reports/ACE/health.txt new file mode 100644 index 00000000..f937e794 --- /dev/null +++ b/textfiles.com/reports/ACE/health.txt @@ -0,0 +1,154 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [If Multiple Personalitys] + [x]9-10 [ ]Cliff Notes [Really do Exist. ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:1828 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +MulTIPLE PERSONALITieS: +Do They Really Exist? + Multiple personalities- the existence of two or more distinct +personalities or personality states within one person. In actuality, up +to ten or even more personalities can coexist within one person, some +documented cases have revealed over one hundred. But, the question +remains, what exactly is the multiple personality disorder (MPD)? First I +will look at what exactly the disorder is. It is, in simple terms, many +complex personalities all inhabiting the same body. At any given time, one +of those personalities is in control of the body. Each one has different +tastes, style, thought process, and many other things that define a person. +However, research has proven even more than that. In clinical studies it +has been found that of the different personalities of one person, the eye +prescription, allergies, athletic ability, and even diabetes can exist in +one of the personalities and not the others. The person can switch at any +given time from one personality to another, often not realizing it. This +can account for memory loss and time loss in the primary personality, who +often does not have access to the memories of the other personalities. A +common misconception among the general public is the confusion of MPD with +the disease of schizophrenia. Schizophrenics do NOT have distinct +personalities, rather, they have hallucinations of voices outside their +heads. Schizophrenia is caused by brain malfunctions and can be treated +with drugs, whereas suffers of MPD cannot because MPD is an almost purely +psychological disorder. MPD seems to be caused mainly by incredibly violent +and terrible childhood abuse. In fact, about 98% of MPD sufferers were +abused as children. The disorder also occurs between three to nine times +more in women than men, the person being abused creates other +personalities to handle the pain. In the case of a man named Milligan, his +father beat him and sexually abused him. Then he forced the boy to dig his +own grave, burying him alive with only a stove pipe to breath through. Then +the father urinated into the pipe onto the boy's face. With that kind of +abuse, you either go crazy, die, or develop other personalities. That is +why, in many people with MPD, there are agitated and distracted child +personalities. These personalities were created in order to suffer the +pain of abuse. When the abuse was over, their call was no longer needed +and the primary personality could resume control, dropping with that second +personality all memory of the event and continuing as if nothing happened. +This type of personality exists in almost all MPD sufferers. Another common +personality is the Persecutor personality. This personality is created to +absorb the rage the person feels towards his abusers. It often lashes out, +either at other people or at the other personalities, because it believes +some of the punishment was their fault. To punish that personality it will +often harm the body of the person, not realizing it is hurting itself in +the process. A final common personality is the Protector personality. It +is created to give a feeling of protection to the child personalities and +to try to prevent the Persecutor from lashing out at others or itself. +These are obviously not all the personalities, found, but they are the most +common. Due to all these conflicting interests the personalities often +argue with each other. This is why the person often hears voices "inside +his head" whereas the schizophrenic hears them from outside in the world. +Many people dispute the existence of multiple personalities. They argue +that such an idea is impossible and that the people are simply making it +up. However, I believe the opposite, and many people share my opinion due +to one study. Around 10 years ago a Dr. Putnam conducted an experiment, +whereby he hooked several MPD sufferers up to a machine that measures brain +waves. He then subjected each personality of each person to a set of +stimuli. Each personality reacted differently, the difference was around +the same as between two separate people. The control group of volunteers +faking the disorder could produce any difference, indicating to me that +something is very different about those states of mind, and they cannot +simply make up the changes in response to stimuli, nor can they fake +diabetes and different physical requirements as I stated earlier as +examples in differences of personalities. To move on to treatment, there is +virtually no treatment a psychiatrist can offer other than extensive +psychotherapy and hypnosis. In bringing out the suffering that caused the +development of personalities, usually many personalities will "fuse" into a +more complete whole, though some retain a few personalities. Some MPD +sufferers would rather keep their personalities, they fear that the special +skills each one has might be lost if they are all fused into one big +personality. For one of the most complicated areas of this topic, I will +now discuss crimes. Crimes where a multiple personality is in any way +involved immediately become very complicated. Who is at fault? Who is +testifying when that person gets on the witness stand? Are they faking it +to get an "innocent by insanity" judgment? It is an easy way out, to lie +about having MPD to get an innocent verdict, and that must be decided by +the jury in a trial. The real problem comes when the MPD person is the +plaintiff or defendant. In one example, a woman with twenty or more +personalities ended up sleeping with a man whom she knew. He claims one of +her personalities consented to have sex with him. While having sex, one of +her child personalities came out and she thought she was being raped, +though she didn't voice this until afterwards when she complained of being +raped. He does, however, admit to knowing about her disorder. So who is +at fault here? I would have to say it is not the man's fault, she +consented and therefore it was not a rape. However, others claim else +wise. They say that since he knew about her disorder he was taking +advantage of her. I cannot agree, for as long as she consented, he didn't +intentionally commit any crime and cannot be prosecuted for it, even if it +wasn't her main personality, it was still "her." The other type of case +involving multiple personalities is even more involved, that is where one +personality commits the crime, to the others' horror and surprise. In this +case, is that person liable for the damage another personality caused? In +the example of Juanita Maxwell she had a violent personality named Wanda +who robbed two banks nine years after being acquitted on the insanity +defense for killing a seventy-three year old woman. What do you do with +this person? Do you lock them up and throw away the key? Do you release +them on grounds of insanity? Seeing as she was acquitted for murder, +apparently the legal system thinks they should be allowed to be treated. I +agree with this. However, many people disagree vehemently over this +subject. Many feel they have committed a crime and should be punished the +same as anyone else, and sometimes this happens. However, it happens more +often with men than women, who are usually steered towards the psychiatric +treatment route and are prosecuted less than men. Men offenders are viewed +as brutal beasts, while women are seen as disturbed oftentimes, or at least +that is how it seems to me. However, offenders with true MPD should not go +to jail, where conditions might worsen the disorder due to more abuse and +bad conditions. Also, in jail, there is almost no hope for diagnosis and +help, so when they are released they will not be any better than when they +went in and will probably offend again. So putting them in jail is hurting +society, not helping it by keeping them off the streets. However many are +too paranoid to realize this, they just want to throw them where they won't +be seen for a long time. These paranoiacs don't look in the long term, +just the immediate results. I feel they should go to therapy to help get +rid of their problems. Research has shown psychotherapy is the only +effective way to help MPD, and it doesn't come in prison. If they go to +therapy for 2 years and are cured it helps society more than if they are +locked out of sight for 20 years. So in cases where it can be proven it is +a case of MPD I say send them to the psychiatric ward. All in all, multiple +personalities are kind of an obscure subject. Not much research has been +done on them, though I think they have fascinating potential, both in +curiosity and in the effects of mind control on the body as I discussed +earlier, and they should be researched much more. + +Diagnostic and Statistical Manual of Mental Disorders 1990 Revision + +The Boston Globe, November 6, 1989 +The New York Times, April 17 1983 +Diagnostic and Statistical Manual of Mental Disorders 1990 Revision +The New York Times, April 17, 1983 +The New York Times, August 10, 1990 +St. Louis Post-Dispatch, Oct.10, 1990 diff --git a/textfiles.com/reports/ACE/healthc.txt b/textfiles.com/reports/ACE/healthc.txt new file mode 100644 index 00000000..dbcdf106 --- /dev/null +++ b/textfiles.com/reports/ACE/healthc.txt @@ -0,0 +1,73 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on the Concern ] + [x]9-10 [ ]Cliff Notes [of the Health Care Systm] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:544 School: Public Co/Ed State: NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Throughout the United States there has been an overwhelming concern as +to the status of the present health care system. Approximately 100,000 +people lose their health insurance each month. Unfortunately the present +system does little to nothing to aid these people. It is for this reason +that various managed health care plans have come into existence and use. +Managed health care is a system by which an outside body, such as a state +or federal government places regulations on the health care process. + + St. Luke/ Roosevelt Hospital in Manhattan is currently operating under +a managed health care plan. Vickie Powell, In-patient Pharmacy Supervisor +at St. Luke/ Roosevelt states that the approach to managed care in the +hospital involves a "Gatekeeper" mechanism. According to Powell each +patient is assigned a gatekeeper, a general practitioner who will decide if +the patient is in need of a specialist. If so the gatekeeper will make a +referral to a specialist. Providing the patient chooses to follow the +gatekeeper's referral he or she will be granted the health care benefits +covered under the managed health care plan. If they are to go against the +referral and see a doctor not recommended they do not receive the coverage +that they would under the plan. + + When asked how this would affect the pharmacy aspect of the hospital +she said "Pharmacy must become involved in the schooling of the patient +about the medicine, where this was previously the job of the nurse." +Besides this she says it would not have a great effect on her department as +opposed to the hospital as a whole. + + Managed health care plan that has received the most publicity is that +of President Bill Clinton. Clinton's plan calls for universal health +insurance, meaning that no one could be denied coverage. When faced with +the question of what happens to now coming into the hospital without any +health insurance. Powell said, "A person can't be turned away from the +emergency room with or without insurance. This causes a large deficit for +the hospital." + + One of the major problems that most critics see with Clinton's plan is +that it attempts to provide universal insurance without placing limitations +on who can receive certain types of care. These limitations are present in +the European, and Canadian plans that Clinton's emulates. An example of +such a limitation is dialysis treatment. In the other countries only +people under the age of fifty are eligible for coverage on this expensive +treatment. Ms. Powell does not see any way that the Clinton plan could go +into effect without implementing such limitations. + + Although the vast majority of Americans see a need for reform in the +health care system there are several areas for the reform that they are +asking for. The reforms can be made on the hospital level, like the plan +of St. Luke/ Roosevelt or as large as the national plan proposed by +President Clinton. Ian Blumenfeld diff --git a/textfiles.com/reports/ACE/heming.txt b/textfiles.com/reports/ACE/heming.txt new file mode 100644 index 00000000..a58fb337 --- /dev/null +++ b/textfiles.com/reports/ACE/heming.txt @@ -0,0 +1,97 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Hemmingway. ] + [x]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:654 School:Public - COED State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Autobiography on Hemingway + + Earnest Hemingway + + Earnest Miller Hemingway was borin in Oak Park Illinois. After +graduating from high school, he got a job at a paper called "Kansas City +Star". Hemingway continually tried to enter the military, but his defective +eye, hindered this task. Hemingway had managed to get a job driving an +American Red Cross ambulance. During this expedition, he was injured and +hospitalized. Hemingway had an affinity for a particular nurse at that +hospital, her name was Agnes von Kurowsky. Hemingway continually proposed +to her, and she continually denied. When Hemingway healed his injuries, he +moved back to Michigan, and had wanted to write again. Hemingway married +Hadley Richardson and was working in France, as a foreign corespondent, for +the "Toronto Star". In 1925, he wrote a book called "In Our Time", which +was marketed in New York. The next year he published a book called "The Sun +Also Rises", a novel where he had his first success. The book deals with a +group of desultory people in exile from France and Spain-members of the +"lost generation", a phrase made famous by Hemingway himself. + + In post-war years, Hemingway spent most of his time writing books. +But, when his first marriage failed, and produced a son, John, he had +married Pauline Pfeiffer, who had his next 2 children. Based in Paris, he +had travelled for skiing, bullfighting, fishing, or hunting that by then +had become what most of his work was all about. Hemingway, started writing +short stories, among them was "Men Without Women" in 1927, and "A Farewell +to Arms" in 1929. This story ("A Farewell to Arms"), shows a lovestory +within a war time setting. Many people believe that Hemingway, did his +writing at this period of his life. He once confessed "If I had not been +hunting and fishing, I would have probably been writing." (Hemingway 283 +(3)). Hemingway's stories were based on adventure, and different aspects of +it. His love of spain, and his love of bullfighting, led him to write a +book called "Death in the Afternoon". During the 1930's, Spain was in a +civil war, still having ties in Spain, Hemingway made 4 trips their. He +raised money, for a party called the "Loyalists". He wrote a book about it +called "The Fifth Column". In this book, the narrator is the protagonist. +From more experience in spain, he wrote a book called "Whom the Bell Tolls" +in 1940. This book was the most successful writing, based on sales of the +book. + + All of Hemingway's life, has been fascinated by wars. For example, in +"A Farewell to Arms", he focussed on how war had no meaning, and was +futile. Following the war in Europe, Hemingway returned to his home in +Cuba, and his fourth marriage was with Mary Welsh-a correspondent whom he +had met in London and whom he would be married to for the last time. In +1953, Hemingway recieved a Pulitzer prize for his book "The Old Man and the +Sea". As one critic put it "Hemingway was a cheerful, irascible, by turns +generous, and selfish, expansive and egocentric. Hemingway was hedonistic +and dedicated, in love with life and yet by his own admission obsessed with +death." (Hemingway 221 (2)) By 1960, Hemingway was driven out of Cuba +(Because of Castro), and moved to Finca, and then he moved to a house in +Ketchum, Idaho. Hemingway was suffering from severe depression, and anxiety +attacks. He had gone to the mayo clinic in Massachusettes, to recieve +electro-shock therapy, but it didn't work out for him at all. Later that +same year, Hemingway ended his life, with a shot gun. + + Bibliography + +1)Baker, Carlos H. + Hemmingway:A Life Story + Scribner, 1969 +2)Lynn, Kenneth S. + Hemmingway + Simon & Schuster, 1987 +3)McDowell, Nicholas. + Hemingway + Rourke, 1989 +4)Meyers, Jeffrey + Hemingway:A Biography + Harper, 1985 +5)Lovelock, James + Hemingway + Harvard University Press, 1985 diff --git a/textfiles.com/reports/ACE/hemingwa.txt b/textfiles.com/reports/ACE/hemingwa.txt new file mode 100644 index 00000000..ea10773c --- /dev/null +++ b/textfiles.com/reports/ACE/hemingwa.txt @@ -0,0 +1,68 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report about play ] + [x]9-10 [ ]Cliff Notes [Past Meridian. ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:486 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + What if two of America's most respected authors came together and +engaged in a conversation for an hour? Martin Williams tries to answer this +question in a hypothetical play called "Past Meridian." His answer is an +hour of exhausting and intense dialogue between a recreation of Ernest +Hemingway and Tennessee Williams. But they don't come together as authors, +they come together as humans who have been riddled by their own struggles +and left alone, so they believe. + + Tennessee Williams was defined throughout the play as a man who had a +somewhat contrasting life style between what was natural to him and what +the south portrayed as natural to him. For example, Williams was gay. He +first knew this when he loved a boy named Gordon at a summer camp. He was +only 15 at the time and didn't know these feelings which he was having for +he had never heard of such feelings. He was confused and disorientated +because he was different from what the South stood for in this aspect. Yet, +other than this, he did share much of the same values of his native +homeland. He wore a yellow ribbon around his neck, a clean white shirt and +tan pants, all straight and defined as was his southern accent. Finally, +his father was an alcoholic who abused him, therefore he was loyal to his +mother. All of these aspects define the character of Tennessee Williams. + + Ernest Hemingway was a man who believes that he differs greatly from +Tennessee Williams, but comes to realize that they share a common battle. +Ernest Hemingway was depicted as a man who enjoys being a traditional man +-- drinking beer and relaxing as a male on this earth. On the other hand +Tennessee Williams is a very straight-laced and smooth-talking individual +who is not fond of beer. In contrast to Tennessee William's mother, +Ernest's mother was a mean and cruel woman. Ernest refers to Williams's +mother as a "bitch" when Williams described his mother as "a woman who +would bake the finest cookies in the south." But Hemingway and Tennesse +WIlliams have one thing in common -- they both love men. Hemingway, like +Williams, had a love in his life who was named Karl. Karl was the true +bullfighter depicted in Ernest's book, "The Bullfighter." Hemingway +describes him as a "beautiful man." Yet no one knows this bit of +information which is kept in Ernest's closet. Now, Hemingway unl s the key +for one man, Tennesse Williams. All of these events add to a collision +course between two great authors, or better yet, two confused men. + + "Prime Meridian" is a play about two men who come to realizations with +one another. Through monologues and battles they discover one another and +ultimately come to a striking realization. These two men would be perfect +for each other. To observe this play, one must definitely have an opened +mind! + diff --git a/textfiles.com/reports/ACE/hemp.txt b/textfiles.com/reports/ACE/hemp.txt new file mode 100644 index 00000000..82aeb9dc --- /dev/null +++ b/textfiles.com/reports/ACE/hemp.txt @@ -0,0 +1,537 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Article on Hemp from ] + [ ]9-10 [ ]Cliff Notes [the April 1990 High ] + [x]11-12 [ ]Essay/Report [Times Magazine ] + [ ]College [x]Misc [ ] + + Dizzed: 11/94 # of Words:4495 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Article copied work for work from April 1990 Issue of High Times Magazine +pages 37-41 and page 57. + +"OUR CHALLENGE TO THE WORLD: TRY TO PROVE US WRONG-- + + If all fossil fuels and their derivatives (coal, oil, natural gas, +synthetic fibers and petrochemicals) as well as the deforestation of trees +for paper and agriculture (e.g., Brazilian & Indonesian rainforests), are +banned from use in order to save the planet, preserve the ozone layer and +reverse the greenhouse effect with its global warming trend: Then there is +only one known renewable natural resource able to provide all(underlined) +of the following goods and essentials such as paper and textiles; meet all +of the world's transportation, home and industrial energy needs, and clean +the atmosphere-- all at the same time--our old standby that did it all +before: Cannabis Hemp. . .Marijuana! + + The industrial revolution moved hemp to a place of lesser importance in +world commerce due to the lack of mechanized harvesting and breaking +technology needed for mass production. But this natural resource was far +too valuable to be relegated to the back burner of history forever. + + In 1916, a U.S. Department of Agriculture bulletin predicted that once a +docortication and harvesting machine was developed, cannabis would again +become America's largest agricultural industry. Some 22 years later, +Popular Mechanics introduced a new generation of investors to just such a +device, (See the February 1989 issue of HIGH TIMES.) which brings us to +this next bit of history: + + A PLAN TO SAVE OUR FOREST + + Some canniabis plant strains regularly reach treelike heights of 20 feet +or more in one growing season. + + In 1916, the U.S. Department of Agriculture wrote in special bulletin +No. 404 that one acre of cannabis hemp, in annual rotation over a 20-year +period, would produce as much pulp for paper as 4.1 acres of trees over the +same 20- year period being cut down; and this process would use only 1/5 to +1/7 as much sulfur-based acid chemicals to break down the glue-like lignin +that binds with the fibers of the pulp. + + All this lignin must be broken down to make pulp paper. Hemp is only 4% +lignin, while trees are 18-30% lignin. Thus hemp provides four times as +much pulp with five to seven times less pollution (and yet, today is +totally illegal, as it has been for the last half-century). + + This hemp pulp-paper potential depended on the invention and engineering +of new machines for stripping the hemp by modern technology. This would +also lower the cost of and demand for lumber for housing and at the same +time help re-oxygenate the planet. + + As an example: If the new (1916) hemp pulp paper process were legal +today, it would soon replace about 70% of all wood pulp paper, including +computer printout paper, corrugated boxes and paper bags. + + Pulp paper made from rags or machined from 60% to 100% hemp hurds is +stronger and more flexible than paper made from wood pulp and makes a less +expensive, more ecological paper, and a better one. + + CONSERVATION & SOURCE REDUCTION + + Source reduction is a cost-cutting waste control method often called for +by environmentalists: reduction of the source of pollution, usually from +manufacturing with petrochemicals or their derivatives. + + In the supermarket when you are asked to choose paper or plastic for +your bags, you are faced with an environmental dilemma; paper from trees +that were cut, or plastic bags made from fossil fuel and chemicals. With a +third choice--hemp hurd paper--available, one could choose a biodegradable, +durable paper from an annually renuewable source, the hemp plant. + + The goal is to reduce the source of pollution. Whether the source of +the pollution is CFC's (chloro-flourocarbons) from spray cans, computers +and refrigeration, or tritium and plutonium produced for military uses, or +the sulfuric acids used by papermakers, reducing the source of pollution is +the goal. + + The environmental advantages of harvesting hemp annually--leaving the +trees in the ground!--make papermaking from hemp hurds critical for source +reduction, along with the use of hemp to replace fossil fuel as an energy +source. + + ENERGY AND THE ECONOMY + + The book Solar Gas (1980), Science Digest, Omni Magazine, The Alliance +for Survival, the "Green Party" of West Germany and others put the total +figure of our energy costs at 80% of the total dollar expenses of living +for each human being. + + In validation: 82% of the total value of all issues traded on the New +York Stock Exchange, other world stock exchanges, ect., are tied directly +to: + + *Energy supply companies (Exxon, Shell, etc.) wells/coal mines (Con +Edison, and so forth); + + *Energy transportation (pipeline companies, oil shipping and delivery +companies) or; + + *Refineries and retail sales(Exxon, Mobile, Shell, So. Calif. Edison, NY +Edison, et al.) + + Americans--5% of world population--in their drive for more 'net worth' +and 'productivity' use 25% to 40% of the worlds' energy. The hidden cost +to the environment cannot be measured. Eighty-two percent of all your +dollars translates roughly into 33 of every 40 hours you work going to pay +for the ultimate energy cost in the goods and services, one way or another +(transportation, heating, cooking, lighting) you purchase. + + Our current fossil energy sources also supply about 80% of all solid and +airborne pollution which is slowly poisoning the planet. (See U.S. EPA +report 1983-89 on coming world catastrophe from carbon dioxide imbalance +caused by burning fossil fuels). The cheapest substitute for these +expensive and wasteful energy methods is not wind or solar panels, nuclear, +geothermal, and the like, but using the evenly distributed light of the sun +to grow biomass. The world's most efficient solar power source has already +been created. + + It is a plant. And on a global scale, the most energy efficient plant +is hemp, an annually renewable resource able to replace all fossil fuels. + + The early Oil Barons (Rockefeller, Standard; Rothschild's Shell; et al) +paranoically aware in the Twenties of the possibilities of Ford's methanol +scheme (Henry Ford even grew marijuana on his estate after 1937 to prove +the cheapness of methanol), dropped and kept oil prices incredibly low, +between $1 to $4 per barrel (there are 42 gallons in an oil barrel) for +almost 50 years until 1970. So low, in fact, that no other energy source +could compete with them. . . and once they were sure of the lack of +competition, the price jumped to almost $40 per barrel in the next ten +years. + + Suddenly, for whatever reason, we are now in an era when oil is not only +prohibitively expensive, but embargoes or wars by foreign nations, i.e., +OPEC, Libya, Iran, etc., can virtually hold the U.S. hostage; that's how +dependent we are on foreign sources of polluting petroleum products. +Biomass conversion to fuels should begin immediately to both stop planetary +pollution and make us energy independent. + + By the year 2000, the U.S. will have burned 80% of its petroleum +resources, while our coal reserves may last 100 years or so longer. But +the decision to continue burning coal has serious drawbacks. + + This high-sulfur coal is responsible for our acid rain, which already +kills 50,000 Americans and 5,000 to 10,000 Canadians annually. + + CLEAN, RENEWABLE FUEL SOURCE + + Fuel is not synonymous with petroleum, let's get over that. And new +hemp/biomass energy systems will create millions of new jobs! + + Hemp biomass can replace every type of fossil fuel energy product. When +hemp is grown for biomass as a renewable energy crop, CO2 (carbon dioxide) +is breathed in by the living plants to build cell structure; the left over +oxygen is breathed out replenishing earth's air supply. Then when the +carbon rich hemp biomass is burned for energy the CO2 is released back into +the air. The CO2 cycle is balanced when the crop is grown the next year. +This is the true meaning of recycling. + + Biomass conversion, utilizing the same 'cracking' technology employed by +the petroleum industry will make charcoal to replace coal. + + Charcoal contains no sulfur, so when it is burned for industry no sulfur +is emitted from the process. Sulfur is the primary cause of acid rain. +The rainfall in New England often falls between household vinegar and lemon +juice in its acidity on the -ph scale. This is bad for every cell membrane +it contacts, doing the most harm to the simplest life forms. + + The biomass cracking process also produces nonsulfur fuel oil to replace +fossil fuels. Again, no sulfur is released and the new CO2 doesn't rise +when harvested biomass is used for fuel. + + BIOMASS FOR ENERGY ABUNDANCE + + The gasses that remain after the charcoal and fuel oils are ectracted +from hemp can be used for dribing electric power co-generators, too! + + This biomass "cracking" process can produce methanol or charcoal fuel, +as well as the basic chemicals of industry: acetone, ethyl acetate, tar, +pitch and creosote. The Ford Motor Co. successfully operated a biomass +'cracking' plant in the 1930's at Iron Mountain, Michigan, using trees. +Hemp was too costly at that time, due to the labor costs of hand +harvesting. + + Finally, hemp seed contains 30% (by volume) oil. This oil makes high +grade diesel fuel oil and aircraft engine and precision machine oil. +Remember, throughout history hemp seed was made into fuel oil: the genii's +lamp burned hemp seed oil, as did Abraham the prophet's and Abraham +Lincoln's. + + Only whale oil came near hempseed oil in popularity for fuel. + + When Rudolph Diesel invented his diesel engine, he intended to fuel it +"by a variety of fuels, especially vegetable and seed oils" + + Of course all these benefits can come from hemp, a plant uniquely suited +to grow and thrive practically anywhere on Earth and to be used to reclaim +marginal land and help ease the desertification of the planet. + + Hemp is 77% cellulose, a basic chemical feed stock (industrial raw +material) used in the production of chemicals, plastics and fibers. +Depending on which U.S. agricultural report is correct, an acre of full +grown hemp plants can sustainably provide from four to 50 to even 100 times +the cellulose found in cornstalks, kenaf, or sugar cane--the planet's next +hightest annual cellulose plants. In most places, hemp can be harvested +twice a year and, in warmer areas such as southern California, Texas, +Florida and the like, it could be a "year round" crop. Hemp has a short +growing season and can be planted after food crops have been harvested. + + An independent, semi-rural network of efficient and automomous farmers +will become the key economic player in the production of energy in this +country. + + The United States government pays (in cash or in "kind") for farmers to +refrain from growing on 89 million acres of farmland each year, called the +soil bank. + + Ten million of these acres in hemp would be the equivalent of 500 +million to one billion acres of corn. + + Hemp fuel derivatives, along with the recycling of paper, etc., would be +enough to run America virtually without oil, except as petroleum +fertilizer. + + And 10 million to 89 million acres of hemp or other woody annual biomass +planted on the this restricted, unplanted fallow farmland (our soil bank) +would make energy a whole new ball game and be a real attempt at doing +something to save the Earth. + + FAMILY FARMS OR FOSSIL FUELS + + In about 10 years, when our petroleum resources have dwindled to 20% of +their original size, America will have four choices: + *Burn all our poisonous coal; + *Go to war over foreign oil; + *Cut down our forests for fuel;or + *Grow and process a variety of environmentally safe fuels from + biomass. + Farming only 6% of continental U.S. acreage with biomass would provide +all of America's energy needs and independence on fossil fuels. 'Illegal' +hemp is Earth's #1 biomass resource: capable of producing 10 tons per acre +in four months. + + Hemp is easy on the soil, and ideal crop for the semi-acrid west and +open range land. (Adam Beatty, vice president of the Kentucky Agricultural +Society, reported instances of good crops of hemp on the same ground for 14 +years in a row without a decline in yield. "Southern Agriculture," A. +Beatty, C.M. Saxon & Co., NY; 1843. p. 113.) + + It is the only biomass source available that is capable of once again +making the U.S. energy independant. + + Legal hemp would return billions of dollars worth of natural resource +potential back to the farmers and bring millions of good jobs in energy +production to America's heartland. + + Hemp energy farmers will become our producers of raw materials for many +of the nation's needs. Family farms will be saved. + + Crops can be tailored to the needs of the nation. Biomass can be grown +for fuel at about $30 per ton or seed crops can be pressed for oil; the +left over seed cake makes a high protein raw food resource. + + Hemp grown for fiber will bring the paper and textile industry back to +the local communities and out of the hands of the multinational +corporations. + + + THE CATCH + + The "catch" is obvious: The energy companies! They own most of the +petro- chemicals, pharmaceutical, liquor, and tobacco companies, and are +intertwined with the insurance companies and banks that own them in such a +way as to make untangling their various interlocking directorates +(plutocracies) a Herculean task for even the most dedicated researcher. + + Many politicians now in power, according to the press, are bought and paid +for by the energy companies, and their U.S. government arm is the CIA, a.k.a. +"The Company" (Robert Ludlum, et al). The Bush/Quayle administration is +uniquely tied to oil, newspapers, and pharmaceuticals--as well as the CIA. + + The world stuggle for money is actually a struggle for energy, as it is +through energy that we may produce food, shelter, transportation, and +entertainment. It is this struggle which often erupts into open war. + + It may not be that if we remove the cause, the conflicts will also be +removed, but the possibility is strong enough that we must try. + + Ultimately, the world has no other rational environmental choice but to +give up fossil fuel. + + + ENERGY SECURITY + + At this point, we can tell OPEC goodbye forever. The national balance +of payments deficit is cast by the wayside and your personal energy bills +can by cut by at least 50%, and perhaps as much as 90% with biomass from +hemp and recycled waste. No more elderly or poor people freezing to death +or living in misery in the winter. If introduced to Third World nations, +hemp biomass could drastically cut our overseas aid and reasons for war, +while raising the quality of life there by quantum leaps. The world's +economy will/should boom as it never has before. + + FREE ENTERPRISE--HIGH PROFIT + + There are many other areas of the economy that would benefit from the +re- legalization of hemp and dr-regulation of commerce in non-smoking hemp, +according to the non-profit Business Alliance for Commerce in Hemp (BACH). +Research by this Los Angeles-based business association indicated there are +around 50,000 non-smoking commercial uses for hemp that are economically +viable and market competitive. These include: + + A CHANGE IN HIGH FASHION + + The arrival of newly imported hemp-cotton blended clothing from China in +1989 signals the beginning of a new era for the rapidly changing world of +fashion. (Joint Venture Hempery and the Hemp Colony imports shirts and +shorts with the Stoned Wear{registered trademark} label can be found at a +number of retail outlets or ordered through the mail.) Public distaste for +the cruelty of using furs and leather, along with the search for +comfortable, natural fabrics to replace synthetics and fashion-conscious +society's ever-changing trends and tastes all offer a great opportunity to +re-invigorate the domestic textile manufacture and retail trades. Drawing +on hemp fibers' special attributes--absorbency, insulation and strength, +clothing manufacturers and designers will once again put hemp into linen to +produce new lines of durable and attractive clothing and textiles. +Outerwear, warm bedsheets, soft towels (hemp is more water obsorbent than +cotton), diapers (even disposable ones that you don't have to cut down +trees to make), uphostery, wall coverings, natural rugs--all these can now +be designed and made from hemp: generally better, cheaper and more +ecologically. Trade barriers and laws restricting the use of imported +cannabis fibers need to be removed. Hemp textiles will not be fully cost +competitive until hemp fiber can be grown and processed domestically, to +avoid import fees and lower the costs of transportation. + + HOW AND WHY WOULD YOU EAT CANNABIS HEMP + + The marijuana hemp seed (which is technically a fruit) is the second +most "complete"--with the eight essential amino acids--vegetable protein +source on our planet. Soybeans alone have a bit more protein. However, +hemp seed is many times cheaper and its protein potential can be utilized +better than soybean by the human body. In fact, the marijaunna seed is the +highest in enzymes and overall amino acids of any food on our planet, +including the soybean. Hemp seed extracts, like soybens, can be spiced to +taste like chicken, steak, or pork and can be used to make tofu-type curd +and margarine, at less cost than soybeans. (U.S. Agriculture Index; The +Marijuanna Farmers, 1972, Frazier.) Hemp seed can be pressed for its +vegetable oil, leaving a high protein seed cake as a byproduct. Sprouting +any seed improves its nutritional value, and hemp can be sprouted and used +like any other seed sprout for salads or cooking. "Hemp is a favorite +[bird seed] because of its nourishing oily content." (Birds in the Garden, +Margaret McKenny, 1939.) When cannabis hemp is grown for seed, fully half +the weight of the mature female plant is seed! One almost-instant +potential benefit is that all domesticated animals (dogs, cats), farm +animals and poultry could be fed a nearly complete diet with just hemp seed +extract protein and fat. These two factors alone (everything else being +equal) will allow animals maximum weight gain for less than current costs +without any artificial growth steroids or other drugs currently poisoning +the human race and food chain. In fact, hemp seed cake, the byproduct of +oil processing, was one of the world's principal animal feeds until this +century. Hemp seed can be ground into meal, cooked, sweetened and combined +with milk and made into a nutritional breakfast cereal--like oatmeal or +cream of wheat. This type of porridge is known as a gruel. Hemp leaves +can also be brewed into a healthy tea and either medicinally or drunk as a +beverage. + + SPECTRE OF WORLDWIDE FAMINE + + The marijuana seed's combination of amino acids, enzymes and edistins +make more food protein and nutrients usable, and better than anything else. +It allows a body with nutrition-blocking tuberculosis or almost any other +ailment to get maximum nourishment. By itself, widespread use of hemp seed +food protein would save many of the world's children currently dying from +protein starvation! An estimated 60% of all children born in Third World +countries (about 12-20 million a year) will die this way before reaching +five years of age. Many times that number have their lives dramatically +shortened and/or their brains decimated. Remember hemp is a hearty plant +that grows almost anywhere, even in adverse conditions. Futhermore, recent +studies indicate that depletion of the ozone layer threatens to reduce +world soya production by a substantial amount--up to 30% or even 50% +depending on the fluctuation of the density of the ozone shield. But hemp, +on the other hand, resists the damage caused by increasing ultraviolet +radiation and actually flourishes in it by producing more cannabinoids +which provide protection from ultraviolet light. Australia, as many +countries have thoughout history, survived two prolonged famines in the +19th century using nothing but marijuana seeds for protein and marijuana +leaves for roughage. It's no wonder that some Central and South Americans +hate America and want us out; they see us as ignorant killers. For years, +our government demanded the paraquat poisoning of their lands: Lands these +farmers had grown cannabis on by law since 1564, when Prince Phillip of +Spain had ordered it grown thoughout his empire to provide food, sails, +rope, towels, sheets and shirts--as well as providing one of the people's +most important folk medicines for fever, childbirth, epilepsy, and +poultices for rheumatism. Today if caught growing their old staple, +cannabis, their U.S. supported government/military expropriates their +lands. In exchange for doing this to their people, the leaders then +qualify for American foreign and military aid; all because of marijuana, +one of their people's oldest livelihoods, folk medicines, food staples and +joys. + + A FUNDAMENTAL BIOLOGICAL LINK IN THE FOOD CHAIN + + Our politicians who made these marijuana prohibition laws based on years +of disinformation, may have doomed not only birds but the human race to +extinction from another direction. Birds in the wild are essential to the +food chain; and they continue to diminish in population due to--among other +things, such as petrochemical pesticides--the lack of hemp seed! With hemp +seed in their diet, birds will live 10-20% longer. And their feathers have +more oil, allowing longer flight. There were more than 10 million acres of +seed-laden cannabis hemp growing wild in the U.S. prior to 1937, feeding +hundreds of millions of birds as their favorite and most necessary food +until our government began its policy of total eradication of this primary +link in the food chain. Oblivious to these inherent biocide (killing all +life) dangers, our government +(Reagan/Bush/Quayle/Rangel/Biden/Bennett/DuPont, et al.) continues to +escalate these programs of extinction unabated, both here and abroad, at +the insistence of the DEA. And not only hemp (read planet savior): DuPont +has created strains of grain--for example wheat--that will only grow with +thier petro-chemical fertilizers. Their intention is to eradicate the +surviving natural wheat and rye seeds, in the name of their personal +corporate profits, leaving the planet (and all humans) soley at their +corporate mercy for their hybrid strains which must have their +petro-chemical fertilizers and pesticides. Corn is already so hybridized +that it is not expected to last 50 years without human cultivation. If for +any reason these hybrids die out--as hybrids are apt to do--we will be +without wheat forever. + + STURDY PAPER PRODUCTS + + The devastated environments and job markets of American Nothwest and +other timber regions stand to make a dramatic comeback once hemp is +reintroduced to the domestic paper industry. Paper mills can return to +full production levels and loggers will find new work in hemp trades. +Truck drivers can continue to haul pulp to the mills, and lumber for +contruction, although the price of lumber will go down as other demands on +our timber resources are reduce by substituting farm-grown hemp for forest +grown wood pulp. There will also be a lot of work to do in reforestation. +Our rivers will go through a period of recovery following the 60-80% +reduction of paper making chemicals being dumped into them when hemp +replaces wood pulp in the paper industry. This means more fish and more +fishing, as well as increased camping and tourism in the beautiful and +vital new growth forest regions. + + SPIN-OFF TRADES & TAXES + + Hemp cellulose and oils can be used for literally tens of thousands of +other uses, from paints to dynamite. As each new hemp trade develops, +money will flow from it to re-energize seemingly unrelated areas of the +economy. The American worker and soon-to-be-rich entrepreneurs will bring +millions of new jobs and new products to the marketplace. They will also +buy thousands of homes, cars and other non-hemp hoods; thus stimulating a +real economic expansion based on the ripple effect, rather than +trickle-down economics-- pumping money directly into the bloodstream of the +American heartland and commodities areas. Farms, banks and investment +houses would also realize large profits, and the billions of hemp-dollars +in the legitimate economy would increase tax revenues and increase the +liquid capital available for investment and purposing of consumer goods. +Federal, state and local governments would realize a windfall of hundreds +of millions of dollars in tax revenues without raising taxes. "If the +marijauna, cocaine and heroin markets were legal, state and federal +governments would collect billions of dollars annually,"(assistant +professor of politics at Princeton University Ethan) Nadleman said. +"Instead, they expend billions in what amounts to a subsidy of organized +criminals."(L.A. Times, Nov.20, 1989, p.A-18.) And of course, there's all +the money already being made off smoking marijuana; $43 billion in 1988, +according to the DEA. Add to that the huge (but surpressed) home growing +and smoking accessories industries, as well as the necessary farm equipment +for production, looms, etc, and hemp could erase the national debt in a +matter of a few short years. Land values will rise in depressed rural +areas, helping rescue farmers, developers and speculators who might +otherwise have to default on loans and further worsen the savings and loan +crisis. + + LAND & SOIL RECLAMATION + + Land reclamation is the final and perhaps most compelling economical and +ecological arguement for hemp cultivation. Until this century, our +pioneers and ordinary American farmers used cannabis to clear fields for +planting, as a fallow year crop, and after forest fires to prevent +mudslides and loss of watershed. Hemp seeds put down a 10- to 12- inch +root in only 30 days, compared to the one-inch root put down by the rye or +barley grass presently used by the U.S. Government. Southern California, +Utah and other states used cannabis routinely in this manner until about +1915. It breaks up compacted, overworked soil. In the formerly lush +Himalaya region of Bangladesh, Nepal and Tibet there is now only a light +moss covering left as flash floods wash thousands of tons of topsoil away. +In 1964, Bangladesh (from bhang-cannabis, la-land, desh-people) signed an +'anti-drug' agreement with the U.S. not to grow hemp. Since that time the +'marijauna-land-people' have suffered disease, starvation and decimation, +due to unrestained flooding. Hemp seeds sown free from airplanes flying +over eroding soil could reclaim land the world over. The farmed out desert +regions can be brought back year after year, not only slowing the genocide +of starvation but easing threat of war and violent revolution. + + NATURAL GUARD + + Instead of National Guard, why not establish a Natural Guard of +environmental soldiers to be our front line for survival--planting trees, +harvesting biomass (eg. hemp) from marginal farm lands and re-building the +infra-structure of America: Our roads, bridges, dams, canals, railroad +tracks. Isn't this the humane, civilized and socially responsible way to use +our human resources, rather than warehousing people like animals in prison? + + OUR CHALLENGE TO THE WORLD: TRY TO PROVE US WRONG-- + + If all fossil fuels and their derivatives (coal, oil, natural gas, +synthetic fibers and petrochemicals) as well as the deforestation of trees +for paper and agriculture (e.g., Brazilian & Indonesian rainforests), are +banned from use in order to save the planet, preserve the ozone layer and +reverse the greenhouse effect with its global warming trend: Then there is +only one known renewable natural resource able to provide all(underlined) +of the following goods and essentials such as paper and textiles, meet all +the world's transportation, home and industrial energy needs, and clean the +atmosphere-- all at the same time--our old standby that did it all before: +Cannabis Hemp . . . Marijauna! diff --git a/textfiles.com/reports/ACE/henry.txt b/textfiles.com/reports/ACE/henry.txt new file mode 100644 index 00000000..7187e936 --- /dev/null +++ b/textfiles.com/reports/ACE/henry.txt @@ -0,0 +1,160 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Henry Ford ] + [ ]9-10 [ ]Cliff Notes [(The Car Guy) ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1457 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Henry Ford: A Life in Brief + + Henry Ford grew up on a small farm near Dearborn, Michigan. As Henry +grew up, he spent most of his free time tinkering, and finding out exactly +how things work. A pastime that developed thinking and logic abilities. +But being a farmer's boy, he had little spare time, for there were always +chores to be done. By twelve years of age, Henry was doing a man's work on +the farm and had begun repairing machinery for neighbouring farmers. His +father pleased when Henry would repair a harness, reset a tool handle, or +make some hinges for furniture but he was not pleased however, when his son +repaired things for neighbours, as he often did, without charging them a +cent. It was one day when Henry saw a steam engine powering a farming +machine that he dreamed that one day he would build a smaller engine that +would power a vehicle and do the job that horse's once did. + + Shortly after Henry turned thirteen, his mother died. Henry became +very discontent with living on the farm but he stayed for another three +years. When he was sixteen he finished his studies at the district school. +Against his father's will, Henry moved to Detroit, ten miles away. + + In Detroit, Henry worked eleven hours a day at James Flower & +Brothers' Machine Shop for only $2.50 a week. As this was not enough to +pay for board and room, Henry got an evening job at Magill's Jewelry Shop +for $2 each week, at first only cleaning and winding the shop's large stock +of clocks. Soon though, he was repairing them also. + + After three years in Detroit, and ceaseless persuasion from his +father, Henry moved back to the farm at the age of nineteen. Farm work was +no more appealing than before. Henry did enjoy the birds and the wildlife +in the country, and he liked operating and repairing a steam threshing +machine so he stayed. At a dance on New Year's Eve in 1885, Henry met a +dark-haired young woman, Clara Bryant, who lived only a few miles away. In +1888 Henry and Clara were married. As a gift, Mr. Ford gave Henry and his +bride forty acres of wooded land. Henry built a small cottage and they +lived off the land. Henry's father thought Henry was content and had +settled down for life, but this was not to be so. All of Henry's spare +time was still spent on engines. Three years after their marriage, Henry +saw an internal-combustion gas engine in Detroit. He decided that this is +the engine that he would have to use on his car. He had to move back to +Detroit. + + For two years Henry worked nights as a steam engineer for the Edison +Illuminating Company. He worked every night from 6 P.M. to 6 A.M. and +earned $45 a month. After working hours he experimented on his gas engine. +His wages barely paid for living expenses and for tools and materials for +his tinkering. But his wife was cooperative and did not complain but +rather, encouraged him. + + In November, 1983, a son was born to Henry and Clara, they named him +Edsel. A few weeks later, just before Christmas, Henry had completed his +engine. A successful testing of the engine excited Henry and he decided to +build one with two cylinders. Slightly over two and a half years later, +Henry had built his first horseless carriage with four bicycle wheels and +seat. His contraption would not fit out of the workshop so he simply +knocked out a portion of the wall. The car tested successfully, but was +very impractical as someone on a bicycle had to ride ahead to warn the +people with horses as the car startled them. + + Henry quit his very promising job at the Edison Illuminating Company +on August 15, 1989. He was to head the new Detroit Automobile Company. +Instead of producing any cars though, Henry spent the money on improving +his design. The experimental models that he produced cost a great deal of +money and a little more than a year later, the Detroit Automobile Company +had failed. To gain supporters, Henry built a racing car. If he could win +a race, he could get backers and form his own company. Henry did +successfully win a race in October, 1901 and acquiring backers became no +longer a problem. + + On November, 1901, the Henry Ford Company was formed. This company +fared no better than the previous. Ford still wanted to build a low-priced +car that ordinary people could afford to buy and drive. Ford would not +sacrifice his standards for the profit. (Much unlike his portrayal in Brave +New World). Finally in June, 1903, a third company, the Ford Motor +Company, was incorporated. + + Ford continued working on his "cheap" design. It was ready shortly +after the new company's formation and orders came in faster than they could +be filled. Ford, Charles Sorensen and a small group of dedicated engineers +began working on a "universal car." By October, 1908, the Model-T had been +constructed. Again orders began coming in faster than they could be +filled. This presented Ford with his next challenge, to increase the +production rate of the automobiles. Sorensen and Ford finally came up with +the assembly line idea. Rather than having the men go to the work, the +work would come to the man, brought along on pulleys and chains overhead. + + One problem bothered Ford increasingly, however. Assembly- line work +was monotonous and uninteresting. The Ford factory had a great turnover of +employees, and too much time was wasted in training new men. The men were +currently only being paid the minimum wage of $2 a day. Ford decided (much +to his colleagues' displeasure and protest) that the men would be paid $5 +and that the work day would be shortened to that of an eight-hour day. +Some people praised him as a great humanitarian. Others denounced Ford as +a madman, a crackpot, and a villain. One may have considered Ford unjust +in making his men work on the assembly line, this is not so. Ford had more +than doubled the wages of his men, shortened their work day, and thereby +tried to give the employees a share of the profits. + + Ford eventually resigned as president of his company and gave control +to Edsel. Conflicts rose between Edsel and Henry. All his life, Ford had +been in charge, calling the shots. Now, even though Edsel was President in +name, none of the decisions went without Henry's approval. Edsel had +wanted to produce a new model for several years, and finally Henry +consented. In December, 1927, the Model A was unveiled to the public. +Sales soared. This was last real success that Henry Ford saw in his +company. The great depression was coming, sales dropped, and labour unions +formed. Originally Ford had "factory police" to monitor the men and keep +away people related to union, but on June 18, 1941, the men went on strike +and Henry was handed a union contract. It spelled out the terms on which +his men would work, and even set the speed of the assembly line. Ford +refused to sign. Only after his wife threatened to leave him, did Henry +sign. He did not just sign, he gave them better terms. Henry felt a need +to dictate. He had always been in control, and this was time was no +exception. War broke out in December, 1941. Ford's factories were +converted to plants that constructed war machines. Even in this time, Ford +kept his love for nature and the old times. Henry constructed a museum. +He even had his father's old farmhouse rebuilt. It was in 1942 that his +son Edsel died of cancer. The shock nearly killed old Henry, but rather +than give up his hold on the Ford Motor Company, he made himself President +once more. He was old now, and in 1945 he relinquished all responsibility +to Edsel's son, Harry II. The Ford Company took on new life under young +Henry, but Ford was not around to see it. In 1947 Henry Ford fell ill and +took to his bed. On April 27, alone with his wife and one servant, Henry +died at age eighty-four. + + After his death, a foundation was formed to administer his vast +fortune. The foundation gave substantial support to various projects in +the arts, in medicine and in other important areas of American life. Ford +was a great man who revolutionized our world. Ford put the world on wheels, +and in so doing, he made it a smaller world. + + Bibliography + +Montgomery, E. Henry Ford: Automotive Pioneer. Illinois: Garrard + Publishing Company, 1979 + +Paradis, A. Henry Ford. New York: Putnam's Sons, 1968 diff --git a/textfiles.com/reports/ACE/henry4.txt b/textfiles.com/reports/ACE/henry4.txt new file mode 100644 index 00000000..6c65ea5f --- /dev/null +++ b/textfiles.com/reports/ACE/henry4.txt @@ -0,0 +1,64 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Play ] + [x]9-10 [ ]Cliff Notes [Henry iV and Similarites] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:457 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Falstaff and King Henry: Similar Characters + + Throughout the play Henry IV:Part I,there are many similarities +between characters. Two that seem particularly alike are Falstaff and King +Henry. Their common traits are demonstrated by Shakespeare in many subtle +and not-so-subtle ways. While Falstaff seems to be able to accept himself +for what he is, the King appears to be tied up in his image as a great +ruler, and thus will never admit to being anything less than great. + + The characters of Falstaff and the King at first seem to be +diametrically opposed opposites in terms of personality, yet they share +many common traits. Falstaff is a thief; he admits to being a robber of +purses, and, in fact, is pursued by the Sheriff at one point. The king is +also a thief; instead of robbing purses from travellers, he stole an entire +empire from Richard II, whom he also had murdered. In their ways of dealing +with people, especially under uncomfortable circumstances, the two also +behave in like ways. It is well known that Falstaff often works his way +out of unpleasant situations using only his wit. The King is continuously +modifying his behavior to suit the occasion, such as when he is dealing +with Hotspur and the opposing Vassals and when he deals with Hal at the +royal court. Both Falstaff and the King live,to a great extent, by the +sharpness of their minds: Falstaff as a criminal, and the King as a +politician. Another similar facet of these two characters is their view of +bravery. Both the King and Falstaff subscribe to the theory that it is +better to avoid danger and thus avoid the possibility of harm than to take +risks. Falstaff does this on several occasions,such as when he played dead +during the battle to avoid injury. At this same battle, the King employed +similar tactics, when he had many of his men disguised to look like him and +thus him hard to find. It is in these ways that Falstaff and the King are +alike; it would appear that their only real differences are in how they see +themselves. A politician and a thief can be said to have many things in +common. The amount of similarity between Falstaff and the King seems ironic +when shown against their sharply contrasting outward appearances. This +close comparison of the politician to the common thief that seems to +suggest that their only difference is in how they go about their tasks and +how they feel about their images. Since Falstaff admits that he is a thief +and the King doesn't, it can even be said that Falstaff is more truthful to +himself than the King is. Falstaff and the King, therefore, make an +interesting parallel. diff --git a/textfiles.com/reports/ACE/heredity.txt b/textfiles.com/reports/ACE/heredity.txt new file mode 100644 index 00000000..394337c1 --- /dev/null +++ b/textfiles.com/reports/ACE/heredity.txt @@ -0,0 +1,134 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Genetics and Heredity ] + [x]9-10 [ ]Cliff Notes [Report ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 08/94 # of Words:1000 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Introduction: + My topic is "hereditary." I have always been interested in genetics, +and this is a large branch of genetics. In this report I also plan to speak +about evolution. I would like to learn more about what causes specific +traits and what the future might bring. + +Body: + A person gets his or her traits from their parents. These traits +include everything from the person's sex to their mental abilities or +problems. These traits are hereditary because they are passed on through +genes. They get these genes from their parents and grandparents. They may +inherit innate abilities of their parents, such as an affinity for music. + + Another factor in who you are is the environment you live in. The +environment you are in may affect how you develop. For instance, if you +have a talent for music, but have no way to acquire instruments, then it is +doubtful that you will ever discover your talent with music. Physically, +you may have great potential as a runner, but, if you do not get enough to +eat, then it is doubtful that you will ever live up to your potential. + + Traits such as what you look like are inherited from your parents. +Your potential is also inherited from your parents. Chromosomes contain the +information of a person's potential height, potential strength against +disease, and other physical characteristics. + + A human being has 23 pairs of chromosomes in every cell in his or her +body (except reproductive cells). If, during a stage of growth, a fetus +somehow loses one of these chromosomes, the baby may die, or have a birth +defect. Since this error is written on their genes, they may pass it on to +their children, who may or may not have anything wrong with them. + + The way a person looks, as I have stated, is hereditary. In humans, +brown eyes are dominant. Thus, if a person with brown eyes and a recessive +blue eye gene were to marry someone with similar genes, it is most likely +their children would have brown eyes. A chart is used to show the +possibilities: + + A diagram like that could be used to find out what the eyes of a +couples children would be. The reason "B" is capitalized is because it is a +dominant trait, and the reason "b" is not capitalized is because it is a +recessive trait. + + Thus the possible combinations are BB (25% chance), or pure brown eyes, +Bb (50% chance), or a hybrid whose children may have blue eyes, or bb (25% +chance), or pure blue eyes. There is a 75% chance that the child will have +brown eyes. + + The same chart may be used for a number of traits, but in higher +animals, such as humans, there are variations. For instance if a person who +has light brown eyes has a child with a person who has dark brown eyes, the +child's eyes are likely to be medium brown. The charts are still valid +though, because not all traits are compatible. + + Recessive genes do not visibly show up when there is a dominant gene +present. A hybrid is a person who has both a dominant and recessive gene. +Their appearance is that of a person who has no recessive gene, but they +carry the recessive gene, and it is possible their children will also. + + There are also times when there is a compromise. If two genes are both +dominant, the resulting offspring will have a blend of those genes. For +example, a black rooster and a white hen mate, and the resulting offspring +are gray. The same can be said for people. + + Genes are made of deoxyribonucleic acid, or DNA for short. DNA is +shaped like a double helix, and, through combinations of adenine, thymine, +guanine, and cytosine, a gene is made. DNA determines who you are and what +your potential is. + + It is a well-known fact that drugs and alcohol can damage the fetus. +The drugs may damage chromosomes in the fetus, which may develop into a +deformity, mental problems, or even addiction to the drug. It is also +possible that a drug damaged the father's sperm cells, which damaged +inversely damaged the fetus. + + This information may be used for genetic engineering or cross +breeding. If a person where to crossbreed a type of cucumber that has a +good resistance to disease, but tastes bad, and a cucumber with no immunity +that tastes good, you may get a good tasting disease resistance cucumber. +Then again you may get disease prone bad tasting cucumber. It depends on +the dominance of the genes involved. + + Another aspect of genetics is evolution. Evolution is a series of +mutations that result positively. For example, once ducks had no webbing on +their feet. Only mutant ducks had webbing at the time. The mutant ducks +were better swimmers, so they survived attacks from predators while ducks +without webbing did not. Thus only ducks with webbed feet survived, and we +have the modern duck. Man has, supposedly, evolved from apes in a similar +manner. + + Both evolution and inherited traits are interesting sciences, which +may be important in the future. It may be possible, someday, to encourage +evolution, and perhaps manipulate traits. + +I learned... +1. that environment can affect what a person becomes in life. +2. that evolution is a part of life. +3. birth defects may be caused if the father uses drugs. +4. that hybrids may or may not be superior to the originals. +5. that the amount of chromosomes an animal has does not determine its +superiority. (People have 46 chromosomes, potatoes have 48) +Bibliography +1. Concepts and Challenges in Life Science, Second Edition, authors: +Leonard Bernstein, Martin Schachter, Alan Winkler, and Stanley Wolfe. +Allyn and Bacon Inc. Newton Massachusetts, 1986. +2. Hereditary Jean Coryyllel Lipke. Lerner Publications Company, +United State, 1971* +3.Evolution: Opposing Viewpoints Marilyn Bailey. Greenhaven Press, Inc. +Sandiego California, 1990. +*I apologize for using a concurrent book, but the information I used +from it seems valid. diff --git a/textfiles.com/reports/ACE/hero.txt b/textfiles.com/reports/ACE/hero.txt new file mode 100644 index 00000000..f83fddf5 --- /dev/null +++ b/textfiles.com/reports/ACE/hero.txt @@ -0,0 +1,123 @@ + ___ ___ ___ + ___|: |___|: \ ___|: \ DizDate: 12/95 + _______\___ \___ \___ ___\_______ WordCount: 1164 + ЋЌЌЌЌЌЌ| |: | |____| ___|ЌЌЌЌЌЌЋ + ЋЌЌЌЌЌ| | |: | |: |ЌЌЌЌЌЋ Subject/Topic is on: + ЋЌЌЌЌ| |: | |: | |ЌЌЌЌЋ [Contrast of Mark Sway, Client] + ----\___|: |\__ |\__ |---- [Dirk Pitt, Dragon and Beowulf] + њњњњњњњ\___|cd!|___/'њњњ|___/'њњњ [ ] + `, a c e ,` [ ] + `, e s s a y s ,` [ ] + + Grade Level: [ ]Grade School Type of Work: [x]Essay/Report/Term + [x]High School [ ]Informational + [ ]College [ ]Notes + [ ]Misc +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + A woman her late thirties bellowed "My Baby! My Baby!", as her baby +carriage rolled towards the bottom of the great hill. Off in a distance, a +man of around early thirties heard these desperate calls for help. The man +dashed out from his house and immediately followed pursuit of the blue baby +carriage. Within one minutes, he safely reclaimed the carriage and the +baby girl was safely returned to her mother without harm. This is an +example of how the young man is showing traits of heroism, the traits being +courage, intelligence, and strength. He was courageous to help return to +the young woman the baby carriage, intelligent to act quickly and actually +catch up to it, and his strength is shown by his ability to outrun a racing +carriage down a deep hill. Different books use different characters to +display heroism within their characters. Mark Sway of The Client is a +story of a young boy's heroic battle against the Mafia and the FBI. The +story of Dirk Pitt of Dragon is a story of how a older man of the nineteen- +hundredths can overcome evil. Beowulf of the story Beowulf is an example +of how even hundreds of years ago, heroes used the same traits as today. +Heroes of every culture of all ages share courage, intelligence and +strength. + + Courage is a prominent feature of all heroes. Within these three +books, each character, Mark Sway, Dirk Pitt and Beowulf, display signs of +Courage. Mark Sway was a courageous boy at his age of 9 years old. Mark +would never quit from continuing with an idea of his if it was for good: +"`We can't let them take the body, Reggie. Think about it. If they get +away with it, it'll never be found.'"1 What this phrase points out, is +that Mark did not want to leave the Mafia men to retrieve the body of the +Senator Boyette, for if they got the body, his efforts to keep quiet about +the whole situation would seem fruitless. Dirk Pitt used courage in order +that he can continue perusing the enemies. Dirk never gives up exposing a +plot of death and trickery of another person. Beowulf displays courage by +fighting off the Troll, the Troll's mother, and the Dragon. Beowulf would +not forfeit a fight with one of those people despite their gruesome +reputations. Beowulf made a journey to the bottom of a pool to defeat the +mother, showing his ambition and his courage to enter upon her domain and +defeat her. Mark Sway, Dirk Pitt, and Beowulf each possess the quality of +Courage amongst them. + + Intelligence is a third trait which the 3 characters share together. +Mark Sway had immense intelligence which he showed many times within the +book The Client. An example of this was when he broke out of jail faking a +collapse. He showed intelligence also when he scared the men working for +the Mafia away from the buried corpse in the garage. Dirk Pitt displayed +intelligence against his enemies, also. Dirk Pitt was very experienced in +using all the objects he was given to work with during a certain situation. +"He rapidly twisted off the connectors to a pair of six-volt dry cell +rechargeable batteries... It wasn't what Jordan and Kern would call an +earth-shattering plan, but it was all he had."2 This passage shows while +he was locked in a room in Japan, his mind continued to work to find itself +a way in which to get out. His plan he made worked and by the end of the +story was freed from the clutches of evil. Beowulf showed signs of +intelligence during his battle with the Troll. He slept in the main hall +where the Troll killed the people, leaving one eye open to watch out for +the devilish creature. His intelligence in setting the stage for him to +overpower the Troll, helped to decide if he was to win, or to lose. Mark +Sway, Dirk Pitt and Beowulf all show signs of Intelligence throughout their +books. + + Strength is another apparent trait of a hero present in all three +books. Mark Sway used his emotional strength to continue on in the face of +danger. Even when Mark Sway was confronted and scared by the Mafia men +within the hospital, he continued to use his strength and push on to find +the actual body, and keep the FBI from knowing where the body was to be +found. Dirk Pitt used strength throughout his book in many ways. One +prominent way, was when he was attacking Kumi near the end in a great sword +battle which cost Kumi's head. Beowulf displayed signs of strength +throughout his book in many ways, also. + + "Reaching out with his open hand, the fiend was about to + take hold of the hero on his bed. But Beowulf at once saw + the hostile move and propped himself up on his elbow. + The archbeast soon realized that nowhere in the world had + he ever met a man with such might in the grip of his hand." 3 + +The above passage shows how his strength was more powerful than that of a +creature of the underworld. Beowulf was the strongest whom the treacherous +creature has ever been put forth against. When Beowulf is fighting the +Troll's mother within her murky pond, he shows more signs of strength. + + "During the struggle he saw a sword which had won fame + in battle. It was a prize weapon, an ancient blade forged + by the giants. But for the fact that it was too large for an + ordinary man to use in combat, it was a choice weapon. ... + He swung its whorled blade and furiously struck, so that the + sword caught her on the neck and clashed clean through her + backbone into her doomed body." 4 + +This passage shows how he was able to carry and use successfully a sword +created for the giants and which "too large for an ordinary man" to use. +Mark Sway, Dirk Pitt, and Beowulf all displayed different signs of strength +throughout each of their books. + + The man that saved the baby from imminent death in the first paragraph, +clearly possessed the same traits that heroes of every time and culture +have possessed from years passed. Even in today's society, we have heroes +who go out of their way to help another whom possess courage, intelligence, +and strength. Mother Theresa uses her courage, intelligence and strength +to help the sick and children who are not as fortunate as you and I. After +working on this essay I realized that these traits are constant throughout +history to the present as Beowulf is a sharp contrast to the books of +today. All heroes share at least three things in common, courage, +intelligence and strength. + +Footnotes +1. The Client by John Grisham. Page 516 +2. Dragon by Clive Cussler. Page 372 +3. Beowulf translated by David Wright. Page 44 +4. Beowulf translated by David Wright. Page 64 diff --git a/textfiles.com/reports/ACE/hfinchar.txt b/textfiles.com/reports/ACE/hfinchar.txt new file mode 100644 index 00000000..5354eb6a --- /dev/null +++ b/textfiles.com/reports/ACE/hfinchar.txt @@ -0,0 +1,57 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [x]Class Notes [Notes on the Characters ] + [x]9-10 [ ]Cliff Notes [of the book Huckleberry ] + [ ]11-12 [ ]Essay/Report [Finn. ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:294 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Aunt Polly -- Tom S.'s aunt. Tom lives w/ her, is Tom's guardian. +Widow Douglas -- Lives w/ Huck, wants to sivilize Huck. Owns Jim along w/ Miss Watson. +Miss Watson -- Douglas's sister. Plays role of Huck's mom. +Jim -- Miss Watson's slave(duhh) +Joe Harper \ +Ben Rogers --> In Tom S.'s gang +Tomy Barnes/ +Judge Thatcher -- Invests hucks $6000 he and Tom found. +Pap -- Huck's dad. +--Huck lives in St. Petersville-- +Mrs. Judith Loftus -- Townlady of whom Huck visits dressed as a girl. +Jake Packard & Bill -- Holds Jim Turner against his will. Huck discovers them on a ship that's singing. +Grangefords -- Family who adopts Huck and feu w/ the Sheperdsons +Buck Grangeford -- Kid at large house who was Huck's age. +Emmeline G. -- Wrote poems & morbid pictures +Bob G. -- Oldest son, Tom G.--2nd oldest +Miss Charlotte & Sophia G.-- Grangeford Sisters. Sophia runs off & marries Harney Sheperdson. +Harney Sheperdson -- Hat shot off by Buck & Huck while riding, ran off w/ Sophia G. +Jack -- Huck's slave at Grangeford house. +Sherburn -- Killed Boggs. +Duke-- Younger one. King of Bridgewater--Older one. +Peter Wilks -- Dies in Alabama recently +Peter & George Wilks -- brothers. Wilks--died year earlier, was married. +Mary Jane--19 yrs old, George W's daughter, redhead. +Susan--George's daughter, 15 +Joanna--14 yrs old, George's daughter, "harelips" +Harvey & Williams Wilks-- Still alive, live in england. Harvey-Ф Minister, old dude.Williams--35yrs old, deaf n' dumb. +Rev. Hobson -- Does Peter's funeral +Mr. Lothrop -- Mary Jane stays here one ninght then tells everyone about Duke and King, as the plan was stated. +Doc Robinson and Levi Bell -- Believed Duke and King were not real uncles. +Sally and Silas Phelps - Holds Jim. Aunt & uncle to Tom Sawyer. +Pikesville--Where Mr. Phelps holds Jim +Nat Something--Jim's slave when held at Pikesville. diff --git a/textfiles.com/reports/ACE/his-trm.txt b/textfiles.com/reports/ACE/his-trm.txt new file mode 100644 index 00000000..dbff7d8d --- /dev/null +++ b/textfiles.com/reports/ACE/his-trm.txt @@ -0,0 +1,830 @@ + ___ ___ ___ + ___|: |___|: \ ___|: \ DizDate: 12/95 + _______\___ \___ \___ ___\_______ WordCount: 8696 + ЋЌЌЌЌЌЌ| |: | |____| ___|ЌЌЌЌЌЌЋ + ЋЌЌЌЌЌ| | |: | |: |ЌЌЌЌЌЋ Subject/Topic is on: + ЋЌЌЌЌ| |: | |: | |ЌЌЌЌЋ [16 most significant events ] + ----\___|: |\__ |\__ |---- [in history between 1789 to ] + њњњњњњњ\___|cd!|___/'њњњ|___/'њњњ [1975 - Civil War being MOST. ] + `, a c e ,` [ ] + `, e s s a y s ,` [ ] + + Grade Level: [ ]Grade School Type of Work: [x]Essay/Report/Term + [x]High School [ ]Informational + [ ]College [ ]Notes + [ ]Misc +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + After a review of United States' history from 1789 to 1975, I have +identified what I believe are the sixteen most significant events of that +time period. The attached sheet identifies the events and places them in +brackets by time period. The following discussion provides my reasoning +for selecting each of the events and my opinion as to their relative +importance in contrast to each other. Finally, I have concluded that of +the sixteen events, the Civil War had the most significant impact on the +history of the time period in which it occurred and remains the most +significant event in American history. + + The discussion begins with bracket I covering the period from +1789-1850, and pairs the number one seed in the bracket "Mexican-American +War" against the fourth seed "Louisiana Purchase". The second seed in the +bracket "Marbury v Madison" is paired against the third seed "Monroe +Doctrine". + + The purchase of Louisiana from France in 1803 was the most popular and +momentous event of the Jefferson presidency. It had several significant +economic and political implications on this period in history. From an +economic perspective it doubled the size of the United States at a price of +only fifteen million dollars. It allowed settlement beyond the Mississippi +River in a territory that was rich in minerals and natural resources. It +eliminated the United States' long struggle for control of the Mississippi +River and its outlet to the sea, and as Jefferson stated, it freed America +from European influence at its borders. In addition to these economic +implications, the purchase also had historic political implications. The +acquisition took place at a time when the government was still exploring +the powers that the Constitution had granted it. Jefferson, himself, +carefully deliberated whether the Constitution granted him the right to +acquire territory for the purpose of expandi the Union. He reflected on +the possible need for an amendment to the Constitution to justify the +action. Finally, under intense pressure, he allowed the purchase and set +an important precedent. His action established the power of the president +to expand the borders of the United States under the existing powers of the +Constitution. + + Despite the economic and political implications of the Louisiana +Purchase, the Mexican-American War (1846-1848) had more significant +historical implications on this time period. While disagreements between +the two countries had been accumulating for two decades, the war was +primarily the result of American feelings of "manifest destiny" to expand +their borders. The treaty of Guadalupe Hidalgo, which ended the war, +granted the United States the regions of California, Nevada and Utah, and +parts of Arizona, New Mexico, Colorado, and Wyoming. However, the +significant result of the war on United States' history would be the +controversy over whether the territories acquired should be slave or free. +The country, at this time, was divided between proslave sentiment in the +South and antislave sentiment in the North. Various attempts at compromise +to settle the controversy, such as "The Compromise of 1850" and the "Kansas +Nebraska Act" failed. Finally, when the issue could not be resol +peacefully, the country was drawn into a civil war. It is evident that the +outcome of the Mexican-American War became one of the most influential, +indirect causes of the Civil War. + + Both the Louisiana Purchase and the Mexican-American War expanded +United States borders and had beneficial economic impacts. However, the +implications of expansion brought about by the Mexican-American War were +more significant. While the Louisiana Purchase helped define the +constitutional powers of the president, the Mexican-American War further +exacerbated the slave issue which ultimately resulted in civil war. + + The Monroe Doctrine was the most important assertion to date of United +States' foreign policy in history. The doctrine was delivered by President +James Monroe as part of his annual message to Congress in 1823. This +statement of position would dictate the policy of the United States in +international affairs for years to come. The doctrine was in reaction to +continual interference of European nations in the affairs of Latin America. +It provided a framework for how the United States would deal with foreign +intervention in the western hemisphere. It stated that Europe was to remain +out of the affairs of countries in the western hemisphere and any attempt +to intervene would be viewed as a threat to the United States. In return, +the United States agreed to stay out of European affairs. + + Marbury v Madison is arguably one of the most important decisions by +the Supreme Court in United States' history. The case, which was presided +over in 1803 by Chief Justice John Marshall, concerned President Adams's +appointment of William Marbury as Justice of the Peace in the District of +Columbia. Adams's term ended before Marbury took office, and James +Madison, the new Secretary of State, attempted to withhold the appointment. +Marbury petitioned the Supreme Court under Section 13 of the Judiciary Act +of 1789 to force Madison to grant the appointment. The court refused to +rule on the appointment since Section 13 gave the Supreme Court powers not +provided by the Constitution. As a result, the court declared Section 13 +unconstitutional. The decision defined the role of the Supreme Court in +the government and where the court fit into the system of checks and +balances. The case established power of judicial review of Congressional +legislation and represented the first judicial sertion of its right to +declare an act of Congress unconstitutional. While the Constitution did +not speak directly to this level of judicial authority, the case created a +precedent which is still followed today. + + When comparing the immediate impact Marbury v Madison and the Monroe +Doctrine had on this period in history, Marbury v Madison is victorious. +The Marbury v Madison decision had immediate implications. It clearly +established the position and power of the court in government. It required +Congress to consider potential constitutional implications of all future +legislation. On the other hand, the Monroe Doctrine's implications would +not be realized until beyond the 1850's when policies such as Secretary of +State Seward's denunciation of French intervention in Mexico and the +Roosevelt Corollary would be based on the doctrine. At the time the +doctrine was put forth, the United States lacked the military strength to +enforce the doctrine. Despite European recognition of the intent of the +doctrine, it is doubtful they were intimidated by it until the United +States could assert itself as a military power. + + The finalists in bracket I are the Mexican-American War and Marbury v +Madison. In a comparison of the two, the war emerges as the event that had +the most impact on this time period in history. Despite the importance of +Marbury v Madison as a landmark decision establishing the role of the +Supreme Court to rule on constitutional issues, its impact on the country +during this time period was less dramatic than that of the Mexican-American +War. Although it caused Congress to be aware that future legislation would +be reviewed by court, it would be several years before the court would be +required to rule again on the constitutionality of a Congressional Act. +Not until the late 1800's, when the Supreme Court ruled on certain civil +rights' issues, would the full implications of the Marbury decision become +evident. Conversely, the Mexican-American War had a direct impact on many +people. First, the acquisition of new territory in the west allowed +settlers to expand beyond the Mississip opening a vast frontier which was +rich with natural resources. Second, and most important, the war brought +the lingering debate over slavery to the forefront. The slavery question +would soon become the issue of the decade, directly impacting the entire +country. The acquisition of new territory stirred abolitionists in the +North who viewed it as an opportunity to weaken the stronghold slavery had +on the country. Southerners realized that the territory must be admitted as +slave if they were going to maintain their "peculiar institution" and a +balance of power. As a result, the war became a much more significant +event to the vast majority of Americans than the implications of Marbury v +Madison. It would drive sectionalism to the breaking point and turn +Americans against each other. + + The discussion continues with bracket II which covers the time period +from 1850-1900 and pairs the number one seed in the bracket "Civil War" +against the fourth seed "Sherman Antitrust Act." The second seed in the +bracket "Plessy v Furgeson" is paired against the third seed "Passage of +the Thirteenth, Fourteenth, and Fifteenth Amendments". + + The Sherman Antitrust Act passed in 1890 outlawed any contract, +combination, or conspiracy in restraint of trade. It also forbid any +attempt to create a monopoly. The law was aimed at combating trusts which +were being formed in the late 1800's such as U.S. Steel and Standard Oil. +It was believed that the formation of these trusts was eliminating +competition and leaving the consumer at the mercy of the large corporations +which controlled the prices of their commodities. While the act was the +first significant piece of legislation aimed at regulating the economy and +placing controls over big business, its wording was vague, enforcement was +not very vigorous, and lawyers for the corporations found loopholes in the +law and various ways of avoiding its provisions. However, by the end of +the century, the law had been strengthened and it would become an effective +tool in "trust busting", returning competition to the marketplace and +gaining advantage for the worker and the consumer. + + The Civil War fought between the Northern states of the Union and the +Southern states of the Confederacy from 1861-1865 turned out to be the most +bitter fight in the nation's history. The war divided Americans, took more +lives than any other war, and was the ugliest event in American history. +Slavery was the critical issue behind the war, but the economic rivalry +between the industrial North and the agricultural South contributed +significantly to the conflict. The results of the war in which the North +prevailed were many. About one million men were killed or wounded, +destroying almost an entire generation. The Union was saved and slavery +was eliminated. The South was practically destroyed by battles which +ravaged farmlands, homes, and entire cities. The impact of the war was so +vast that an entire Reconstruction period in American history was devoted +to the political and economic rebuilding of the South. Finally, the scars +of hatred between the North and South would have a ting effect. Southerners +grew bitter in defeat, while Northerners continued their hostility toward +the South. + + In a comparison of these two events, the Civil War clearly had a +greater influence on the time period. This conclusion is based not only on +the catastrophic and long term implications of the war, but on the failure +of the Sherman Antitrust Act to have any significant impact on the +formation of trusts during this period. The act brought no anti-monopoly +millennium. The legislation itself left too many unanswered questions, +including what in fact constituted a monopoly and how the government was to +proceed in breaking up monopolies. In addition, the Cleveland and McKinley +administrations in the 1890's showed little interest in enforcing the +legislation. The attack against big business had failed and the opponents +of monopolies would have to wait until next century to renew the effort. +Conversely, the war had the immediate impact of preserving the Union and +dealing a death blow to slavery. In addition, the aftermath of the war +would continue to be felt throughout the remainder the century. The +postwar period marked a change from a primarily agrarian society to a +mechanized society with rapidly expanding technology. The impetus for the +change came primarily from the necessity to meet wartime demand for arms +and supplies, which led to new technology. This technology in the postwar +period would change society dramatically. In addition, the postwar period +would usher in the Reconstruction Era, which became one of the most complex +and controversial periods in American history. During this period, the +country would have to deal with issues which included whether punishment +should be imposed on Southern whites who supported the Confederacy, how to +guarantee the freedom of emancipated slaves, and under what conditions +should Southern states be readmitted to the Union. These and other issues +led to changes which were little short of revolutionary. + + The Thirteenth, Fourteenth, and Fifteenth Amendments to the +Constitution were monumental steps in gaining civil rights for all +Americans. The amendments, which were passed between 1865 and 1870, were +intended to guarantee social equality for all races. The Thirteenth +Amendment ended slavery in the United States. The Fourteenth Amendment +defined American citizenship as "all persons born or naturalized in the +United States and subject to the jurisdiction thereof". It prohibited any +law which would deprive any person of life, liberty, or property without +due process of law. The Fifteenth Amendment forbade states to deny the +right to vote on account of race. Although these amendments were momentous +events in guaranteeing civil rights, their effect during this time period +in history would be short lived. Blacks would only enjoy equality for a +few years until a series of Supreme Court decisions interpreting the +amendments would weaken them to the point that the civil rights of bla were +again denied. It would not be until the 1950's that blacks would achieve +the rights and freedoms guaranteed by these amendments. Despite this, the +passage of these amendments was a major step toward recognition of racial +equality in America in this time period and beyond. + + Plessy v Furgeson was the most influential in a series of Supreme Court +decisions which led to the rapid spread of segregation laws in the South. +After the Civil War and the passage of the Thirteenth, Fourteenth, and +Fifteenth Amendments, blacks were granted equal rights. However, Supreme +Court decisions interpreting the amendments began to limit the extension of +these rights to blacks. In Plessy, which was decided in 1896, the court +supported the constitutionality of a Louisiana law requiring separate but +equal facilities for blacks in railroad cars. The decision helped +strengthen racial segregation in American until the next century. Many +states would rely on the "separate but equal" rule to segregate public +schools, the use of transportation and recreation, and sleeping and eating +facilities. + + The comparison of these two events is an interesting one. The passage +of the three amendments guaranteed civil rights for blacks, while Plessy v +Furgeson was the most influential decision in all but nullifying the +impact of the amendments until the 1950's. As a result, it is evident that +the Plessy v Furgeson decision had a greater impact on the civil rights of +Americans during this time period that did passage of the amendments. +While the amendments guaranteed blacks their most basic civil rights, the +court decisions on the heels of these amendments effectively retracted +those rights and resulted in much greater social implications for blacks at +the time. While eventually the guarantees of the amendments to provide +equality and freedom to all Americans would come to fruition, in this time +period, they continued to be denied to blacks. + + The finalists in bracket II are the Civil War and Plessy v Furgeson. +Comparing the impact of the two events, the Civil War emerges victorious. +While the Plessy decision adversely impacted the rights that blacks had +been guaranteed under the Constitution, its effects were restricted +primarily to black Americans. The Constitutional rights of the white +majority were not affected by the decision and their way of life was not +impacted. On the other hand, the implications of the Civil War and the +post war period effected all Americans. The results of the war were +catastrophic to Northerners and Southerners, black or white, whether +measured in lives or loss of property. Slavery, which was critical to the +economy of the South, was eliminated. The Confederate states were reunited +with the North and the Union preserved. The transition from an agrarian, +rural society to an urban, mechanized society began. Finally, the postwar +Reconstruction period dramatically changed the social and nomic structure +of the country. + + Moving to bracket III, which covers the time period from 1900-1940, the +number one seed in the bracket "World War I" is paired against the fourth +seed "The Progressive Movement". The second seed in the bracket "The Great +Depression" is paired against the third seed "The New Deal". + + World War I involved the major European nations and the United States +from 1914-1918. The primary causes of the war were powerful feelings of +nationalism throughout Europe and the formation of protective alliances +that divided Europe into two main power groups. The United States remained +completely neutral from 1914-1917. However, continued interruption of +trade and travel on the seas by both the allies and central powers, +especially attacks by German submarines, caused the United States to enter +the war in 1917. The U.S. involvement in the war helped turn the tide and +played a major role in the eventual defeat of Germany. Despite the fact +the war was fought in Europe and U.S. casualties and property loss were +far less than that of the allies, the war had a significant impact +economically, politically, and socially on the United States. While the +mobilization effort brought great economic prosperity to the country from +the production of wartime goods, postwar demobilization ought about +widespread unemployment, increased labor strife, racial hatred, and +poverty. Propaganda campaigns, designed to create support for the war +effort, resulted in strong anti-foreign and anti-Communist feelings, which +led to violence and the violation of civil rights for many Americans. +Politically, the postwar period saw a repudiation of Progressivism and a +return to the political philosophy of the late nineteenth century. + + Progressivism was a political movement in the United States form +1900-1917 which attempted to attract support from both political parties +for economic, political, and social reform. The movement marked the +initial recognition that change was necessary if all Americans were to +enjoy the national promise of equality and opportunity. The movement was +aimed at allowing all people to enjoy the rewards of industrialism, +improving city life, ending political corruption, and strengthening labor +laws. It was a rejection of the laissez-faire policy of the government +which seemed to support big business at the expense of the worker. +Progressivism was one of the most important reform movements in America and +had a tremendous impact on this period in history. Economically, the +Progressives were successful in gaining regulation of monopolies through +stricter enforcement of the Sherman Antitrust Act, while the imposition of +an income tax and an excess profit's tax helped create a more equal d +ribution of wealth. Politically, Progressives aimed at restoring democracy +through the establishment of referendum and recall which gave the voter a +more active role in the affairs of government. The establishment of city +managers and city councils helped weaken the control of political bosses +and curb corruption. Socially, the Progressives were successful in +improving the living conditions of the city. They were responsible for +legislation governing minimum wages for workers, limiting the hours in the +work day, and controlling child labor. + + However, many of the reforms brought about by the Progressive movement +were reversed by the social and economic attitudes that grew out of World +War I and the postwar years. Demobilization and the resulting change in +the economy led to a resurgence of laissez-faire policies. Government, +which had supported labor during the war, now began to side with big +business, and labor strife was again common. Gains attained by the +Progressives for workers were reversed by the Supreme Court. Child labor +was reinstituted and minimum wages for women were declared +unconstitutional. In addition, the reduction of the income tax, +elimination of the excess profits' tax, and an increase in the protective +tariff once again created an unequal distribution of wealth. As a result of +the impact the war had on the economy, society, and the Progressive +Movement, it was the more influential event of the period. + + The Great Depression was the American economic crisis of the 1930's. It +was the longest and most severe period of unemployment, low business +activity, and poverty in American history. It began in October 1929 when +stock values dropped rapidly. This created a string of bank, factory, and +store closings leaving millions of Americans jobless. The depression soon +spread to other nations. It caused a large decrease in world trade because +of increases in tariff rates. The depression finally ended after the +United States increased the production of war materials at the start of +World War II. The depression impacted political and social philosophies in +the United States dramatically. Policies, such as the New Deal extended +the government's authority to provide for the needy. New American +attitudes toward business and government took hold. Before the depression, +many regarded business executives and bankers as the nation's leaders. +However, when these leaders could not relieve th epression, Americans lost +faith in them. Many people changed their basic attitude toward life +because of the suffering they experienced during the depression. They had +believed that if they worked hard, they could provide for their families +and have a good life. The depression, however, shattered that belief. The +situation was especially hard to understand because there appeared to the +average worker to be no reason for the things that happened. + + The New Deal was the economic policy established by President Roosevelt +in response to the Great Depression. He believed that the federal +government had the primary responsibility to fight the depression by +stimulating the economy. The New Deal had three main purposes. First, it +provided relief for the needy. Second, it aided nationwide recovery by +establishing jobs and encouraging business, and third, it tried to reform +business and government so a severe depression would never happen in the +United States again. Some New Deal policies, such as the Civilian +Conservation Corps (CCC), the Works Progress Administration (WPA), and the +Public Works Administration (PWA) provided jobs in the construction of +bridges, dams, and parks. To deal with agriculture, Roosevelt set up the +Agricultural Adjustment Administration (AAA), which helped regulate farm +production and drive prices up. The National Recovery Administration (NRA) +set up and enforced rules of fair practice in business an ndustry. The New +Deal relieved much economic distress and brought about some recovery. In +doing so, it increased the government's debt dramatically. Some of the +results of the New Deal were important and long lasting. Even after the +depression, reforms such as the Federal Deposit Insurance Corporation and +the Social Security Act continued to exist. After the New Deal, the +government's role in banking and welfare would continue to grow steadily. + + Both the Great Depression and programs of the New Deal were +unprecedented in United States' history. The country had never experienced +a business downturn that lasted as long as the Great Depression with as +many business failures and as much widespread unemployment. Likewise, the +New Deal, which was established to relieve the economic impact of the +depression was the first time the government asserted itself to provide +public welfare during an economic crisis. A comparison of these two events +must concentrate on which of these unprecedented occurrences had a greater +impact on the American public. Despite the attempts of the New Deal +programs to relieve some of the economic pressures, it was not a cure for +the depression. The programs of the New Deal were successful in providing +jobs for many Americans and providing some economic relief. However, +millions remained unemployed and never reaped the benefits of the New Deal +programs. In fact, it would not be until the beginning o orld War II that +the United States' economy would completely recover. On the other hand, +there was no segment of the population that escaped the economic crisis +brought about by the depression. Fortunes were lost, jobs were eliminated, +and survival became an issue for most Americans. The Great Depression +clearly had more of an impact on this period than the New Deal. + + Of the two finalists, World War I and the Great Depression, the war +stands out as the event that had the greatest impact on the nation. The +depression had tremendous economic, political, and social implications for +the period. Millions lost their jobs and were forced into poverty. The +attitudes of people towards political and business leaders was forever +changed. Those leaders, who the public had admired were now viewed with +skepticism. Americans, who prior to the depression felt their economy was +indestructible, became fearful of their future in an economy that could +fluctuate wildly without warning or apparent cause. The depression also +led to a dramatic change in government policy. The government became far +more involved in public welfare than it had been in the past as +demonstrated by the New Deal. Policies, such as Welfare and Social +Security, which are still in practice today, grew out of this new political +consciousness. However, the political, social, and economic lications +World War I would have on the nation were even more far reaching. +Politically, the country turned inward, refusing to participate in the +League of Nations. This left postwar affairs in Europe unsettled and would +ultimately lead the country into another World War. While the depression +had an enormous effect on the attitudes of Americans, World War I had an +even greater impact. The entire American culture would experience a +revolution in the postwar celebration. Americans were filled with optimism +during the postwar years. The growth of advertising and entertainment, +combined with technological advances, such as the television and radio, +would bring about the emergence of a materialistic society. Economically, +the return to a peace time economy and the laissez-faire policies of the +late 1800's, set the stage for economic disaster. The reversal of many of +the gains achieved by workers combined with the reduction of taxes on the +rich, created a problem in the economy that would go unnoticed. In +addition, the availability of credit led to reckless spending which would +further endanger the economy. This unequal distribution of wealth combined +with a free spending attitude weakened the economy and led to the Great +Depression. + + The discussion continues with bracket IV, which covers the time period +1940-1975 and pairs the number one seed in the bracket "The Vietnam War" +against fourth seed "World War II". The second seed in the bracket "The +Cuban Missile Crisis" is paired against the third seed "The Civil Rights +Act of 1964". + + The Vietnam War, which began in 1957 and lasted until 1975, was the +longest war in which the United States took part. Vietnam was divided into +Communist ruled North Vietnam and non-Communist South Vietnam. North +Vietnam and Communist trained South Vietnamese rebels attempted to take +over South Vietnam. The United States and the South Vietnamese army tried +to stop the takeover but failed. U.S. aid to Vietnam was based on the +policy of President Truman that the United States must help any nation +threatened by Communists. Presidents Eisenhower and Kennedy adopted the +policy fearing a "domino effect" if even one southeast Asian country fell +to the Communists. After Kennedy's death, Johnson came to office in 1963 +with a long standing, firm commitment to containment and increased +America's involvement into a major war. The Vietnam War had several +periods. From 1857- 1965, it was mainly a struggle between the South +Vietnamese army and the Communist trained South Vietnamese rebels. rom +1965-1969, North Vietnam and the United States did most of the fighting. By +1969, the United States had 540,000 troops in Vietnam. The United States' +plan, as outlined by President Johnson, was to increase the punishment +until the price of continuing the war became too high and the enemy would +quit. The Vietnamese did not respond according to plan. The war appeared +endless, and finally a frustrated Johnson announced an end to escalation of +the war and a willingness to negotiate. In January of 1973, a cease fire +was arranged and American ground troops left Vietnam two months later. The +war soon started again without the United States' involvement and on April +30,1975 South Vietnam surrendered. + + The war had far-reaching effects on the United States. About 58,000 +Americans died in the war and 365,000 were wounded. The United States +spent over $150 billion on the war. Of the 2,700,000 men and women who +fought in the war, many returned with deep psychological problems and +suffered form a high rate of divorce, drug abuse, suicide, and joblessness. +Many Americans opposed the U.S. role in Vietnam and criticized returning +veterans, leaving them with a feeling that the nation did not appreciate +their sacrifices. Also as a result of the war, Congress and the pubic +became more willing to challenge the president on subsequent U.S. military +and foreign policy issues. The war also became a standard for comparison +in future situations that might involve U.S. troops abroad. On the home +front, the war began a social revolution. New clothing, music, and gender +roles cast off the social structure of the 1950's. + + World War II resulted in more deaths, cost more money, damaged more +property, effected more people, and globally had the most far-reaching +effects of any war in history. The three main causes of the war were the +problems left unsolved by World War I, the rise of dictators in Europe, and +the desire of Italy, Germany, and Japan for territory. The policy of +isolationism was broken in the United States when the Japanese bombed Pearl +Harbor, dragging America into the war. The war was fought on two fronts, +Europe and the Pacific. The allies, which included the United States, +England, France, and Russia were successful in defeating the axis powers +which included Italy, Germany, and Japan. World War II played a major role +in United States' history. From an economic perspective, it brought the +United States out of the depression of the 1930's. The government +converted industries from civilian to war production to produce strategic +war materials and instituted rationing and price cont s to support the war +effort. Socially, the war played a major part in changing the role of +women in America. As men went off to fight, the women assumed many of the +roles previously filled by men in the war plants. Politically, the war led +to the United States' participation in the newly formed United Nations, +organized to oversee international affairs. The major impact of the war, +however, resulted from the United States' decision to utilize the atomic +bomb. The two atomic bombs dropped on Japan in 1945 were the major factors +contributing to Japan's surrender. The bomb represented a huge scientific +advance in modern warfare. It opened up the possibility for vast +destruction of human life. The United States' decision to use the bomb +precipitated a postwar race to produce nuclear weapons in many countries, +especially the Soviet Union and eliminated the opportunity of reaching an +international agreement to control production and testing of such weapons +for many years. + + The significance of World War II in United States' history cannot be +overstated. World War II had a greater economic impact on the United +States than any other war of the twentieth century. Despite Roosevelt's +efforts to end the depression with the New Deal policies, it was not until +World War II and conversion to a wartime economy that the United States +emerged form its long economic downturn. World War II was also responsible +for the emergence of nuclear weapons which forever changed the concept of +conventional warfare, led to an arms race, and indirectly contributed to +the Cold War. It was the first demonstration of the capability for +destruction that nuclear weapons possessed. Internationally, the Soviet +Union emerged with one of the mightiest armies in the world, replacing the +axis forces as the future threat to world peace. Tensions between the +United States and Russia, sparked by Russia's attempt to control eastern +European nations after the war, led to the Cold War. postwar period also +saw the formation of the United Nations. Contrary to the position taken +after World War I, the United States joined with the allies to create the +United Nations, an international organization created to maintain peace and +deal with agricultural, monetary, health, and other matters. However, in +many respects World War II was not a unique war from the United States' +perspective. In fact, the causes of the war were to a large extent a +result of the unfinished business of World War I. Further, as was the case +with World War I, the United States was victorious in a relatively short +war and the postwar mood of Americans was upbeat and optimistic. + + The Vietnam War, on the other hand, was the most unique war in American +history and had more of an impact on U.S. history of the period than did +World War II. Vietnam was the only unsuccessful war in United States' +history. The geography and the style of war put the United States at a +disadvantage and made it an impossible war to win. As a result, unlike +previous wars, it seemed to drag on with no apparent progress. The lack of +success, combined with a general feeling that the U.S. security was not at +risk, divided the country into those who supported the fight against +Communism and those who opposed the war. This was contrary to the attitude +toward previous wars, which were strongly supported by Americans. The +division over the war initiated a political and social revolution. +Americans became willing to openly criticize the government and elected +officials. Public protests were staged, calling for an end to U. S. +involvement. This public outcry against the government's po ion ultimately +led to President Johnson's decision not to seek reelection. The cultural +changes which took place as a result of the Vietnam War were unprecedented. +The pride of many Americans who supported the war was hurt by the defeat, +and they were left bitter and with painful memories. Other Americans would +adopt new styles of dress and music as a demonstration of their opposition +to the war and the government. The changes in the United States brought +about by the war ended the social and cultural traditions of the +pre-Vietnam era and set the stage for the current social and political +environment. + + The Cuban Missile Crisis ranks as one of the most significant events of +the Cold War period. For several days, the United States appeared to be +on the verge of a nuclear war with the Soviet Union. In 1962, Cuba was +convinced that the United States was planning an attack and asked the +Soviets for additional military aid. The Soviet Union responded with +missiles and materials for construction of launch sites. The United States +Intelligence Agency advised President Kennedy of this nuclear missile +build-up in Cuba. The president demanded that Khrushchev remove the +missiles immediately, which Kennedy viewed as a violation of the American +sphere of influence. On October 22nd, Kennedy announced his course of +action which included establishing a naval blockade to prevent further +shipment of supplies, a demand that the bases be dismantled, and a warning +that any attack from Cuba would be regarded as an attack by the Soviet +Union, requiring retaliation from the United States. The con ct rose in +suspense until finally the Soviet ships were directed not to challenge the +blockade and turn back. In a letter to Kennedy, Khrushchev expressed his +concern over the horrors of nuclear war and agreed to remove the missiles +if the United States would end the naval blockade and agree not to invade +Cuba. The United States accepted these terms and the crisis, which had the +world on the brink of nuclear war, was over. The Cold War would not have +another event in which tensions on both sides were so high. + + The Civil Rights Act of 1964 was one of the strongest and most +important pieces of legislation in support of civil rights in the United +States. The law banned discrimination because of a person's color, race, +national origin, religion, or sex. The rights protected by the act are +freedom to seek employment, vote and use parks, restaurants, and other +places. The act also forbid discrimination by any program that received +funds from the government. In addition, the act authorized the Office of +Education to direct school desegregation in areas specified by the +government. The act was proposed in 1963 by President Kennedy. After his +death, it was supported by President Johnson and passed after a lengthy +debate in the Senate. The act reinforced the rights guaranteed by the +Thirteenth, Fourteenth, and Fifteenth Amendments and reversed the Supreme +Court decisions of the late 1800's which limited these rights and plagued +minorities for a century. + + In a comparison of these two events, the Cuban Missile Crisis emerges +as the event which had the most impact on the period. In reaching this +conclusion, however, the importance of the Civil Rights Act cannot be +ignored. In many ways the act concluded unfinished business of the Civil +War and Reconstruction Period in defining civil rights for all Americans. +Previous Supreme Court decisions, such as Plessy v Furgeson, had attempted +to deny many Americans the full measure of rights that had been guaranteed +by the Constitution. The act was the defining statement on civil rights in +the United States, reversing previous Supreme Court cases and providing +equal rights for all Americans. Despite its significance in providing +equal opportunity to all Americans, its impact primarily effected black +Americans, who had been the subject of continued discrimination. As a +result, it cannot be considered to have had as universal an impact on the +American public as the Missile Crisis. The Cuban ssile Crisis brought +tensions in the Cold War to the breaking point. The concern of all +Americans about the threat of nuclear war seemed to be materializing with +this crisis. The country was frozen in anticipation of the outcome. +Finally, the compromise reached between Russia and the United States to end +the crisis not only relieved the immediate concern of a nuclear war, but +marked a turning point in the Cold War. Both sides, faced with the reality +of nuclear destruction, realized the need to avoid a conflict. Although +tensions would remain high on both sides for years to come, agreements were +reached to limit the production and testing of nuclear weapons, and the +threat of a nuclear war began to decline. + + The finalists in Bracket IV are the Vietnam War and the Cuban Missile +Crisis. They represent two of the most controversial events of the time +period. In considering the lasting effects the Vietnam War would have on +the United States, it emerges as the major event of the time period. + + The Cold War with the Soviet Union was the dominating international +issue during the first twenty-five years of this time period. The Cuban +Missile Crisis was the closest the United States came to entering a nuclear +war with the Soviet Union during the Cold War period. It represented the +defining moment of the Cold War when anti-Communist tension would nearly +reach the breaking point. The world stood on edge during the crisis. The +destructive capability of nuclear weapons could have resulted in one of the +most disastrous events in history. However, as a result of the recognition +by both major powers of the potential for disaster, the crisis was defused +through negotiations rather than confrontation. The crisis represented the +beginning of the end of the Cold War. The major world powers would begin +negotiations, limiting the development, production, and testing of nuclear +weapons. + + While the Cuban Missile Crisis had significant international +implications, the Vietnam War had a greater impact on America society and +culture. It was the first foreign war in which U.S. forces would fail to +achieve victory, leaving Americans angry and disillusioned. It appeared to +be a war without a defined cause, other than the obscure premise of +containing Communism in an insignificant part of the world. The attitudes +in America, which resulted from the war, led to dramatic changes in +American society and politics, making it the most significant event of the +period. Besides the death, injury, and psychological problems of those who +fought the war, many other Americans were profoundly effected by the war. +They became increasingly critical of the government's motivation for +involving the country in the war and began to take a more active role in +criticizing foreign policy. This rebellion would extend itself into +American culture. Those who opposed the war and American invol ent also +rejected much of America's culture and tradition for unquestioned support +of the government. As a result, much of the American tradition for +unquestioned patriotism and loyalty that existed before the war would be +drastically changed, leaving a lasting effect on American history. + + The competition has been reduced to the finalist from each of the four +brackets. In the semifinals, representing bracket I is the "Mexican- +American War", which is paired against the finalist from bracket II the +"Civil War". The other semifinal pairing matches the winner of bracket III +"World War I" against the winner of bracket IV the "Vietnam War". + + In the first semifinal match-up, the Civil War emerges as the event +that not only had the most significant impact on the time period in which +it occurred, but also on the future of the United States. Both the Civil +War and the Mexican-American War had significant economic, political, and +social implications. However, an examination of the impact each had in +these areas clearly establishes the Civil War as the landmark event of the +time period that brought closure to many of the issues precipitated by the +Mexican-American War. Politically, the Mexican-American War widened the +division between Democrats and Republicans over the slavery issue. +Although several attempts at compromise were made, none were successful. +This political division left the country on the brink of dissolution with +no apparent solution to the issue. The Civil War, on the other hand, +preserved the Union by settling the slavery issue once and for all and +readmitting the states that had succeeded from the Uni The war also +established the Republican Party as the dominant political power in the +United States for the next several decades. The influence of the Democrats +immediately after the war was weakened to the point that politically the +country appeared to have a one party system. Economically, the +Mexican-American War extended the boundaries of the United States to the +Pacific, gaining territories which were rich in natural resources. This +extension of the boundaries would allow settlement beyond the Mississippi, +increase agricultural production, and play a major role in American +economic growth. The impact of the Civil War on the U.S. economy was even +more dramatic. The war devastated the economy of the South. Not only were +agricultural resources of the region destroyed, but slave labor, on which +the economy was based, was eliminated. The Civil War also marked the +transformation of the U.S. from what had been mainly an agrarian society +into an industrial society. This shift in the economy resulted from rapidly +changing technology which came as a direct response to wartime needs. The +emergence of the U.S. as an industrial society also resulted in the North +replacing the South as the economic center of the country. Socially, the +Mexican-American War heightened the debate over the issue of slavery. on +which the social structure of the South was based. Northern Abolitionists +seized the opportunity to challenge admission of the new territories as +slave states and disrupt the balance of free and slave states in Congress. +Southerners realized that as slavery grew more unpopular in the North, its +survival depended on its expansion into new territories. None of the +compromises offered after the Mexican-American War would lead to resolution +of the issue. The Civil War, however, provided a permanent solution to the +issue. As a result of the Emancipation Proclamation and passage of the +Thirteenth, Fourteenth, and Fifteenth Amendments, slavery was eliminated +and t he United States began the process of assuring civil rights for all +Americans and forcing a complete reordering of the South's social +structure. + + In the second semifinal pairing, World War I emerges as the event that +had the most significant impact on the United States. Both World War I and +the Vietnam War ended without resolving many issues that precipitated the +conflicts. In the case of World War I, although the allies were +victorious, the United States' refusal to participate in the Treaty of +Versailles and the League of Nations left unsettled many issues that would +ultimately lead to another World War. These events signaled the end of +Wilsonian idealism and began a reactionary period in the U.S. that would +spark significant economic, political, and social change. With respect to +the Vietnam War, the inability of the U.S. forces to weaken the North +Vietnamese opposition, combined with the government's inability to maintain +popular support for the war, led to the eventual withdrawal of American +troops without victory. The popular outcry against this war, combined with +the failure of the effort to attain any tangible r lts, brought about +another reactionary period. In my opinion, however, the impact of events +of the post Vietnam War period were less significant and far reaching than +those that followed World War I. + + The post World War I period in the U.S. resulted in a rejection of the +idealistic philosophy of President Wilson. The opposition to Wilson's +policies and the politics of the period prevented the United States from +participating in the treaty to settle the war. They also prevented U.S. +participation in the League of Nations, an organization whose purpose was +to prevent further conflicts. As a result, many issues important to a +lasting peace were left unaddressed and this would eventually lead to World +War II. The period also marked the end of the Progressive philosophy of +the prewar period. America's postwar optimism led to a resurgence of +laissez-faire economic policies and a return to the political philosophy of +the nineteenth century. This change in economic policy and political +philosophy began to set the stage for the Great Depression. American +society became very materialistic. The availability of credit led to free +spending. Many of the advantages gained by workers d ng the Progressive +era were reversed, while taxes on the rich were reduced. This combination +of events would result in the unequal distribution of wealth which would +spark the depression. Socially, the postwar period witnessed wide-scale +discrimination. The propaganda campaigns of the war had resulted in strong +anti-foreign, anti-Communist feelings. Immigrants were often falsely +accused of being Communists, Socialists, or radicals, conspiring against +the United States. Members of labor unions were often targeted as being +anti-American. This climate frequently led to violence and the violation +of the civil rights of many Americans. + + The Vietnam War and postwar period also resulted in a period of +significant social and political change. The division in the country +between those who supported the war and those who opposed it led to a +political and social revolution. Americans began, as never in the past, to +question and publicly protest decisions made by the government and elected +officials. Congress and the public challenged the president on U.S. +military and foreign policy issues. The war became a standard for +comparison in future situations that might involve U.S. troops abroad. The +American culture and tradition for unquestioning support of the government +ended and the perception of what constituted patriotism and loyalty changed +dramatically. However, none of these changes led to a major economic +downturn, precipitated a war, or denied the civil rights of Americans as +did the events following World War I. + + The two finalists in the competition are from bracket II, the "Civil +War", and from bracket III, "World War I". Despite the significant +implications of World War I and the fact that the Civil War occurred over +one hundred years ago, the Civil War remains as the most important event in +American history. Unlike the Civil War, World War I was not fought on U.S. +soil, the fate of the Union was not in jeopardy, and the political, +economic, and social implications were not nearly as significant or long +lasting as those of the Civil War. + + From a political perspective, an examination of World War I reveals two +major results. First, after the failure to negotiate a post war treaty +acceptable to the U. S. Congress followed by the United States' refusal to +participate in the League of Nations, the U.S. entered a period of +isolationism. Affairs in Europe remained unsettled. The lack of +involvement by the United States in the settlement of the postwar issues +contributed to the causes of World War II. Also, the failure of Wilson's +political theory of idealism would result in a return to the laissez-faire +political philosophy of the late 1800's and the reversal of many of the +positive achievements of the Progressive Era. The political results of the +Civil War, however, were more significant. The preservation of the Union, +the most significant political result of the Civil War, was also one of +the most significant events in the history of the United States. Had the +Southern states been allowed to succeed from the Un , the history of the +United States, as we know it today, would not exist. In addition, the +emergence of the Republicans as the dominant party for nearly the next one +hundred years had a major influence on the economic and social philosophy +of the country. It was not until Roosevelt and the New Deal that the +laissez-faire policies of the Republicans would be repudiated. + + World War I had a significant impact on the economy. During the +mobilization period, the conversion to a wartime economy resulted in +increased employment. However, at the end of the war, the failure of the +government to regulate the demobilization period resulted in high +unemployment and inflation. This combined with the fact that labor lost +many concessions won during the Progressive Era, such as the rights of +labor unions to strike, resulted in worse conditions for workers than in +the prewar era. At the same time, credit became readily available and +economic speculation was rampant. The cumulative effect of these +conditions would lead to an unequal distribution of wealth and set the +stage for the Great Depression. The economic implications of the Civil War +and postwar period, however, contributed to a radical change in the overall +economic structure of the United States. The Southern economy, based on +slavery and agriculture, was destroyed by the Civil War. The eliminatio f +slavery, combined with improvements in technology to meet wartime demands, +changed the United States' economy from what had previously been agrarian +based to an industrial, mercantile economy. Coinciding with this economic +shift, the North would gain dominance over the South as the economic center +of the nation. For years after the Civil War, the South would struggle to +rebuild its economy and begin the slow process of industrialization. + + Finally, from a social perspective, the effect of World War I was +marked by discrimination towards blacks and immigrants. Americans became +distrustful of foreigners as a result of propaganda campaigns designed to +gain support for the war. Blacks, who relocated to the North to fill jobs +of enlisted men, were blamed for the problems of unemployment during the +demobilization period. Many Americans who were innocent of any wrong doing +were accused of being anti-American or Communist sympathizers. The civil +rights of many of these people were often violated. The social +implications of the Civil War, however, are the most important in the +history of the United States. The war provided the foundation for the +Thirteenth, Fourteenth, and Fifteenth Amendments, which guaranteed civil +rights to all Americans. While blacks would continue to be discriminated +against, the end of slavery and passage of the amendments was the first +recognition of equality for all Americans. + + In conclusion, each of the sixteen events discussed has had a +significant impact on American history. Each event has played a role in +shaping the political, economic, and social structure of the United States. +Not only were these events significant to the time period in which they +occured, but they also had a lasting effect on the future of the country. diff --git a/textfiles.com/reports/ACE/history.txt b/textfiles.com/reports/ACE/history.txt new file mode 100644 index 00000000..5e70dda3 --- /dev/null +++ b/textfiles.com/reports/ACE/history.txt @@ -0,0 +1,237 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [x]Class Notes [Notes on History Terms ] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [ ]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:2202 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + HISTORY NOTES + ------------- + +Mass Media: The method of communication with which we are likely to be most +familiar. This includes radio, television, newspapers and magazines. +Sometimes it is simply called the press. The Press not only reveals what +people are thinking and what is happening. It also helps to shape public +opinion on important issues.When the press prints the news it also makes +the news. + + In reporting the news and in helping to form public opinion, the press +uses many aproaches. It sends reporters to interview "people on the street" +on important issues or events. The press also makes sure that information +flows in more than one direction. It is through the press that govt let +people know what they are thinking and why they have adopted policies. + + +Presure Groups: Pressure groups are less well known than mass media. But +they are also effective in helping to bridge the gap between the political +environment and the people in government who make decisions. A presure +group is made up of like-minded people who have organized themselves to +bring pressure on the govt. There are many kinds of groups. Most have a +particular interest to put forward or to protect. example: Canadian Medical +Association and Canadian Bankers Associa- tion and trade unions. Some +pressure groups are organized on a permanent basis. They have large staffs +that work to make sure that the govt is always aware of the wishes and +concerns of the group. Other pressure groups are organized for a specific +and limited purpose. All pressure groups use the same tactics to try to get +the govt to accept their demands The make their views known in print. They +appear on television and radio programs. Seldom is any pressure group +ignored by the govt if it represents a significant bloc of voters or if the +group is concerned with an issue that could lead to a weakening of the +party's hold on power. + + +Women's vote: Until the 20th century it seemed to be assumed, at least by +men that only men should have the right to vote. Women in Manitoba got the +vote in 1916. By 1922 all provinces except Quebec had followed Manitoba's +example. In 1918 the Federal Government gave the women the right to vote. +Not until 1940, were women allowed to vote in Quebec provincial election. + +Majority Rule: Most Canadians accept the principle that in the democracy +the government should represent a majority of citizens. In other words the +majority should rule. It has often happened in Canada and elsewhere that +the government represents the choice of fewer than half the voters who went +to the polls. Moreover the number of seats in the political party holds in +the House of Commons often does not reflect the number of votes the party +receives. A margin of one vote is as good as one of ten thousand in winning +an election. + +Secret Ballot: The secret ballot is essential in the democracy. In 1967 +when Canada was formed, voting was carried by word of mouth or by show of +hand. The system was open to many abuses. Some employers for example +threatened employees who did not see policies in the "right light". The +secret ballot prevented abuses such as bribes and threats. To increase the +voters' freedom of choice the Liberal Govt. of Alexander Mackencie +introduced the secret ballot in 1984. This was just two years after Prime +Minister Gladstone had done so in England. In both countries there was +strong opposition to the change from open to secret voting. Many people +felt that no men should be ashamed of his political beliefs. They agreed +that Sir John A. Macdonald that voting in secret was "un-British". + +Women's lack of representation: Women have had the right to run for office +since they receive the vote over sixty years ago. Yet as the report of the +Royal Commission on the Status of Women observed in 1970 of the 6,845 +perople elected in federal and provincial elections between 1917 and 1970, +only 67 were women. This situation is improving gradually in politics as +in other areas. Between the years 1920 and 1970, for example, there were +onlyu 18 women elected in total in the House of Common. Forty-nine were +elected by the provincial legislature. In the summer of 1982 there were 50 +women in the House of Common and 49 among the 678 members of the provincial +legislatures but 7% of the total is still from a reasonable representation +of half the Canadian population. Largely as a result of pressure from women +it is now assumed that there will be women in every fedreal and provincial +cabinet. There may be many reasons why women should run for office than do +men. Yet even in the appointed Senate they are under-represented. The +British North America Act stated that any qualified "persons" could be a +member of the Senate. In 1928 the word "person" apparently did not include +women. We have not yet had a woman as a Prime Minister. Several women have +come close. In 1975 Rose Mary Brown a member of the British Columbia +legilative assembly, was narrowly defeated by the federal new democratic +party leadership by Edward Broadbent. + +Middle of the Road: To put in another way in their attempts to win the +broadest measure of support from all classes of people and all sections of +the country political parties tend to move toward the middle of the road. +That is they move toward the political centre avoiding extreme position on +the political "left" or "right". Where possible they tried to force +opponents into the ditch on either the left or the right. Once a party has +won solid support in an election through its middle of the road policy it +is hard to remove that party from the office. It has advantages over its +rivals. It chooses the time of the next election. It has government jobs +and other favours to hand out and generally it can choose the campaign +issues that show it in the best light. + +Back benchers: The members of the governing party who are not in the +cabinet are called back benchers because their seats in the House are +behind those of the Minister's. The back benchers want to be able to +support government or cabinet policies. They do not want to see their +party defeated. The know very well the opinions of people who elect them +and they do not want the government to adopt policies that go against such +views. They also have opportunities to discuss policies and porblems with +the Minister concerned. Sometimes back benchers are unable to agree with a +government porposal and will vote against their leaders. If their +disagreement is strong and basic they may even resign from the party. + +Opposition: The opposition parties also play a vital role in the House of +Common. During its debates they examine and criticize govt policies. The +leader of the political party with the second largest numbers of seats in +the House is called the Leader of the Opposition. The other opposition +parties try to put the govt. on the defensive, to make it more ineffective. +Opposition members are also included in standing committees. The look +closely at the smallest detail of the bill. As a result the govt may +change features of the bill to improve it. But the major objective of the +opposition party is not to help the govt work better. The main concern is +to convince the public that they and not the govt should be running the +country. + +Question Period: The question period is a period that takes place every +afternoon when the House meets for one four. During the question period the +opposition controls what goes on in the Commons. They may ask questions of +the Ministers and Cabinet Ministers on almost any topic they wish. They try +to trap ministers into making statements that have not been thought out +carefully. The probing that takes place during the question period +supplies much of the material we read in the newspapers or watch on the +television. Certainly the hour in the afternoon is most interesting and +often the most important period offo the Commons'debates. No good +parliamentary reporter would miss a question period. + +The Executive Control: The cabinet is important first of all because it is +a real executive of the country. As a rule it controls a majority in the +legislature. The cabinet decides what policies the govt. will follow. In +addition to its responsibility for almost all legislations the cabinet also +has the power to make laws in the form of orders in council. These orders +must be formally approved by the Governor General, must fall within a power +given to the govt by-law passed by parliament. But in many cases the law +is very general, and gives a cabinet very wide powers in issue rules and +regulations in the form of orders in council. + +Collective Responsibility: This means that the Cabinet Minister in private +may disagree on what is the best policy to follow. Once the cabinet makes +its decision, however, every minister must support that decision and takes +responsibility for it. If a cabinet minister cannot support a decision, +the only alternative is to resign from the cabinet. + +Social Change in Politics: change in Politics according to the society. + +Issue: A problem created by the people that is to be solved by the govt. + +Governor General: Represents the Queen or Monarch. Hen is the head of the +executive. Neither the queen or the Governor General can act on their own. +Their main task in government is to give formal approval to measures +presented to them by the prime minister and cabinet. The prime minister and +cabinet ministers are the real executive in Canada. Cabinet +(executive),Commons (legislature) + +Who makes laws in Canada: The answer is Parliament. In Canada that means +that the laws are made by the Queen (Governor General), Senate, and the +House of Commons. This answer is correct, but it does not explain the +process of law-making in Canada. A law is the end product of a very complex +process. A law, also known as a statute, begins as a bill. A bill becomes a +law only after Parliament has approved it. + +Political Power: A second reason for the Cabinet's power is that the prime +minister and cabinet minister are the leading members of the party in +power. The prime minister is prime minister because he or she is the leader +of the victorious political party. The prime minister chooses members of +the Cabinet from amoung the leading members of the party. Usually there is +at least one member from every provinces. + +Political Spectrum: Left side of the scale is Socialism, the Right hand +side is Conservative. Conservative are the rich that have power. +Conservatives are for free enterprise. Socialism re-distribute the money to +the people so everyone will have the same amount of money. + +MST/GST: MST is the old tax. GST is the tax that will replace MST. +GST benefits the rich but not the poor. The rich benefit because there are +many "loop-holes" in the GST. The rich do not have to pay as much tax +because of the loop-holes while the poor pay more tax. The GST lowers the +income tax but this does not really benefit the poor because they do not +really make too much money in which they need to pay alot of income tax +anyway. This benefits the rich because they make alot of money. A lower +income tax means that the rich do not have to pay as much tax for all the +money that they make. + +Constitution: this word means the basic principals, laws, and rules under +which the country is governed. Constitutions usually say what the powers +and duties of the govt are and what the rights of the people are. Some +constitutions like the US are almost completely "written". This means that +the principals and laws by which th American government functions are set +down on one document. The constitution of Canada is both written and +unwritten. The "written" part of Canada's constitution is the Canada Act, +1982. On April 17, 1982 in Ottawa, Canada's Queen Elizabeth 2, signed this +historic act into law. To a large extent, the system of Reaponsible +government is part of Canada's "unwritten" constitution. No one document +created responsible government, or describes how it will work. When we +speak pf the Canadian constitution, we mean the whole system of govt in +Canada. This includes parliamentary and cabinet govt, the federal system, +the rule of law and democracy. + +Conservative: The rich people have the power. They are for business. They +support free enterprise. You get to keep the money that you make. Don't +care about labour much. + +Socialist: Concerned about labour. Are not "For" labour. They support +socialism. They re-distribute the wealth in the country. Even out the rich +and the poor. Benefits the poor and middle class more than the rich. + +liberal: They even out the Conservative and the socialist. They are in the +middle or in other words they are neutral. They do not support any +particular thing like business or labour. + +Party Platform: The policies of the party. diff --git a/textfiles.com/reports/ACE/history1.txt b/textfiles.com/reports/ACE/history1.txt new file mode 100644 index 00000000..e95c5168 --- /dev/null +++ b/textfiles.com/reports/ACE/history1.txt @@ -0,0 +1,115 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Dreyfus ] + [ ]9-10 [ ]Cliff Notes [Affair and how it was ] + [ ]11-12 [ ]Essay/Report [caused by Anti- ] + [ ]College [ ]Misc [Semitism ] + + Dizzed: 11/94 # of Words:1000 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The two men brought forth grave accusation, Henry said: an impeachable +gentleman of war, warned me there was a traitor on staff and pointed to +Alfred Dreyfus while shouting "he's right over there."(3) When asked to +reveal his source by Dreyfus's lawyer, the court came to Henry's defense +stating they understood why military men have to kept in secret. Then +General Mercier introduced a man of strange background, his name was +Mercier de Paty de Clam. Clam drew a fake file on Dreyfus to show him that +he was indeed guilty of treason. + + The evidence now, true or false, was enough to send Alfred Dreyfus to +prison for life, he was condemned and degraded in public. The scene of his +conviction was said "it could make a man sick on sight."(4) His trousers +had their stripes ripped off by the mob, his sword was broken in two while +the mob spat and shouted: "Death to the Jew!" Alfred Dreyfus was shipped to +Devil's Island to suffer the deadly and harsh conditions, to be tortured on +an island from which he couldn't escape from anyway. + + There were still a few minds who believed in Dreyfus's innocence, such +as, his wife and brother; Golgar Demange, a highly respected devout +catholic; and even Captain George Picquart.(5) George Picquart was one of +the main figures in the unravelling of the Dreyfus affair, he was the +officer asked by his supervisor to look into Dreyfus's motives. Picquart +found many flaws and peculiar things,in his research and in March 1896 +another letter which they called the "petit bleu," was intercepted by +French intelligence. This puzzled Picquart, an investigation was now to be +ordered on Esterhazv, who's name was found on it. Esterhazv, a captain of +regiment, had been constantly applying for General Staff Intelligence and +he was being backed by a familiar figure, Major Hubert Henry. + + At this time France's state was being questioned, morality and +injustice where the two large issues. The people backed Henry even if he +was lying, because to them it was patriotic and for the honour of France. +No concern was taken for the injustice which was hurled upon an innocent +man, instead their was talk about a large scale deportation of all Jews. +However, there were non-Jews who were now questioning the Dreyfus affair of +these included men of power such as government officials. Pressure was +being put on the army to review the case, by George Picquart as well. + + Picquart had noticed something very peculiar about the "Petit bleu" and +when he realized it was the hand writing he immediately called handwriting +experts to confirm this, who did agree with him. He then approached +General Gonse and to a great dismay found that he was being shut out and +told to keep silent about it. But Picquart was of a different type of man, +he wanted justice to be done, so he went to the papers to be heard. Now +this brought on Mathieu Dreyfus, Alfred's brother, who accused Esterhazy as +the author of the Bordereau. Esterhazy demanded he be court-martialled and +he was along with Picquart, both sent to prison. + + Another person took on the challenge now, on the day of January 13th a +Republic Novelist by the name of Emile Zola wrote the article "J'accuse,", +"I accuse" revealed Paty du Clam as a forger. He was charged for writing +this, fined 3,000 francs, and put in prison. Emile Zola was a strong +believer in the innocence of Alfred Dreyfus but on the other end of the +scale was the new War Minister by the name of Godefroy Carvaignac believed +that Dreyfus was guilty to the fullest degree. On July 17, 1898, he gave a +speech in the Chamber stating that Dreyfus Affair was finally finished. He +also brought out a document declaring them as proof of Dreyfus's guilt. +The forged document contained Dreyfus's name written by the attache. + + The next changing step in the affair was the appointment of a young +officer to look into the forgery accusations, Captain Louis Cuignet had to +re-examine the file on Dreyfus in order to be sure that nothing had been +forged, but to the surprise of the one who appointed him, Cavaignei +Cuignet, found some interesting results. After all was said and done, +Alfred Dreyfus was acquitted of his charges with a full pardon, he also +regained his position in the army as well as Picquart, and Henry commited +suicide. + + Throughout history there has been many cases of similar feeling that +have caused injustice as a result of the instances. We have seen it in +Modern history and ancient history with blacks facing cruel and unfair +treatment in South Africa and the imprisonment of Nelson Mandela; the +persecution of and extermination of Jews in the second World War by Adolf +Hitler. These can be paralleled to the Dreyfus case in question. However, +one case of Modern time that can be considered the closest on a social +level, in my opinion, showing the feeling of a State towards a person, was +the Donald Marshall case. Donald Marshall was an Indian native in Nova +Scotia who was accused of murdering an old man, like Dreyfus he was +presumed guilty from the beginning due to the anti-Indian mentality. The +Dreyfus Affair has tarnished the face of France's history, and has been +carried through the ages. I believe that it should be a lesson to mankind +on the subject of racism in the world. Thesis + + Man has been known to develop emotions and feeling toward people of +another breed, culture or race. They have proved this through history over +and over, and as they say history repeats itself, it still exists in +societies today. There will always be some injustice in the world that +might never be overcome. The subject to be examined in this essay will +show the injustice and a result of anti-semantic feelings on France, and it +will prove that the Dreyfus Affair was a result of anti-semitism. + diff --git a/textfiles.com/reports/ACE/hlthplan.txt b/textfiles.com/reports/ACE/hlthplan.txt new file mode 100644 index 00000000..54b38174 --- /dev/null +++ b/textfiles.com/reports/ACE/hlthplan.txt @@ -0,0 +1,264 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the Clinton ] + [ ]9-10 [ ]Cliff Notes [Health Plan ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1757 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Term Paper: The Clinton Health Plan + + The health care situation in the United States is in dire need of a +change. The United States spends more money on health care per individual +than any other nation in the world (14%of its GNP in 1991), and that amount +is quickly rising. Virtually everyone, from doctors to politicians, +recognize the unwieldy situation of health care in America, and realize +that something must be done. + + In order to attempt to correct the failures of the current health care +situation, one must understand the problems that led to the deterioration +of the health care system. Perhaps the main problem with health care today +is that there are 37 million Americans without insurance, and another 20 +million are underinsured + + Another large problem with the way health care is presently organized +is - as Clinton helpfully points out - waste. Some common examples are: + + Paperwork: There are thousands of insurance companies in the US, and +each one has many forms for doctors and patients to fill out. So much so, +that doctors spend more time improving their handwriting than healing +people. + + Greed and Profiteering: Some drug companies make over 10,000% profit on +the drugs they manufacture. In 1991, the median income of doctors was +$139,000 for general practitioners and $512,000 for specialists. + + Unneeded Surgery and Tests: Possibly 15 to 35% of certain types of +operations and tests are unneeded. Malpractice Suits and "Defensive" +Medicine: Doctors pay high premiums on malpractice insurance which causes +them to charge more. The reason that these premiums are so high is because +currently there are practically no limits to an amount that can be sued for +pain and damages. Defensive medicine - procedures done to protect doctors +from being sued - is costing this country greatly. + + Recognizing that waste is one of the greatest causes of the high prices +in health care, Clinton has introduced a plan to revise the health care +system by eliminating waste, and making sure that every single American can +be covered by a health plan. + + Clinton's plan is based on three premises. First, that there is enough +waste in the current health care system to cover the costs of his new plan. +Second, that his plan will create competition within the insurance +industry. Last, that his plan can put a cap on insurance prices. + + The core of Clinton's plan is to set up regional health alliances, +which would buy insurance on behalf of thousands of consumers. A +seven-member National Health Board will be set up to scrutinize the health +alliances. The health alliances would be limited by the National Health +Board by having price caps on the premiums, and by assuring that the health +alliances will accept all applicants including those that are high-risk. +Each health alliance will have three or four different options (HMO, fee +for service, and combination plans) which the consumers could choose from. + + In the case of the employed, the insurance would be paid 80% by the +employers and 20% by the employees. In the case of self- employed and +non-employed, they would have to pay the full cost of the premiums by +themselves, unless they qualify for government subsidies. + + The Clinton plan also will limit what types of operations are covered, +and it puts restrictions on how long a person can stay in a hospital, +nursing home, or rehabilitation center. It would also regulate the wages +of specialists, and the prices of drugs. + + Overall, what Clinton's health care plan will do is put caps on +insurance premiums thereby causing competition between insurers. It will +also greatly reduce the waste by: reducing the paperwork enormously by +having fewer insurance companies; removing unnecessary procedures by +putting limits on the insurance. It will also decrease greed and +profiteering by putting limits on doctor's salaries and on drug prices. + + The Clinton health care plan is not without its faults. One of the +major problems is that it assumes that there is a tremendous amount of +waste in the current system, but many people say that that is an over +assumption. Another problem is that managed competition, (an attempt to +create competition in the health-care market) might not work in the health +care industry because everything is covered in premiums, and there is a +third indirect party (insurance company), which does all the "buying and +selling" of health services. + + Another problem, which is not a problem with the plan itself rather +with getting it passed, is that there are many groups opposed to the +Clinton plan. + + Many politicians do not like Clinton's plan because they feel that it +is too hard on small businesses, forcing them to pay 80% of their +employees' insurance, and because the Clinton plan does not limit pain and +suffering damages for malpractice suits.All the insurance companies are +obviously against Clinton's plan, because it will put restrictions on the +premiums, and he will force the insurance companies to accept high-risk +patients. Many of the large companies support Clinton's plan because they +already pay the insurance for most of their employees', and all Clinton' +plan will do is lower their premiums. But, many small businesses are +against the plan because they do not currently pay any amount of their +employees' premiums, and they feel that the plan will take a large chunk +out of their profits and they will be forced to lower wages. + + The AMA (American Medical Association) is against many things in +Clinton's plan, most importantly the imposition of cost controls and the +failure to put financial limits on malpractice suits(In fact 600 doctors +marched up the steps of Capital Hill "to defend their right to earn six +times as much as the average American family, and still play golf on +Wednesdays"). + + In general, no one is happy at the way the health care situation is +being handled now, but even though everyone accepts the fact that a change +is needed, many people are skeptical about Clinton's health care plan. Yes, +his plan sounds good on paper, but "will it work?" is what many people are +wondering. + + Overall Clinton's plan is generally good. If it works it will provide +universal coverage with controlled costs. If it works. The problem with +Clinton's plan, and in fact any other plan is that it has to put limits on +operations, research, and tests. Who is to set these limits that might +decide whether a person might live or die? + + Clinton's plan also does not allow much for freedom of choice of +doctors. Clinton is pushing the HMO (Health Maintenance Organization) part +of his plan, and if one wants to choose his own doctor, he must pay a +deductible and 20% of the costs of the visit. + + Americans, in general, do not want an HMO type system rather they want +to be able to go to the doctor they choose. American people prefer a +trusting doctor-patient relationship, if they know their doctor it makes +life much easier. + + Clinton's plan also has a problem in that it does not limit the amount +of money that can be sued for for pain and damages in a malpractice suit. +If Clinton were to add a clause about limiting the sum of money that could +be collected for malpractice suits, he would get a great deal more support +from the AMA, and from doctors in general. + + Right now the health situation is America is very grave, and right now +President Clinton has a possible solution. His plan does not make everyone +happy, and it will not solve all our health problems no matter how +successful it is, but then again no possible plan will resolve all our +health care problems. There are many criticisms against Clinton's plan, +but if we don't try, we definitely will not succeed. + + + + Endnotes + + Bibliography + +1.A New Framework for Health Care +New York Times, November 14, 1993, Section 4A p.3 + +2.Bradsher, Keith Business Leaders Voice Skepticisms of Health Plan +New York Times, October 8, 1993, p.26 + +3.Church, George C. Lots of Second Opinions +Time, October 27, 1993, pp.34-40 + +4.Clift, Eleanor "Big Sister" and Critics +Newsweek, November 1, 1993, pp.25-26 + +5.Clift, Eleanor The Gender Wars +Newsweek, October 4, 1993, p.50 + +6.Clymer, Adam Growing Consensus On Covering All, But How? +New York Times, November 14, 1993, Section 4A p.1 + +7.Cohn, Bob But What Does It Mean For Me? +Newsweek, September 27, 1993, p.37 + +8.Cohn, Bob The Power of Sin +Newsweek, October, 4 1993, p.51 + +9.Eckholm, Erik Moment of Decision for Health Care +New York Times, November 14, 1993, Section 4A p.1 + +10.Eckholm, Erik More Choices, But Also More Costs +New York Times, November 14, 1993, Section 4A p.10 + +11.Egan, Timothy Setting An Example For The Rest of The Nation +New York Times, November 14, 1993, Section 4A p.8 + +12.Fineman, Howard Clinton's Hard Sell +Newsweek, September 27, 1993, pp.34-36 + +13.Freudenheim, Milt Medical-Industrial Complex':Who Wins +New York Times, November 14, 1993, Section 4A p.13 + +14.Gibbs, Nancy Here Comes Dr. No +Time, October 11, 1993, pp.26-29 + +15.Goodgame, Dan Healthy Dissent +Time, October 11, 1993, p.31 + +16.Health Care:Clinton Plan, and The Alternatives +New York Times, October 17, 1993, p.22 + +17.Kerr, Peter Reshaping the Medical Marketplace +November 14, November 14, 1993, Section 4A p.11 + +18.Kilborn, Peter T. Voices of the People:Struggles, Hope, and Fear +New York Times, November 14, 1993, Section 4A, p.1 + +19.Kolata, Gina Catch-22:Lose Health, Lose Policy +New York Times, November 14, 1993, Section 4A p.4 + +20.Kolata, Gina Will the Nation Be Healthier?... +New York Times, October 17, 1993, p. 1 + +21.Lewin, Tamar Those With Large Bills See Aid In Clinton Plan +New York Times, November 14, 1993, Section 4A p.10 + +22.Lowther, William A Prescription for Change +Maclean's, October 4, 1993, p.39 + +23.Morganthau, Tom The Clinton Cure +Newsweek, October 4, 1993, pp.36-45 + +24.Morganthau, Tom The Clinton Solution +Newsweek, September 20, 1993, pp.30-35 + +25.Pear, Robert Delay on Health Care Reflects Task's Complexity +New York Times, October 12, 1993, p.?? + +26.Reinhold, Robert Amid Mountains of Paper, a War Against a Tide +of Red Ink. New York Times, November 14, 1993, Section 4A p.4 + +27.Rosenthal, Elizabeth Confusion, Errors, and Fraud, In Medical +Bills. New York Times, November 14, 1993, Section 4A p.5 + +28.Samuelson, Robert J. Health Care:How We Got Into This Mess +Newsweek, October 4, 1993, pp. 30-35 + +29.Rich, Thomas "A Walk In Space" +Newsweek, October 4, 1993, pp.46-49 + +30.Rich, Thomas Back To Smoke and Mirrors +Newsweek, October 4, 1993, pp.36-37 + +31.Whitney, Craig R. Coverage for All, With Choices +New York Times, November 14, 1993, Section 4A p.9 + +32.Uchitelle, Louis Companies of All Sizes Tally Effects of Plan +New York Times, November 14, 1993, Section 4A p.13 diff --git a/textfiles.com/reports/ACE/hmltchr.txt b/textfiles.com/reports/ACE/hmltchr.txt new file mode 100644 index 00000000..c1f0828e --- /dev/null +++ b/textfiles.com/reports/ACE/hmltchr.txt @@ -0,0 +1,151 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Hamlet's Character ] + [ ]9-10 [ ]Cliff Notes [Traits ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:927 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + HAMLET'S CHARACTER TRAITS + + AS SEEN IN + + WILLIAM SHAKESPEARE'S HAMLET + + + Hamlet is a tragedy written by William Shakespeare. Hamlet is the +protagonist of the play and is portrayed as a very emotional soul, a +daring, brave character who has a bad and violent temper. + + Hamlet is a very emotional young man. As we all know, his father's +death was a shock for him and he could not get over it. Claudius mentions +that Hamlet was taking the mourning of his father's death to extremes: + + To give these mourning duties to your father; But you must know, + your father lost a father; That father lost, lost his, and the + survivor bound In filial obligation for some term To do + obsequious sorrow. 1 + +The King is telling Hamlet that death is only natural and that Hamlet's +father lost his father too. He is informing Hamlet that he is mourning +too much for his deceased father and he should try to get over it. Another +example of Hamlet's emotions getting the better of him can be seen when he +is reminiscing his father's death. Hamlet says, "...How stand I then,/That +have father killed, a mother stained,...2". He is asking himself what kind +of a person he is if he can allow his father to be murdered and his mother +to be married so soon after his father's death to his uncle. This shows us +that he is pitying himself and is putting himself down. Yet another example +of his emotions running wild are seen in his first soliloquy: + + ...She married. O, most wicked speed, to post with such + dexterity to incestuous sheets! It is not, nor it cannot come to + good. But break my heart, for I must hold my tongue! 3 + +He is telling us that his mother has married right away and did not mourn +for his father's death. He tells us that the marriage is not good and nor +can this marriage between Claudius and Getrude come to any good. He wants +to express his true feelings to his mother, but since it will hurt her, he +must be silent for the time being. This shows us that he has a great and +deep love for his mother. He will not say or do anything to hurt her, even +though what she is doing is wrong. + + Hamlet is also a brave and daring character. There are several +examples of his fearless attitude, but I will only discuss the two that I +feel are the most important. The first example occurs when the ghost +visits Hamlet, Horatio and Marcellus. Here Hamlet is determined to meet +the ghost: + + If it assume my noble father's person, I'll speak to it, though + hell itself should gape And bid me hold my peace. 4 + +Hamlet wants to speak to the ghost, even though it might be a demon instead +of his father's spirit. Another example of his bravery is portrayed when +he actually sees the ghost: + + HAM. It will not speak. Then I will follow it. + + HOR. Do not, my lord! + + HAM. Why, what should be the fear? 5 + +Hamlet is not afraid to follow the ghost and speak with it, despite the +fact that Horatio is telling him not to go. He asks Horatio why he is +stopping him and what is there to be afraid of. Another significant +incident that brings out Hamlet's daring character is when he arranges for +the players to perform "The Murder of Gonzago" to find out whether or not +the King is guilty of his father's murder. Hamlet's plan is, "...The +paly's the thing/Wherein I'll catch the conscience of the King. 6" He +decides to use the play to test the King's conscience and if the King seems +nervous or behaves strangely he will know his course from there.(To do what +the apparition told him. Get revenge.) + + Hamlet also has a bad and violent temper. This is expressed when the +meeting between Hamlet and Ophelia goes sour: + + ...You jig, you amble, and you lisp; you nickname God's creatures and + make your wantonness your ignorance. + +Go to, I'll no more on't! it hath made me mad. 7 + +Here he is upset with Ophelia and insults her and tells her that she names +things according to her own fancy and then acts as if her own wilfulness is +ignorance. He says that he has had enough of it and this has made him mad. +Another scene where he expresses his anger is immediately after killing +Polonius and shouts at his mother: + + Here is your husband, like a mildewed ear Blasting his wholesome + brother. Have you eyes? Could you on this fair mountain leave to + feed, And batten on this moor? Ha! have you eyes? 8 + +He is telling Gertrude that her new husband is nothing like Hamlet's +biological father. How could she leave him after his death and marry +Claudius. Can't she see what she is doing? + + These are three of Hamlet's character traits as seen in Shakespeare's +Hamlet. I feel that all these character traits are important, but the most +significant one is the portrayal of his brave and daring character. I feel +that this character trait is the most significant because if Hamlet had not +met with the ghost or set up "The Mousetrap", the play would not have been +where it is now since he wouldn't know what happened to his father. + + + REFERENCES + +Shakespeare, William. Hamlet. U.S.A.: Washington Square Press, 1958. + + NOTES + + + 1William Shakespeare, Hamlet (U.S.A.: Washington Square +Press, 1958), I.ii.94-98. + + 2Ibid., IV.iv.58-59. + + 3Ibid., I.ii.162-165. + + 4Ibid., I.ii.267-269. + + 5Ibid., I.iv.69-71. + + 6Ibid., II.ii.612-613. + + 7Ibid., III.i.154-156. + + 8Ibid., III.iv.74-77. + diff --git a/textfiles.com/reports/ACE/hmt.txt b/textfiles.com/reports/ACE/hmt.txt new file mode 100644 index 00000000..0a62c96b --- /dev/null +++ b/textfiles.com/reports/ACE/hmt.txt @@ -0,0 +1,97 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on the Book ] + [x]9-10 [ ]Cliff Notes [A Handmade's Tale ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:1014 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + English Per.2 + Essay #2 + + Unlike men, women have been facing unique problems for centuries. Often +times, women experience harassment and discrimination. In today's society, +females are trying to combat their tribulations through law suits and +protest rallies. Literature often deals with people being unable to +articulate their problems. Often, unforeseen circumstances force people to +conceal their true emotions. In "Raise the Red Lantern", The Handmaid's +Tale, and "A Doll's House", the main female characters find ways to escape +their situations rather than deal with them. + + Songlian, the main character in the foreign film "Raise the Red +Lantern", finds unusual ways of dealing with her oppression. For example, +Songlian often takes her stress out on her maid, Yan'er. Whenever Songlian +feels the need to relieve her tension, she screams at Yan'er. Songlian's +treatment towards her maid results in a bitter rivalry between the two and +ultimately leads to the death of Yan'er. Instead of expressing herself +publicly, Songlian chooses to keep her emotions bottled up or take them out +on Yan'er. Another example of this concept occurs when Songlian becomes +intoxicated. Due to her unfortunate situation, Songlian chooses to drink an +enormous amount of alcohol on her birthday. In her mind, she feels that she +has nothing to look forward to in life. So Songlian escapes real life by +drinking. This is yet another example of Songlian's feeble attempt to +escape her troubles. Furthermore, Songlian's outlook on life becomes so +bleak that she literally goes insane. Since she witnessed the death of the +third mistress, she confirms her fear that there is no escaping her +situation. Thus, she drives herself crazy. Therefore, we can see that +Songlian uses techniques to try and escape her fate. + + The next work, entitled "A Doll's House", deals with Nora, the main +character, struggling to achieve happiness in life. While Nora lives with +her husband, Torvald, she pretends to be happy and satisfied with life, but +in reality, Nora lacks purpose in her life. For eight years, she never +discusses her situation with Torvald because she does not want to face the +truth about herself. Nora feels obligated to live her life as a caring +mother and an obedient wife. Also, Nora pretends to be happy for a reason. +Whether she knows it or not, Nora tries to be the ideal wife and mother by +letting herself be governed by the laws of society. Because she decides to +settle for what she has, her life is pointless. Nora's first step towards +achieving happiness occurs when she leaves her husband and kids in search +of a better life. Although Nora's life is not yet fulfilled, she is on her +way attaining a better one. + + Lastly, Offred from The Handmaid's Tale uses different tactics to cope +with her situation. Offred, the main character of the novel, is trapped +within a distopian society comprised of a community riddled by despair. +Though she is not physically tortured, she is mentally enslaved by the +overwhelming and ridiculously powerful government. First off, Offred +reminisces about the way life used to be by remembering stories about Luke, +her husband, Moira, her best friend, and her daughter. As mentioned +earlier, Offred lives in a horrific society which prevents her from being +freed. Essentially, the government enslaves Offred because she's a female, +and she's fertile. Remembering stories of the past provide her with +temporary relief from her binding situation. Also, Offred befriends the +Commander's aide, Nick. Offred longs to be loved by her husband, and she +feels that she can find that love by being with Nick. Offred risks her life +several times just to be with Nick. Feeling loved by Nick gives Offred a +window of hope in her otherwise dismal life. Finally, instead of +proclaiming her feelings out loud, she suppresses her feelings. The result +is a series of recordings which depict her life and the things she wishes +she could change. Through these examples, it is apparent that Offred cannot +face her problems because of outside circumstances. + + Works such as "Raise the Red Lantern", The Handmaid's Tale, and "A +Doll's House" deal with females being unable to face their problems. A +plethora of authors have written on this subject matter. Though some +problems are unavoidable, one can overcome certain situations by being more +assertive. Along with male domination and the laws of society, women have +had to contend with other challenging and oppressing situations. Yet +despite this, women in modern society are becoming more powerful. + diff --git a/textfiles.com/reports/ACE/hnryviii.txt b/textfiles.com/reports/ACE/hnryviii.txt new file mode 100644 index 00000000..9a8901a5 --- /dev/null +++ b/textfiles.com/reports/ACE/hnryviii.txt @@ -0,0 +1,89 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on England's ] + [ ]9-10 [ ]Cliff Notes [King Henry the 8th ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:701 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Henry VIII (born 1491, ruled 1509-1547). The second son of Henry VII +and Elizabeth of York was one of England's strongest and least popular +monarchs. He was born at Greenwich on June 28, 1491. The first English +ruler to be educated under the influence of the Renaissance, he was a +gifted scholar, linguist, composer, and musician. As a youth he was gay and +handsome, skilled in all manner of athletic games, but in later life he +became coarse and fat. When his elder brother, Arthur, died (1502), he +became heir apparent. He succeeded his father on the throne in 1509, and +soon thereafter he married Arthur's young widow, Catherine of Aragon. +During the first 20 years of his reign he left the shaping of policies +largely in the hands of his great counselor, Cardinal Wolsey (See Wolsey, +Cardinal). By 1527 Henry had made up his mind to get rid of his wife. The +only one of Catherine's six children who survived infancy was a sickly +girl, the Princess Mary, and it was doubtful whether a woman could succeed +to the English throne. Then too, Henry had fallen in love with a lady of +the court, Anne Boleyn. + + When the pope (Clement VII) would not annul his marriage, Henry turned +against Wolsey, deprived him of his office of chancellor, and had him +arrested on a charge of treason. He then obtained a divorce through Thomas +Cranmer, whom he had made archbishop of Canterbury, and it was soon +announced that he had married Anne Boleyn. + + The pope was thus defied. All ties that bound the English church to +Rome were broken. Appeals to the pope's court were forbidden, all payments +to Rome were stopped, and the pope's authority in England was abolished. In +1534 the Act of Supremacy declared Henry himself to be Supreme Head of the +Church of England, and anyone who denied this title was guilty of an act of +treason. Some changes were also made in the church services, the Bible was +translated into English, and printed copies were placed in the churches. +The monasteries throughout England were dissolved and their vast lands and +goods turned over to the king, who in turn granted those estates to +noblemen who would support his policies. In the northern part of the +kingdom the people rose in rebellion in behalf of the monks, but the +Pilgrimage of Grace, as it was called, was put down. + + Although Henry reformed the government of the church, he refused to +allow any changes to be made in its doctrines. Before his divorce he had +opposed the teachings of Martin Luther in a book that had gained for him +from the pope the title Defender of the Faith--a title the monarch of +England still bears. After the separation from Rome he persecuted with +equal severity the Catholics who adhered to the government of Rome and the +Protestants who rejected its doctrines. + + Henry was married six times. Anne Boleyn bore the king one child, who +became Elizabeth I. Henry soon tired of Anne and had her put to death. A +few days later he married a third wife, Jane Seymour. She died in a little +more than a year, after having given birth to the future Edward VI. + + A marriage was then contracted with a German princess, Anne of Cleves, +whom the king had been led to believe to be very beautiful. When he saw her +he discovered that he had been tricked, and he promptly divorced this wife +and beheaded Thomas Cromwell, the minister who had arranged the marriage. +Henry's fifth wife, Catherine Howard, was sent to the block for misconduct. +In 1543 he married his sixth wife, the tactful and pious Catherine Parr. +Catherine, who survived Henry, lived to marry her fourth husband. + + During Henry's reign the union of England and Wales was completed +(1536). Ireland was made a kingdom (1541), and Henry became king of +Ireland. His wars with Scotland and France remained indecisive in spite of +some shallow victories. Although he himself opposed the Reformation, his +creation of a national church marked the real beginning of the English +Reformation. He died on Jan. 28, 1547, and was buried in St. George's +Chapel in Windsor Castle. diff --git a/textfiles.com/reports/ACE/holden.ace b/textfiles.com/reports/ACE/holden.ace new file mode 100644 index 00000000..db4f2d2e --- /dev/null +++ b/textfiles.com/reports/ACE/holden.ace @@ -0,0 +1,108 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [How we can relate to ] + [ ]9-10 [ ]Cliff Notes [Holden in Catcher in the] + [x]11-12 [x]Essay/Report [Rye ] + [ ]College [ ]Misc [ ] + + Dizzed: 08/94 # of Words:856 School: Prep/All Boys State:CT +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +"Catcher in the Rye" + + The book Catcher in the Rye tells of Holden Caulfield's insight about +life and the world around him. Holden shares many of his opinions about +people and leads the reader on a 5 day visit into his mind. Holden, +throughout the book, made other people feel inferior to his own. I can +partially relate because i do view people higher or lower depending on +their knowledge about a particular subject. I never judge all equally. +Holden and I both have similar judgements of people from the way they act +and behave. We also share feelings about motivation and the lack thereof. +After reading this book, I came to the conclusion that Holden and I are +much more similar than I initially believed. + + Holden portrayed others to be inferior to his own kind all throughout +the book. He made several references as to how people aren't as perfect as +he was. "The reason he [Stradlater] fixed himself up to look good was +because he was madly in love with himself." (pg. 27) Holden had an +inferiority complex. He was afraid of not having any special talents or +abilities and used other methods to make him out to be a rough tough boy. +"Boy, I sat at that goddam bar till around one o'clock or so, getting drunk +as a bastard. I could hardly see straight." (pg. 150) Holden tried all he +could to fit in, he drank, cursed and criticized life in general to make it +seem he was very knowing of all. I myself have found me doing this too at +times. I at times feel the need to fit in to a group and do things similar +to what others do in order to gain acceptance by them. I smoked a cigar +once with two friends of mine because they kept going on and on about how +great cigars were, but that was only once. Holden and I both place people +on levels other than our own for amount of knowledge and likeness to +ourselves. + + Holden used the term 'phonies' to describe more than a few people in +this book. He used the term to be what a person is if they don't act +naturally and follow other people's manners and grace. Holden didn't like +phonies, he thought of them as if they were trying to show off. He didn't +like it when they showed off because it seemed so fake and unnatural every +time they'd do so. + + "At the end of the first act we went out with all + the other jerks for a cigarette. What a deal that + was. You never saw so many phonies in all your life, + everybody smoking their ears off and talking about + the play so that everybody could hear how sharp they + were." (pg. 126) + +I know many people like this as well. I do not like phonies either. I +have many friends who talk using full vocabulary just to try to impress +you, and others who do make note of everything they see to show you how +perceptible they are. People do this when they have a fear of their own +individuality and feel that they need to ace different to get people to +like them. Holden and I both dislike phonies. We do not like people who +take on roles of others to seem more likeable because they are insecure. + + Throughout the book Holden displays a lack of motivation for many +things in which he should do. Holden couldn't even call up an old +girlfriend whom he knew a long time ago. + + "But when i got inside this phone booth, I + wasn't much in the mood any more to give old + Jane a buzz." (Pg. 150) + +Holden also had a problem getting his motivation together in order to +complete schoolwork and succeed in his prep school. I have similar problems +with my motivation and find at times I must be in the mood to do something +in order for me to accomplish it. This stems from our experience in the +past being that we can get through life, or the part we've been through +already, with minimal effort. Holden has had this opportunity to notice +this as his parents have been shuffling him around to different schools +every time he flunks. He feels his parents will be there to move him +somewhere else and take care of him every time something goes wrong. I +found out in eighth grade that the schoolwork i had was far less than the +schoolwork I did and I began to slack off, this caused me to believe that I +could get away with minimal true effort in my schoolwork and it has also +followed me into other courses of my daily routine. I find my forgetting +to do things and having my parents doing them for me. I find I am +basically pampered to my every will and need at home. This is a bad habit +though and I am trying to get out of this lifestyle because I realize I +won't always have someone to fall back on. Holden and I both have similar +motivational problems stemming from our childhood. + + Holden Caulfield and I are very similar in many ways. We tend to judge +different people similar ways. We both dislike people whom act with +insecurity. We also both lack motivation because of previous childhood +experiences which have shaped our lives. Holden Caulfield and I have began +our great journey through life with similar ideas to each other. diff --git a/textfiles.com/reports/ACE/holden.txt b/textfiles.com/reports/ACE/holden.txt new file mode 100644 index 00000000..cb716874 --- /dev/null +++ b/textfiles.com/reports/ACE/holden.txt @@ -0,0 +1,118 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on The Catcher ] + [ ]9-10 [ ]Cliff Notes [in the Rye's Holden ] + [x]11-12 [x]Essay/Report [Caulfield ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:986 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Holden Caulfield's Perception and Gradual + Acceptance of the "Real" World. + + In The Catcher in the Rye, Holden views the world as an evil and +corrupt place where there is no peace. This perception of the world does +not change significantly through the novel. However as the novel +progresses, Holden gradually comes to the realization that he is powerless +to change this. + + During the short period of Holden's life covered in this book, "Holden +does succeed in making us perceive that the world is crazy".1 Shortly +after Holden leaves Pencey Prep he checks in to the Edmont Hotel. This is +where Holden's turmoil begins. Holden spends the following evening in this +hotel which was "full of perverts and morons. (There were) screwballs all +over the place."2 His situation only deteriorates from this point on as the +more he looks around this world, the more depressing life seems. + + Around every corner Holden sees evil. He looks out on a world which +appears completely immoral and unscrupulous. The three days we learn of +from the novel place a distressed Holden in the vicinity of Manhattan. The +city is decked with decorations and holiday splendor, yet, much to Holden's +despair "seldom yields any occasions of peace, charity or even genuine +merriment."3 Holden is surrounded by what he views as drunks, perverts, +morons and screwballs. These convictions which Holden holds waver very +momentarily during only one particular scene in the book. The scene is +that with Mr. Antolini. After Mr. Antolini patted Holden on the head while +he was sleeping, Holden jumped up and ran out thinking that Mr. Antolini +was a pervert as well. This is the only time during the novel where Holden +thinks twice about considering someone as a pervert. After reviewing Mr. +Antolini, Holden finally concludes that maybe he wasn't making a "flitty" +pass at him. Maybe he just like patting guys heads as they sleep. This is +really the only time in the novel where Holden actually considers a +positive side. This event does not constitute a significant change. As +Holden himself says, "It's not too bad when the sun's out, but the sun only +comes out when it feels like coming out."4 The sun of course is a reference +to decency through the common association of light and goodness. His +perception of the world remains the same. + + The one conviction that does change during the novel is Holden's +belief that he can change the world. On his date with Sally, Holden +reveals his feelings. "Did you ever get fed up?... I mean did you ever get +scared that everything was going to go lousy unless you did something..."5 +Holden goes through several plans. Holden at one point contemplates +heading out west where he will pretend to be a deaf-mute and live a quiet +life. At another point Holden proposes to Sally to escape this world with +him. It is finally to his younger sister Phoebe that Holden reveals his +ultimate plan. Although Holden describes the situation in a very +picturesque and symbolic manner he essentially tells Phoebe that he wants +to prevent children from growing up. He blames the world's corruption on +adults and believes that when he stops the children from growing up he will +preserve their innocence and save the world. + + It takes most of the book before Holden begins to realize that he is +helpless to stop this corruption. Finally, he realizes that not only is +there nothing that he can do, but there is nowhere he can go to hide from +it. Holden takes awhile to comprehend these concepts. One good example is +when Holden is delivering the note to his sister. He encounters a +"fuck-you" written on the wall. Holden careful rubs this off with his hand +so as to protect the innocent children from reading it. Later on he finds +"fuck-you" scratched into the surface with a knife. He discovers that he +can't efface this one. Even in the timeless peace of the Egyptian tomb +room at the museum there is an un-erasable "fuck-you." This incident is +the beginning of Holden's realization that his dreams are infeasible.6 + + Ironically enough, it is one of the "innocent" children that he is +trying to protect who helps him come to terms with this realization. It is +Phoebe who challenges his plan to escape out west. As he is telling Phoebe +that she can not run away, he discovers that he too can not run away. "You +can't ever find a place that is nice and peaceful, because there isn't +any."7 + + The final break-down comes near the end of the book when he is +watching Phoebe on the carousel. + + All the kids kept trying to grab for the gold ring, and so was old +Phoebe, and I was sort of afraid she'd fall off the goddam horse, but I +didn't say anything or do anything. The thing with kids is, if they want +to grab for the gold ring, you have to let them do it, and not say +anything. If they fall off, they fall off, but it's bad if you say +anything to them.8 + + In the above passage from the novel, Holden hits the final breakdown. +Being "the catcher" becomes obviously unrealistic. The gold rings are +ironically not gold but really brass-plated iron. The gold rings are +symbols of the corrupted world which always "wears" a shiny surface to hide +its evil. It is at this point that Holden sees that he can not stop +children from growing up and therefore losing their innocence. They will +fall if they fall, there is nothing that can be done. + + Shortly after this point Holden has his nervous breakdown. His +breakdown is due to this depressing realization that the world is corrupt +and filled with evil. He knows now with a sickening certainty that he is +powerless to stop both evil and maturation. As a matter of fact, it is +"bad" to do so. diff --git a/textfiles.com/reports/ACE/holoessa.txt b/textfiles.com/reports/ACE/holoessa.txt new file mode 100644 index 00000000..53c6cc28 --- /dev/null +++ b/textfiles.com/reports/ACE/holoessa.txt @@ -0,0 +1,129 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on The Holocaust ] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:825 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Nearly six million Jews were killed and murdered in what historians have +called "The Holocaust." The word 'holocaust' is a conflagration, a great +raging fire that consumes in it's path all that lives. In the years between +1933 and 1945, the Jews of Europe were marked for total annihilation. +Moreover, anti-Semitism was given legal sanction. It was directed by Adolf +Hitler and managed by Heinne Himmler, Reinhard Heydrich and Adolf Eichmann. +There were many other great crimes and murders, such as the killing of the +Armenians by the Turks, but the Holocaust stood out as the "only sysmatic +and organized effort by a modern government to destroy a whole race of +people." The Germans under Adolf Hitler believed that the Jews were the +cause of all the German troubles and were a threat to the German and +Christian values. + + Dating back to the first century A.D. the Jews and Christians were +always at war. The Jews were considered the murderers of Christ and were +therefor denounced from society, rejected by the Conservatives and were not +allowed to live in rural areas. As a result, the Jews began living in the +cities and supported the liberals. This made the Germans see the Jews as +the symbol of all they feared. + + Following the defeat of the Germans in WW1, the Treaty Of Versailles +and the UN resolutions against Germany raised many militaristic voices and +formed extreme nationalism. + + Hitler took advantage of the situation and rose to power in 1933 on a +promise to destroy the Treaty Of Versailles that stripped Germany off land. +Hitler organized the Gestapo as the only executive branch and secret terror +organization of the Nazi police system. In 1935, he made the Nuremberg Laws +that forbid Germans to marry Jews or commerce with them. Hitler thought +that the Jews were a nationless parasite and were directly related to the +Treaty Of Versailles. When Hitler began his move to conquer Europe, he +promised that no person of Jewish background would survive. + + Before the start of the second world war, the Jews of Germany were +excluded from public life, forbidden to have sexual relations with +non-Jews, boycotted, beaten but allowed to emigrate. When the war was +officially declared, emigration ended and 'the final solution to the Jewish +problem' came. When Germany took over Poland, the Polish and German Jews +were forced into overcrowded Ghettos and employed as slave labour. The +Jewish property was seized. Disease and starvation filled the Ghettos. +Finally, the Jews were taken to concentration camps in Poland and Germany +were they were murdered and killed in poisonous gas chambers in Auschwitz +and many other camps. Despite the harsh treatment of the Jews, little +Germans opposed this. + + When the news reached the allies, they all refused and put down any +rescue plans to aid the Jews. American Jews were warned against seeking any +action for the benefit of the European Jews although Zionists managed to +save small groups of young Jews and brought them to Palestine. The Vatican +condemed racism in general but did hardly anything to stop the German +actions. + + The victories of the Germans in the early years of the war brought most +of the majority of the European Jews under the control of the Nazi's. The +Baltics, Ukrainee's and white Russians gladly joined the Nazi's. France and +Italy sent 100,000 Jews to Germany but refused to send any of it's Jews. +Holland and Belgium were Anti-Nazi's and refused to co-operate with +Germany. Denmark protected it's Jews from Germany and Norway sent it's Jews +to Switzerland for protection. + + Unaware that they will be gassed, the Jews kept quiet until the last +moment. When their fate was clear, the first Jewish uprising came in April +1943 in Warsaw Ghetto, when more than 60,000 pitifully armed Jews decided +to resist. The battle took 28 days before the heavily equipped German +forces put down this violent uprising. Individual Jews also resisted by +joining partisan groups. Jewish resistance, however, was mainly +spiritual.'The Jews prayed, wrote, observed festivals and also refrained.' + + The war in Europe ended on May 8th, 1945. The following years tended to +heal a few wounds, but the damage caused to the Jews of Europe could not be +fully repaired.'A great deal of the Jewish culture and learning perished. +Deep mental scars plagued the survivors and their children.'' An aspect of +human cruelty was exposed more brutal than the civilized world could +admit.' In Israel, the Holocaust day is celebrated on Nisan 27, the date +that marked the Warsaw Ghetto uprising of 1943. + + Although the Germans had lost the war, they won their war on the Jews of +Europe. + + + + END NOTES + + + +1.) Rossel, Seymor. The Holocaust, Toronto:Canada. 1981 edition. + +2.) Britanica Publishing Company. Britanica Vol.6, Toronto:Canada. + 1984 edition. + +3.) Americana Publishing Company. Americana Vol.14 + Washington:America. 1988 edition. + + + BIBLIOGRAPHY + + + +Seymor Rossel. The Holocaust, Toronto:Canada. 1981 edition. + +Britanica Publishing Company. Britanica Vol.6, Toronto:Canada. 1984 +edition. + +Americana Publishing Company. Americana Vol.14, Washington:America. +1988 edition. diff --git a/textfiles.com/reports/ACE/hologram.txt b/textfiles.com/reports/ACE/hologram.txt new file mode 100644 index 00000000..ed005448 --- /dev/null +++ b/textfiles.com/reports/ACE/hologram.txt @@ -0,0 +1,119 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Holograms ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [ ]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1051 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Toss a pebble in a pondsee the ripples? Now drop two pebbles close +together. Look at what happens when the two sets of waves combine you get +a new wave! When a crest and a trough meet, they cancel out and the water +goes flat. When two crests meet, they produce one, bigger crest. When two +troughs collide, they make a single, deeper trough. Believe it or not, +you've just found a key to understanding how a hologram works. But what do +waves in a pond have to do with those amazing three dimensional pictures? +How do waves make a hologram look like the real thing? + + It all starts with light. Without it, you can't see. And much like the +ripples in a pond, light travels in waves. When you look at, say, an +apple, what you really see are the waves of light reflected from it. Your +two eyes each see a slightly different view of the apple. These different +views tell you about the apple's depthits form and where it sits in +relation to other objects. Your brain processes this information so that +you see the apple, and the rest of the world, in 3-D. You can look around +objects, tooif the apple is blocking the view of an orange behind it, you +can just move your head to one side. The apple seems to "move" out of the +way so you can see the orange or even the back of the apple. If that +seems a bit obvious, just try looking behind something in a regular +photograph! You can't, because the photograph can't reproduce the +infinitely complicated waves of light reflected by objects; the lens of a +camera can only focus those waves into a flat, 2-D image. But a hologram +can capture a 3-D image so lifelike that you can look around the image of +the apple to an orange in the backgroundand it's all thanks to the special +kind of light waves produced by a laser. + + "Normal" white light from the sun or a lightbulb is a combination of +every colour of light in the spectruma mush of different waves that's +useless for holograms. But a laser shines light in a thin, intense beam +that's just one colour. That means laser light waves are uniform and in +step. When two laser beams intersect, like two sets of ripples meeting in +a pond, they produce a single new wave pattern: the hologram. Here's how +it happens: Light coming from a laser is split into two beams, called the +object beam and the reference beam. Spread by lenses and bounced off a +mirror, the object beam hits the apple. Light waves reflect from the apple +towards a photographic film. The reference beam heads straight to the film +without hitting the apple. The two sets of waves meet and create a new +wave pattern that hits the film and exposes it. On the film all you can +see is a mass of dark and light swirls it doesn't look like an apple at +all! But shine the laser reference beam through the film once more and the +pattern of swirls bends the light to re create the original reflection +waves from the appleexactly. + + Not all holograms work this waysome use plastics instead of photographic +film, others are visible in normal light. But all holograms are created +with lasersand new waves. + +All Thought Up and No Place to Go + + Holograms were invented in 1947 by Hungarian scientist Dennis Gabor, but +they were ignored for years. Why? Like many great ideas, Gabor's theory +about light waves was ahead of its time. The lasers needed to produce +clean wavesand thus clean 3-D imagesweren't invented until 1960. Gabor +coined the name for his photographic technique from holos and gramma, Greek +for "the whole message. " But for more than a decade, Gabor had only half +the words. Gabor's contribution to science was recognized at last in 1971 +with a Nobel Prize. He's got a chance for a last laugh, too. A perfect +holographic portrait of the late scientist looking up from his desk with a +smile could go on fooling viewers into saying hello forever. Actor +Laurence Olivier has also achieved that kind of immortality a hologram of +the 80 year-old can be seen these days on the stage in London, in a +musical called Time. + +New Waves + + When it comes to looking at the future uses of holography, pictures are +anything but the whole picture. Here are just a couple of the more +unusual possibilities. Consider this: you're in a windowless room in the +middle of an office tower, but you're reading by the light of the noonday +sun! How can this be? A new invention that incorporates holograms into +widow glazings makes it possible. Holograms can bend light to create +complex 3 D images, but they can also simply redirect light rays. The +window glaze holograms could focus sunlight coming through a window into a +narrow beam, funnel it into an air duct with reflective walls above the +ceiling and send it down the hall to your windowless cubbyhole. That could +cut lighting costs and conserve energy. The holograms could even guide +sunlight into the gloomy gaps between city skyscrapers and since they can +bend light of different colors in different directions, they could be used +to filter out the hot infrared light rays that stream through your car +windows to bake you on summer days. + + Or, how about holding an entire library in the palm of your hand? +Holography makes it theoretically possible. Words or pictures could be +translated into a code of alternating light and dark spots and stored in an +unbelievably tiny space. That's because light waves are very, very +skinny. You could lay about 1000 lightwaves side by side across the width +of the period at the end of this sentence. One calculation holds that by +using holograms, the U. S. Library of Congress could be stored in the +space of a sugar cube. For now, holographic data storage remains little +more than a fascinating idea because the materials needed to do the job +haven't been invented yet. But it's clear that holograms, which author +Isaac Asimov called "the greatest advance in imaging since the eye" will +continue to make waves in the world of science. diff --git a/textfiles.com/reports/ACE/home-gad.txt b/textfiles.com/reports/ACE/home-gad.txt new file mode 100644 index 00000000..9ebba21f --- /dev/null +++ b/textfiles.com/reports/ACE/home-gad.txt @@ -0,0 +1,145 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on 19th Century ] + [ ]9-10 [ ]Cliff Notes [Technology in our homes.] + [ ]11-12 [ ]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1223 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Toilets + + Yes...those tales you've heard are true. The toilet was first patented +in England in 1775, invented by one Thomas Crapper, but the extraordinary +automatic device called the flush toilet has been around for a long time. +Leonardo Da Vinci in the 1400's designed one that worked, at least on +paper, and Queen Elizabeth I reputably had one in her palace in Richmond in +1556, complete with flushing and overflow pipes, a bowl valve and a drain +trap. In all versions, ancient and modern, the working principle is the +same. + + Tripping a single lever (the handle) sets in motion a series of +actions. The trip handle lifts the seal, usually a rubber flapper, +allowing water to flow into the bowl. When the tank is nearly empty, the +flap falls back in place over the water outlet. A floating ball falls with +the water level, opening the water supply inlet valve just as the outlet is +being closed. Water flows through the bowl refill tube into the overflow +pipe to replenish the trap sealing water. As the water level in the tank +nears the top of the overflow pipe, the float closes the inlet valve, +completing the cycle. + + From the oldest of gadgets in the bathroom, let's turn to one of the +newest, the toothpaste pump. Sick and tired of toothpaste squeezed all +over your sink and faucets? Does your spouse never ever roll down the tube +and continually squeezes it in the middle? Then the toothpaste pump is for +you! + + When you press the button it pushes an internal, grooved rod down the +tube. Near the bottom of the rod is a piston, supported by little metal +flanges called "dogs", which seat themselves in the grooves on the rod. As +the rod moves down, the dogs slide out of the groove they're in and click +into the one above it. When you release the button, the spring brings the +rod back up carrying the piston with it, now seated one notch higher. This +pushes one-notch's-worth of toothpaste out of the nozzle. A measured amount +of toothpaste every time and no more goo on the sink. + +Refrigerators + + Over 90 percent of all North American homes with electricity have +refrigerators. It seems to be the one appliance that North Americans can +just not do without. The machine's popularity as a food preserver is a +relatively recent phenomenon, considering that the principles were known as +early as 1748. A liquid absorbs heat from its surroundings when it +evaporates into a gas; a gas releases heat when it condenses into a liquid. + + The heart of a refrigerator cooling system is the compressor, which +squeezes refrigerant gas (usually freon) and pumps it to the condenser, +where it becomes a liquid, giving up heat in the process. The condenser +fan helps cool it. The refrigerant is then forced through a thin tube, or +capillary tube, and as it escapes this restraint and is sucked back into a +gas again, absorbing some heat from the food storage compartment while it +does so. The evaporator fan distributes the chilled air. + + In a self-defrosting refrigerator/freezer model, moisture condenses +into frost on the cold evaporator coils. The frost melts and drains away +when the coils are warmed during the defrost cycle which is initiated by a +timer, and ended by the defrost limiter, before the frozen food melts. A +small heater prevents condensation between the compartments, the freezer +thermostat turns the compressor on and off, and the temp control limits +cold air entering the fridge, by means of an adjustable baffle. + +Smoke Detectors + + Is your smoke detector good at scaring to death spiders who carelessly +tiptoe inside it? Have you ever leapt out of the shower, clad only in +you-know-what, to the piercing tones of your alarm, triggered merely by +your forgetting the close the bathroom door? Is it supposed to do this? + + There are two types of smoke detectors on the market; the photoelectric +smoke detector and ionization chamber smoke detector. The photoelectric +type uses a photoelectric bulb that shines a beam of light through a +plastic maze, called a catacomb. The light is deflected to the other end +of the maze where it hits a photoelectric cell. Any smoke impinging on +this light triggers the alarm (as do spiders and water droplets in the +air!). The ionization chamber type contains a small radiation source, +usually a man-made element called Americium. The element produces +electrically-charged air molecules called ions, and their presence allows +a small electric current to flow in the chamber. When smoke particles +enter the chamber they attach themselves to these ions, reducing the flow +of current and triggering the alarm. + + Both types are considered equally effective and may be battery-powered +or wired to the home's electrical system. No matter which type you choose, +if you don't have one installed, put down this article and go buy one now! + + And while you're signing that credit card voucher for the new smoke +detector, pause for a moment and gaze at that other technological marvel +you are probably holding in your hand, the ball-point pen. Ever wonder why +it's called a ball-point? Because it has a ball. The first European +patents for the handy device were issued in the late 19th century, but none +of the early pens worked very well until a Swiss inventor named Lazio Josef +Biro designed the first modern version in 1939. He called it a birome. +Commercial production was delayed by World War II, and then in 1945, an +American firm, Reynold's, introduced "the miraculous pen which +revolutionizes writing" at Gimbel's in New York City. The new pen didn't +work very well and cost a whopping $12.50 U.S., but it was an instant +success. The Henry Ford of the ball-point industry, Marcel Bich, launched +the Bic pen in 1949, after developing the Biro design for two years to +produce a precision instrument which wrote evenly and reliably and was +cheap. By the early seventies, Bic pens became the world's largest +manufacturer of ball-point pens, and today some two and one-half million +Bic ball-points alone are sold every day in North America. + + Ink feeds by gravity through five veins in a nose cone, usually made of +brass, to a tungsten carbide ball. During the writing process, the ball +rotates, picking up a continuous ink supply through the nose cone and +transferring it to the writing paper. The ball is a perfect sphere, which +must fit precisely into the extremely smooth nose cone socket so that it +will rotate freely yet be held tightly in place so that there is an even +ink flow. Although it sounds deceptively simple, perhaps the most amazing +thing about ball-point pens is the ink. Why doesn't it just run out the +end? Why doesn't it dry up in the plastic cartridge? Bic describes the ink +as "exclusive, fast-drying, yet free flowing". The formula is, of course, +secret. + + In the 19th century, writer and thinker Ralph Waldo Emerson expressed a +fear that perhaps we all feel to some extent, that "things are in the +saddle and ride Mankind". But with the help of good household reference +books, friendly reference librarians, and helpful manufacturers only too +willing to help consumers understand their products, we can at least get a +rein on the technology in our homes. diff --git a/textfiles.com/reports/ACE/homeless.txt b/textfiles.com/reports/ACE/homeless.txt new file mode 100644 index 00000000..c2b404bd --- /dev/null +++ b/textfiles.com/reports/ACE/homeless.txt @@ -0,0 +1,101 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Homeless People] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:814 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +What has been done to decrease the problem? + + One of the largest growing concerns in Toronto is the constantly +increasing number of citizens who are finding themselves living on the +streets. With the decrease in the number of available jobs, the population +of homeless people has literally boomed. My questions are not as simple to +answer as they may appear. Why is a large portion of our community forced +to live on the streets? What has be done to decrease the problem? These +are the questions I will confront in my essay. + + With the economical wealth attributed to the name "Canada", one would +have to wonder why there is a homeless situation at all. This problem is +especially evident in Canada's wealthiest city, Toronto. When it comes to +the affairs of the people, it is the government who should intervene. When +I look at what the government has done with regard to the homeless problem, +I have to doubt that everything is being done to eradicate it. The United +Nations implemented a universal declaration of human rights. Article 25 +Section 1 of this declaration states: + + Everyone has the right to a standard of living adequate for the health +and well being of himself and of his family, including food, clothing, +housing, and medical care and necessary social services, and to the right +to security in the event of unemployment, sickness, disability, widowhood, +old age or other lack of livelihood in circumstances beyond his control. + + This is a step in the right direction. However, this is not enough. +These rights are subject to the discretion of the government of the country +who decides to obey these universal rights. How much is "adequate"? + + The government, both at the federal and municipal levels, is currently +working on new spending cuts. These cuts also include spending on welfare, +unemployment and social services that are geared towards helping the +homeless. Spending cuts can be seen as a necessity to maintain the country +economically, but the reason for having a government in the first place is +to take care of the people. How can this be done when money is being taken +away from those services that are necessary to uphold this obligation? +Simply put, it cannot. Those obligations are served by nonprofit +organizations who depend on government grants to maintain a standard of +care for those who need the services. + + The blame cannot be placed only on the government. Such a system of +assistance depends on its beneficiaries to be honest and have some +integrity. Many recipients of these services attempt to "cheat the +system". With no will to search for work many of these recipients remain +at home and reap the benefits of their weekly cheques. This causes the +government to create other services to control the amounts of money being +distributed to those people. This process is costly and would be +unnecessary if all of the recipients decided to take an honest approach to +this service. + + What can the government do to decrease the homeless population? +Although there is no quick and easy answer to solve this difficult problem, +Toronto has the means to attempt economical ways to research and come up +with ideas to solve it. Here in Ontario we have many excellent +universities and colleges with equally excellent students who are taking +courses in the political sciences. If the government were to cooperate +with these universities and colleges and have them work in conjunction with +the current research groups, then the answer to decrease the homeless +population would be effectively answered. The government would encounter +little expense and at the same time give the students a chance to implement +what they are learning into real life situations. Everyone benefits from +this idea and there are no losers. + + In conclusion I think that our homeless problem could eventually be +rooted out entirely if everyone were to take part in the care of their +fellow neighbour. If we were to stop being self-centered and start +thinking about the other person who has less than us, I am sure that we +would benefit from it. It isn't all that hard. A few advertisements on +the television and radio, a little push from our society's leaders and we +would be off on the right track. That worked for the recycling program. +Now we should try employing this idea for even better reasons. I doubt that +I will be around to see this idea in use all around the world, but I do +hope that I can one day see it used here in Toronto. To assist all the +homeless here in Toronto would be a very nice thing to see. The best part +of it all would be to know that we, as a society, would be able to work +together despite all the barriers created by racism and our naive nature +when it comes to other heritages. diff --git a/textfiles.com/reports/ACE/homework.txt b/textfiles.com/reports/ACE/homework.txt new file mode 100644 index 00000000..ee080def --- /dev/null +++ b/textfiles.com/reports/ACE/homework.txt @@ -0,0 +1,181 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Creative Essay on a ] + [ ]9-10 [ ]Cliff Notes [Young Boy Losing his ] + [x]11-12 [x]Essay/Report [Parents ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1688 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + "Hello?" + "Martin, it's Bob.Angela was in a car accident last night..." + "Oh my God! Is it serious?" + "Yes, it's pretty serious. She's still unconscious. Hey listen, buddy, +I have to go out of town for a while and I was wondering if you could call +the hospital every once in a while because apparently somebody she knows +should be around after she wakes up. It sounds kind of silly to me but..." + "I'm leaving right now." + "Do what you want, Martin. Why don't you get some more sleep; after +all it's three in the morning. I've got to go- my plane leaves in an hour. +Thanks so much for bailing me out at such short notice, old pal." + "Hey no problem, buddy, it's only your wife; no need to be worried or +anything..." Martin said sarcastically to the dial tone. Martin ran to the +shower and was dressed and in the car in ten minutes. + "Excuse me, could you please tell me what room Mrs. Angela Warner, I +mean Smith, is in?" + "Yes, sir, she's in room 23, but you can't see her until 6:30. You may +wait in the lounge at the end of the hall if you wish." + "Thank you very much." + Martin looked through the little square window of her door. The +private room was cold and dark with green tile covering the walls halfway. +She had tubes in her nose, her head bandaged heavily, her arms in casts and +her neck in a brace. She had a long cut along her right cheekbone. + "You're still beautiful, little Angela," Martin murmured softly +to himself as tears welled up in his eyes. He turned away and walked down +the hall to the private lounge. As he walked in and sat down, he scanned +the people already there. There was a seemingly nice older couple, two +middle-aged women and a young boy. + "I REALLY hope her foot feels better after surgery," one of the women +said. + "No you don't, Susie. You're the one that didn't want to pitch in some +money to help her pay the bill," the other said icilly. + "I wouldn't talk, Candyce. You don't even want to be here. I loved +those fake tears of concern when they wheeled her in; that was a nice +touch," Susie laughed wickedly. + "She wouldn't even need to have surgery if it weren't for you dropping +that iron on her foot." + "That was an accident!" Susie's voice started to raise. + "Oh yeah, right. It just happened to be after she told you she was +engaged to Brad," Candyce said sarcastically. + "That was over a long time ago! How dare you imply..." Susie +hissed and stood up to slap Candyce when a nurse walked in. + "Miss Lane, Miss Rucher? Emilia has awakened from the anaesthetic. You +may see her now." + "Is she alright?" Susie said with concern oozing from her voice. + "Did they save her foot?" Candyce was near tears. + "Emilia will be just fine. Her foot was saved. Follow me, please." +Candyce and Susie shrieked with apparent joy and smiled so sweetly at the +nurse, syrup dripped from their mouths like the drool of a rabid dog. As +soon as the nurse turned her back to lead them away to their sick friend, +they glowered at each other wickedly. + "With friends like that, who needs enemies!" Martin thought to himself +as he sighed pityingly and reached for a pamphlet. He glanced at his watch: +5:00a.m. He looked over at the little boy who sitting alone in a corner, +silent with a blank stare on his face accompanied with an occasional +heart-felt sniffle. + "How to Deal With Death: The Revised Edition. What an +uplifting topic. I should come here more often," Martin thought +wryly and tossed the pamphlet on a nearby table. He glanced over at +the older couple. Thet were just sitting there, admiring the lovely +chocolate brown, seaweed green and bright orange modern murals. + "This is TOO depressing. I've got to get out of here," Martin thought +to himself. "I'm going to get some coffee. Could I bring you back +something?" + "No thank you, dear," the old woman said politely. + "Well, if you wouldn't mind, I'd really enjoy a ..." the woman nudged +the old man. + "George! Where are your manners?" she hissed and then smiled sweetly +at Martin who pretended not to notice. + "Come to think of it, I don't really want anything at the momment, +thanks," the old man quickly corrected himself. + "You sure have him well trained, lady," Martin snickered sarcastically +to himself. "How about you, son?" The little boy just sat there, tears +streaming down his face at the mention of the word `son'. + Martin walked quickly out of the room and sown the hall to the +nurses' station. + "Is there any change in Mrs. Smith's condition? She's in room 23." + "No, Mr. Smith. We will notify you if any change occurs." + "Thank you very much. By the way, I'm not Mr. Smith..." Martin stopped +himself when he realised the nurse's attention was directed elsewhere. "It +doesn't really matter anyway," he thought. + "Martin walked over to the coffee machine and after a lengthy battle +reached in and pulled a strong black coffee and a hot chocolat out of the +slot. When he turned around, Martin saw Candyce and Susie embracing Emilia +and giggling as she wiggled her toes at the end of her cast. Even from that +distance, their artificiality was so recognisable, Martin wanted to flee +from the scene in utter disgust. + He walked in on yet another arguement as he entered the lounge. + "Why did he have to marry her?" + "I like her..." the old man started. + "Did you say something, dear? Well anyway, like I was saying, I told +him, Bob, she will only bring you bad luck, being a divorcee and all. The +people at work won't respect you, and most of all, what will the rest of +the family think?" + "I like her..." the old man tried again in vain. + "Well I'll say, I don't think I want to stay here anymore. Personally, +I hope sher never wakes up. Enough said, let's go," the old woman +orderedsnobbishly. The old man took her minkwrap from a hanger and placed +it gently on his wife's shoulders and proceeded to follow her out of the +room like a lost puppy following his mistress home. + "Try not to trip over your leash, mister," Martin thought to himself, +astonished that the man would take this treatement so willingly. Then it +dawned on him: Bob, divorcee...."They must be Bob Smith's parents! How +could she say that about Angela?! How could he let her say those things +about Angela?!" Martin looked over at the boy, still gaping with rage. He +suddenly realised he had been screaming by the look of shock on the boy's +face. + "Here, this is for you. I don't believe it..." Martin handed him the +hot chocolate. + "Gee thanks, mister. How come you were screaming about what they said +about some lady?" + "That some lady is a very special lady who happens to be my ex-wife," +he said icilly. + "But you care, don't you?" the boy asked seriously. + "With all my heart, but..." + "So that's all that matters. My mommy says so all the time..." his +voice quivered and broke into uncontrollable sobs. Martin put his arm +around the boy's shoulder who immediately wrapped his arms around Martin's +neck and cried into his chest. + 6:30a.m. Martin put a pikllow under the boy's sleeping head and +covered him with his jacket. "The poor little guy," his heart went out to +him: the boy's parents had been in a train accident late last night and +would probably not survive to see the sun rise. + Martin looked in the window again at the coldness and unfeeling +of her room. All of a sudden, he ran down the hall to the boutiques and +bought an armful of flowers, trinkets and stuffed animals. He slipped +silently into the room and arranged everything. The room looked as though +somebody had breathed life into it. Flashes of red, bursts of yellow, +explosions of orange, waves of purple and the clear beauty of pink all +broke through the institutional cold and gave the room warmth and charm. He +tore open the curtains and drank in the radiance of the rising sun. He +walked over to her bed, took her hand gently and began describing the +magnifiscence of the flowers and the dazzling sun. He told her about +picnics they would have and walks through the gardens and boat rides on +little ponds. "I wouldn't mind waking up to this," he continued eagerly, +but then stopped, despair inundating him, washing away his dreams. "Only +it's Bob now, not be anymore," he murmured sadly and walked slowly over to +the window. He looked out and down onto a garden where a few patients were +being walked around. "That should be us," he murmured softly to the window. + "That should be us! We had so much happiness!" Martin turned and said +pleadingly to her unconscious face. He took a few quick steps and was at +her bedside again. + "I love you, Angela," he bent down and kissed her deathly pale cheek +softly. "I never stopped." + "And I love you. little Martin," her face flinched in a momentary +attack of pain. "Go and get some doctors, please." + Martin stared in shock. Gradually a boyish grin crept over his +face and he turned and ran to get some help. + "You'll have to wait outside while we examine her, Mr. Smith." + "No, I'm Mr. Martin Warner," he said confidantly. Martin walked back +down the hall to the lounge to check on the boy. As he neared the open +door, he saw a nurse comforting the child who sobbed hysterically. + "Mommy and Daddy would NEVER leave me! You're lying!" he screamed +desperately. Martin turned and walked down the dim hall very slowly. He +didn't even care about getting his jacket back. + He can replace his jacket. + The child can't replace his parents. diff --git a/textfiles.com/reports/ACE/hoover.txt b/textfiles.com/reports/ACE/hoover.txt new file mode 100644 index 00000000..187835f2 --- /dev/null +++ b/textfiles.com/reports/ACE/hoover.txt @@ -0,0 +1,196 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [General Prodigy Rip Info] + [x]9-10 [ ]Cliff Notes [on Herbert Hoover. ] + [ ]11-12 [ ]Essay/Report [ ] + [ ]College [x]Misc [ ] + + Dizzed: 06/94 # of Words:1304 School: - State: - +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Hoover, Herbert + +{hoo'-vur} + + Herbert Clark Hoover was the 31st president of the United States. +During his first year in office the Wall Street crash of 1929 occurred. He +was blamed for the resulting collapse of the economy, and his unpopular +policies brought an end to a brilliant career in public office. After the +inauguration of Franklin Delano Roosevelt in 1933, however, Hoover remained +a leading critic of the New Deal and a spokesman for the Republican party. + + +Early Life + + Born on Aug. 10, 1874, the son of a blacksmith in the Iowa village of +West Branch, Hoover was orphaned at the age of eight and sent to live with +an uncle in Oregon. The uncle became wealthy, enabling Hoover to study +mining engineering at Stanford University; he graduated in 1895. The +influences of his engineering training and his Quaker upbringing were to +shape his subsequent careers. + + Hoover began working in California mines as an ordinary laborer, but he +soon obtained a position in Australia directing a new gold-mining venture. +During the next two decades he traveled through much of Asia, Africa, and +Europe as a mining entrepreneur, earning a considerable fortune. At the +outbreak of World War I in August 1914 he was in London. + + Hoover, who as a Quaker passionately believed in peace, was appalled by +the human costs of the war, and he determined to devote his life to public +service. He volunteered to direct the exodus of American tourists from +war-torn Europe and then to head (1915-19) the Commission for Relief in +Belgium. This position brought him public attention as the "great +humanitarian," a well-earned reputation that he lost only after the 1929 +Wall Street debacle. The commission fed 10,000,000 people during the war +and left funds for Belgian postwar reconstruction. + + When the United States entered the war in April 1917, Hoover was called +to Washington to serve as food administrator. This was a special wartime +office, created to encourage American agricultural production and food +conservation and to coordinate a rational distribution of food. When the +war ended in November 1918, President Woodrow Wilson sent Hoover back to +Europe to direct the American Relief Administration, an agency intended to +relieve the suffering in Europe caused by the war's destruction. + + Hoover's public reputation was enormous as a result of his activities +in these offices, and some persons looked upon him as a presidential +candidate in 1920. He had never participated in partisan politics, but he +did declare himself a Republican while refusing to seek the presidency that +year. In 1921, Warren G. Harding appointed Hoover secretary of commerce, a +post he held until he began his own presidential campaign in 1928. + + +Secretary of Commerce + + As secretary of commerce, Hoover made his most important contributions +to public policy. He was so able and active in the administrations of +Warren G. Harding and Calvin Coolidge that observers often referred to him +as "secretary for domestic affairs." Hoover directly confronted a dilemma +central to American values: the conflict between the tradition of +individualism and the impersonalism of large corporations and big cities. +Hoover deeply believed in the traditional worth of the individual, the +value of personal initiative, the rights of self-expression, and the legacy +of freedom of opportunity. These beliefs were deeply rooted in American +society and in Hoover's personal Quaker faith. + + But Hoover, as an engineer, was also profoundly impressed by the +virtues of science. Rational principles could point the way to +disinterested fairness in public policy, bring about greater efficiency in +the economy and in society, and, if applied dispassionately, cause an end +to the bitter conflicts in an America populated by persons of different +creeds, races, and social classes. In his belief that greater rationality +in public life could be combined with respect for the tradition of +individual rights, Hoover conformed to the mainstream of progressive social +thought in the early 20th century. + + As secretary of commerce Hoover was concerned with applying rational +principles in order to end conflict between labor and business. But he was +mostly preoccupied with trying to bring the benefits of cooperative action +to business owners and farmers without destroying individual initiative. To +this end his department encouraged firms to join together in trade +associations and thereby develop and share vital information about costs of +production and distribution and about available markets. + +Presidency + + Hoover's views and policies were popular in the 1920s. In 1928, after +Coolidge announced that he would not seek reelection, Hoover launched a +successful presidential campaign, easily defeating the Democratic +contender, Al Smith. Hoover expressed the belief that ways had been found +to eliminate the scourges of poverty and that America was entering a future +of peace and ever-increasing economic prosperity. After his election he +turned his attention to America's most noticeable economic problem, the +agricultural depression that had been chronic for nearly a decade. The +resulting Agricultural Marketing Act, passed by Congress in 1929, promoted +the idea of marketing cooperatives among farmers to increase their +efficiency while the government purchased surplus commodities until--it was +intended--individual cooperative action could maintain farm prosperity +without government intervention. + + The Wall Street crash of October 1929 and the onset of the DEPRESSION +OF THE 1930s shattered Hoover's dreams and his popularity. He refused to +mobilize fully the resources of the federal government to save the +collapsing economy. What actions he did take, such as approving creation +(1932) of the Reconstruction Finance Corporation to loan funds to ailing +corporations, seemed too little too late. Hoover feared that too much +government intervention would destroy the integrity and initiative of the +individual citizen. The "great humanitarian" lost his reputation as +millions lost their jobs and some were actually starving by the winter of +1932-33. Franklin Delano Roosevelt easily defeated Hoover in 1932 by +promising Americans a New Deal. + +Later Years + + In semiretirement Hoover criticized the policies of the New Deal, +saying that they made Americans dependent on the government. He remained an +important ideologist for the Republican party. After World War II he served +as coordinator of the European Food Program (1946-47). He subsequently +headed two Hoover Commissions (1947-49 and 1953-55) on the organization of +the executive branch of the government. He recommended structural changes +to make the government more efficient and the executive branch more +accountable to the Congress and the public. + + In retirement Hoover thus remained true to his principles of efficiency +and individual integrity. He died in New York City on Oct. 20, 1964. + +Bibliography: Best, Gary D., Herbert Hoover: The +Postpresidential Years, 1933-1964 (1983); Burner, David, +Herbert Hoover (1979); Eckley, Wilton, Herbert Hoover (1980); +Fausold, Martin L., The Presidency of Herbert Hoover (1985); +Fitzgerald, C. B., ed., Herbert C. Hoover (1988); Hawley, E. +W., et al., Herbert Hoover and the Historians (1990); Hoover, +Herbert, Addresses upon the American Road, 8 vols. (1936-61), +and The Memoirs of Herbert Hoover, 3 vols. (1951-52); +Huthmacher, J. Joseph, and Sussman, Warren I., eds., Herbert +Hoover and the Crisis of American Capitalism (1973); Lyons, +Eugene, Herbert Hoover, a Biography (1964); Nash, G. H., The +Life of Herbert Hoover, 2 vols. (1983-88); Smith, Gene, The +Shattered Dream: Herbert Hoover and the Great Depression +(1984); Smith, R. N., An Uncommon Man (1984); Sobel, Robert, +Herbert Hoover at the Onset of the Great Depression, 1929-1930 +(1975); Wilson, Joan Hoff, Herbert Hoover: Forgotten +Progressive (1975). + + +NAME: Herbert Clark Hoover + +31st President of the United States (1929-33) + + Born: Aug. 10, 1874, West Branch, Iowa Education: Stanford +University (graduated 1895) Profession: Engineer Religious +Affiliation: Society of Friends (Quaker) + + Marriage: Feb. 10, 1899, to Lou Henry (1875-1944) Children: +Herbert Clark Hoover (1903-69); Alan Henry Hoover (1907- ) + + Political Affiliation: Republican Writings: The Challenge of +Liberty (1934); America's First Crusade (1942); Memoirs (3 +vols., 1951-52); The Ordeal of Woodrow Wilson (1958) + + Died: Oct. 20, 1964, New York City Buried: West Branch, Iowa + + Vice-President: Charles Curtis + + Cabinet Members:^ Secretary of State: Henry L. Stimson +Secretary of the Treasury: Andrew W. Mellon (1929-32); Ogden L. +Mills (1932-33) Secretary of War: James W. Good (1929); Patrick +J. Hurley (1929-33) Attorney General: William DeWitt Mitchell +Postmaster General: Walter F. Brown Secretary of the Navy: +Charles F. Adams Secretary of the Interior: Ray L. Wilbur +Secretary of Agriculture: Arthur M. Hyde Secretary of Commerce: +Robert P. Lamont (1929-32); Roy D. Chapin (1932-33) Secretary +of Labor: James J. Davis (1929-30); William N. Doak (1930-33) diff --git a/textfiles.com/reports/ACE/horner.txt b/textfiles.com/reports/ACE/horner.txt new file mode 100644 index 00000000..fa53694d --- /dev/null +++ b/textfiles.com/reports/ACE/horner.txt @@ -0,0 +1,183 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Canada's ] + [ ]9-10 [ ]Cliff Notes [Ideal Population ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1476 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + CANADA'S IDEAL POPULATION + WHAT IS IT ? + AND + HOW SHOULD IT BE ACHIEVED ? + + Population growth, is it desirable? So many things run through my +mind when I ask myself that question. I believe that I would desire a +higher population , but to an extent. Too high of a population would +spell disaster in many ways. + + In each geography class I've taken, we have always covered the issue +of our earths natural resources. And how if we're not careful and learn +to conserve, we'll run out of them. Many people have been saying this for +a long time, and I think to an extent they are correct. So the question I +ask myself is this. How would an increased population affect the amount +of natural resources we have? Well, to answer this I had to consider our +present world population. With approximately 5.5 billion people in the +world, it has been estimated that our natural resources will be used up in +a few hundred years. Just think what an increase in our population would +do to the level of resources. We would probably have our resources down +to nothing in a matter of generations. What people are forgetting is that +scientists will always be working on new inventions, and are bound to come +up with some alternate manufactured resource that people can use as a +substitute to all the gasses, gasoline and other oil products. + + Other problems that would occur due to an increase in population are, +an increase in taxes. More people would be using facilities funded by +taxes, like schools, school supplies, utilities, conservation areas, +prisons, courts both provincial and federal, as well as other government +services such as snow clearing, and lets not forget that the government has +salaries too, and our taxes pay for them. + + I also believe there would be problems with a decrease in population. +So Canadians probably wont be to pleased that population decline is likely +to occur soon. Some of the problems of decreased population that would +have disastrous effects are as follows. Taxes would go up even higher +than if there was an increase in population because there would be less +people paying taxes. The government would have to raise taxes because +they would need to compensate for the loss. I also think the general +quality of life and living standards would decrease because there would be +less people working. After if there is a lower population there is less +demand for goods and services therefore less jobs would be available. +Prices of those goods and services would increase to compensate for the +loss of business. On the other hand the natural resources wouldn't deplete +as quickly if the population decreased. Because there would be less +people living in any given area, more properties would become abandoned +thus producing more area to ride recreational vehicles. + + I would really enjoy that aspect of a decrease in population. But who +knows whether or not my friends would still be around to hang out with. +With such a demand lost, probably all business would have to reconstruct +their business to suit the situation. + + If population growth was deemed desirable which I think it should be, +it would best be achieved through the use of many different methods. The +decreased use of various birth control methods. + + Not only through the non-use of birth control can the effect be +achieved though. After all not everyone can afford to bring new life into +the world. Therefore I propose that serious financial incentives be +introduced. Enough money to supplement the entire cost of the birth and +the cost of raising the child for a minimum of sixteen years. + + Unfortunately killing birth control wont quite cover the amount of +people that need to be brought into canada. It would be necessary to have +more immigrants come into the country. That would mean lowering the level +of standards already in effect for immigrants trying to get into our +country. + + To complement this we would have to distribute the immigrants evenly +throughout the country so the under developed parts of Canada have a better +chance of survival. + + If the immigrant distribution has to be done correctly, meaning that +everyone should be mixed in, including Canadians, so no one particular +ethnic group, or people with different beliefs feel singled out. + + I think Canada's ideal population should include people from many +different countries. That's why immigrants should be encouraged to enter +from everywhere. Unfortunately, just like in the 1930's, immigration to +Canada is at a very low rate. Back then almost all Canadians were +antagonistic towards new immigrants because of the sacrity of jobs across +the country. Now-a-day's most of our white population feels they're being +discriminated against because their chances of getting a job are almost +nil.....nothing.....ZIPPO !!!!!! + + Many people are too quick to turn away immigrants. I don't think we +realize the potential behind allowing them into our country, and giving +them a chance, Actually letting them speak. After all a white, black, and +chinese man can all work the same job. One colour or creed shouldn't +affect their work. As long as they're qualified for the job there should +be no reason for declining them the position. But, not every person has +the same ideas. Not everyone thinks the same way. Therefore it would be +beneficial to everyone if we collaborated our ideas. It leads to a more +beneficial conclusion. More beneficial to everyone because their ideas +will be part of the conclusion. + + That is why it would be in everyone's best interest to increase the +domestic natural increase rate. + + If immigration is encouraged, which would be beneficial to Canada, it +should be stated in the agreement of acceptance to Canada, where that +immigrant must live, and for the number of years he/she must live there. +It would bring more population to the lower populated area's. Thus more +business would be needed because of the increase in demand. Thus more +jobs can be created further away from core area's such as Toronto and +Vancouver. + + There would of course have to be an incentive to being placed where +your going to live. Especially if it's a region where population density +is only 0.1 people per kilometre like in the North West Territories. What +I propose is that the government lower their monthly taxes for a period of +time. As well as interest free loans for those who want to start or open +their own business. Perhaps a 50% savings on the building of a house. +Really the possibilities are endless since there are different types of +incentives for different types of land. Once the incentives are started +the government should continue to give them until an area is built up +enough to support itself. + + To help the immigrants, the government could also offer incentives to +Canadian citizens to move to a particular geographical location. + + It would be necessary to do this so the new developing regions +aeronaut only immigrants. They would feel as if they were outcasts, +probably end up revolting, and a war would start. + + There are many factors affecting Canada's population. Each as +important as the next. Some are in favour of high population favourable, +and some are in favour of low population. So it is very difficult to +determine what Canada's ideal population should be. + + I think Canada's ideal population should be about 125,000,000. That +way we would at least be pulling our weight for population density. There +would be a lot more business being done in day-to- day activities. There +would be no excessively poor areas if we are to completely mix our ethnic +groups and immigrants. + + It would be necessary to use all forms of our population increasing +procedures. Even some not mentioned in this paper. Although many of these +approaches are costly, it would be very proficient for us all to have the +whole country working collectively. + + With all of Canada operating together, we would reach our optimum +efficiency. Only through the combining of our races will we be able to +keep everyone happy. Only through combined ideas of everyone, including +the immigrants and ethnic groups other than our own, will we be able to +attain more productive processes. + + Only with these new processes will we be able to operate our +businesses, assembly lines, and other jobs to our fullest potential. + + I also strongly believe that we will find new resources, or invent +more efficient ones before we actually run out of the old. So I really +don't think running out of resources is going to be problem in the future. + + That's why I think Canada's ideal population should be 125,000,000. +And It can be accomplished through the methods discussed in this analysis. +I imagine we can all get over being a little crowded as long as we're all +kept happy. Which we will because of our countries new capabilities. diff --git a/textfiles.com/reports/ACE/huckfinn.txt b/textfiles.com/reports/ACE/huckfinn.txt new file mode 100644 index 00000000..c5d62eec --- /dev/null +++ b/textfiles.com/reports/ACE/huckfinn.txt @@ -0,0 +1,184 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Seems like a short ] + [x]9-10 [ ]Cliff Notes [Segment from Hucklberry ] + [ ]11-12 [ ]Essay/Report [Finn. ] + [ ]College [x]Misc [ ] + + Dizzed: 06/94 # of Words:1603 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Then we got out the raft and slipped along down in the shade, past the foot +of the island dead still-never saying a word. + +It must a been near six o'clock in the morning the day after we escaped the +slave hunters when Jim come in my tent to wake me up. + +"C'mon Huck, git up! Dere's another raft c'min dis way!" + +I was up like a shot, and I ran outside to take a good look at this raft. +Since it was spring, the sun was up nice and early, and I could see pretty +clearly. Down river maybe one hundred feet or so war another raft, much +like our own. It 'peared someone was lyin' on it, fast asleep. I couldn't +tell whether it war a man or a boy, but he had nothing on the raft sides +hisself, no clothes, no money, no bag, nuthin. + +"Huck, I don' like dis berry much. C'mon, les go on past, and hope he +dasn't wake up and see de raf'." Jim advised. + +"Shhh." I said. "Maybe he's from Cairo, or mebbe he can direct us to it." + +Jim still didn't like the idea, he went off mumbling about slave hunters +and whatnot, but he didn't give me no more trouble bout it. Well, sure +enough, we moved on by that raft and we sees who's on it, a little boy was +who. Asleep, just lying there, not watching out for no towheads or trees +or rocks. Couldn't a been more than five years, wearing torn overalls and +a straw hat just like mine over yellow hair and blue eyes, with real light +skin. + +"Jim, gimme our rope, and quick now." I said. + +"But why?" he answered. + +"Jes give it here and trust me." Jim sighed as he gave me the rope. + +"If I ever git myself off dis raf; I ain' neva gonn trust you agin, Huck. +I been doin too much of it." I laughed softly, and Jim smiled as I slipped +off the boat and into the water. Very slowly like I swam to t'other raft, +and tied on our rope, putting our two rafts together. Then I turned around +and swam back to our raft, where Jim was waiting. + +"C'mon Jim, help me pull in this here rope." I said. Jim looked ready to +reply, but he didn't, and instead sighed again and turned his head to +pulling in the rope. + +Pretty soon we had the other raft floating along just beside our own, and +the two were tied together. The little boy still hadn't waked up yet, and +went on sleeping just as pleasant as can be. I went back into Jim and my +stuff, and got out Pap's rifle, and went to set by the sleeping boy. Jim +probably wondered what I was doing, and it showed, but he didn't say +nuthin, he was so 'sasperated. + +By and by the little boy come to rubbing his eyes and waking up. When he +did, I pointed the rifle at him. + +"Git up!" I said, tryin' to make my voice sound real hard and robber like. + +"Who are you?" he asked as he stood up, looking not worried at all. + +I thought for a second. "You can call me Pat the Pirate, and that there's +my nigger, he's so mean he don't even HAVE a name. You're our prisoner, so +no funny moves." + +His eyes went wide with something akin to fear. "Really?!? A real +pirate?" + +"Yep." I said. "The most meanest pirate on this part of the Mississippi. +You never aheard of Pat the Pirate?" + +He said, "I never heard of no Pat the pirate. You sho you a real pirate? +You look like my brother, and he ain't no pirate." + +"Well, I ain't your brother, and if you don't believe me, then I'll just +have to shoot you. Now, c'mon." + +He believed me now. He seemed overjoyed. "Can I watch you murder people +and rob and plunder, since I'm your prisoner?" + +"No," I answered. "Prisoners don't do any fun stuff. You just set around +and do what we tell you. We're the pirates, we murder and rob and +plunder." + +His face fell, but only for the a second. He seemed overjoyed to know a +genuine pirate, and he knew a lot about other pirates, because he never +stopped telling us about them. Jim even listened in, being he liked all +kinds of stories, he learned all the boy's stories, so he could work +towards being the best storyteller in our town, something all the niggers +worked for. + +During one of the stories, the boy started talking 'bout his hometown. I +came to wondering what a boy his age was doing alone on this river. So +when he was done I asked, "Hey you, what's your name? We need to know your +name to tell your family we took you." + +"You don't need to do that. I run off, Ma was gwyne t' make me eat +broccoli. So I says, I ain't gwyne to eat that stuff. It makes me sick. +But she don' listen, and she tells me to eat it anyway. So I pretends like +I et it, but she whacked me anyway. That's when I run off and steal Pa's +raft so's I can join up with some robbers. And now I met you, he said. + +"You run off?" I said. "You best not be running off from this raft, else +Jim'll hafta come after ya. And you can't be a pirate, pirates NEVER run +off, no way no how. If pirates was alluz gonna be running off, they'd be +no good to their captains, now would they? So you ain't no pirate, that's +for sure." + +Well, he didn't say nothin, but he looked a little distressed, and his blue +eyes appeared to start to think it over. Then, real quiet, he whispers to +me, "So Jim ain't no runaway nigger? He stuck with his master?" + +This took me off guard, and I set to thinking for a moment afore I war able +to reply. I decided I just had to get this boy back to his parents, who +were probably worryin' their heads off about him. "That's most certainly +right. Jim's a pirate for sure. He ain't got no warm blood in him, he's +the worst of the worst. And that took a lot of courage, but he stuck with +me, cuz I'm his master, and he ain't never even thought about running off, +like you done." I tried to sniff with disdain, and turned away and left +him to think about that for a time. + +For the rest of the evening, neither Jim nor myself spoke much to the boy, +who's name we still didn't know. Jim, cuz he didn't like this whole +business of foolin' people, and myself, to get the boy to ask us to take +him home. Come nightfall, I made the boy sleep ouside, seein as he warn't +a pirate. + +Next morning, we didn't feed the boy neither, and he war getting pretty +hungry. + +"Kin I get some of that fish you's cooking?" he asked as the fire smoked on +our little raft. + +"No," I said, "Until you're a real pirate, I ain't gonna give you nuthin." +He left again, and went to dragging his legs in the river. Gradually, bout +noontimes, he come up to me real quiet and soft like. + +"Pat sir, I don't wanna be no pirate or pirate's captive neither. Kin you +let me off soon and let me go home to my Pa and Ma?" + +"Well," I says to him, "Pirates don't jes let their captives go, you know, +they have to git something for them. So I don't think I can let you go, +til I get's a ransom." + +He turned around real dejected like, and walked back to his corner. "But," +I says, "we might be able to make a deal for you. See, Jim went and sent +message to your Pa that we had you here, and he agreed to pay us for you. +But, see, we promised we'd never tell, so don' you be letting on to yer Pa +that we told you he's paying to get you back. So we'll drop you off at the +next station, and then when you go home and don't be runnin off, you can +become a real pirate. When you do, you jes come looking for me, I can +alluz use a good mate." + +My, how his eyes did light up. He thanked me more times than I could +count, but he still stayed away from Jim, being as how tough Jim war. So +shortly after, one or two o'clock I reckon, we pulled into the small town +of Carlisle and left him in the care of the town constable. When I told +the story to the constable, he gave me a knowin' look and promised to +deliver the boy home, so's he could become a real pirate. Jim and me, we +just turned around, headed back out on that river, and even Jim laughed a +little at the retelling of the tale, specially when I livened it up a +little. When the first streaks of day began to show we tied up to a +towhead in a big bend on the Illinois side. diff --git a/textfiles.com/reports/ACE/humanism.txt b/textfiles.com/reports/ACE/humanism.txt new file mode 100644 index 00000000..9f1c470a --- /dev/null +++ b/textfiles.com/reports/ACE/humanism.txt @@ -0,0 +1,76 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Humanism and its Changes] + [x]9-10 [ ]Cliff Notes [over time. ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:513 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Modern European History Essay #1 + + The Renaissance was an incredibly important turning point in Western +Intellectual and Cultural Tradition. All of these changes centered around +the idea of Humanism -- in which, people became less "God Centered" and +more "Human-centered". I have narrowed down these changes, and will +discuss in detail, these changes in three major categories: Political, +Education, and the Humanism of Arts. + + The major pollical changes of the Renaissance were from the old Feudal +System of the Middle Ages into a more flexible and liberal class system. +This was most noticeable in Italy (particularly in Florence), where the +divisions consisted of the old rich, the new rich nobles, the middle class, +and the lower middle class(The poor didn't count). This created great +conflict between these social divisions. The new rich consisted of +successful merchants, capitalists, and bankers innovators of new systems of +making money. The Humanism philosophy was also a very popular with the +people and many political leaders rose to high positions with support of +these ideals. Three humanists even became chancellors of Florence -- they +used their rhetorical skills to strongly rally the people of Florence +against their enemies. + + The great changes in Education of the Renaissance were inspired at +first, by the desire of Humanists to be wise and to speak eloquently. The +idea of useful education for the people, and very "well rounded" schooling +in many different fields of learning were the new defined goals of +Renaissance education. People all over (Especially in Florence) revived +the Ancient Greek studies of Plato, Aristotle, and many others. People +began seriously questioning what these people said and re-developed the +"Scientific Theory" in which you didn't just accept whatever was said to +you, but you tested the truth of it. + + In the area of Humanism and the Arts, Renaissance Artists no longer +were subordinate to the interests and the values of the Clergy, and were +able to create anything of their "artistic will". Both men and women were +now able to appreciated arts beyond just religious themes. Artists could +also now take advantage of new techniques, such as oil painting and linear +perspective to enhance the quality of their works. All of the great +artists of the time used became who they were solely because of this new +artistic freedom that the Renaissance brought them. These artists also +created works that were more complex than before. Taking advantage of +this, artists such as Leonardo da Vinci -- the ultimate example of the +Renaissance man working in all types of educational fields, and +Michelangelo who was possibly the most famous artist and sculptor in +history. + + As you can see, the Renaissance was to great extent and a major +turning point in history from the Middle Ages in just about every element +of the Society. The Renaissance have truly become the original roots of +our culture from the West. This was was the time when people questioned +the past, and decided to go back to the schools of learning taking the past +of the Greeks into their present to make a better future. diff --git a/textfiles.com/reports/ACE/hurrican.txt b/textfiles.com/reports/ACE/hurrican.txt new file mode 100644 index 00000000..b31155ea --- /dev/null +++ b/textfiles.com/reports/ACE/hurrican.txt @@ -0,0 +1,88 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Hurricanes ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:603 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Hurricanes + ========== + + Hurricanes get their start over the warm tropical waters of the North +Atlantic Ocean near the equator. Most hurricanes appear in late summer or +early fall, when sea temperatures are at their highest. The warm waters +heats the air above it, and the updrafts of warm, moist air begin to rise. +Day after day the fluffy cumuli form atop the updrafts. But the cloud tops +rarely rise higher than about 6,000 feet. At that height in the tropics, +there is usually a layer of warm, dry air that acts like an invisible +ceiling or lid. + + Once in a while, something happens in the upper air that destroys this +lid. Scientist don not know how this happens. But when it does, it's the +first step in the birth of a hurricane. + + With the lid off, the warm, moist air rises higher and higher. Heat +energy, released as the water vapor in the air condenses. As it condenses +it drives the upper drafts to heights of 50,000 to 60,000 feet. The cumuli +become towering thunderheads. + + From outside the storm area, air moves in over the sea surface to +replace the air soaring upwards in the thunderheads. The air begins +swirling around the storm center, for the same reason that the air swirls +around a tornado center. + + As this air swirls in over the sea surface, it soaks up more and more +water vapour. At the storm center, this new supply of water vapor gets +pulled into the thunderhead updrafts, releasing still more energy as the +water vapor condenses. This makes the updrafts rise faster, pulling in even +larger amounts of air and water vapor from the storm's edges. And as the +updrafts speed up, air swirls faster and faster around the storm center. +The storm clouds, moving with the swirling air, form a coil. + + In a few days the hurricane will have grown greatly in size and power. +The swirling shape of the winds of the hurricane is shaped like a +dough-nut. At the center of this giant "dough-nut" is a cloudless, hole +usually having a radius of 10 miles. Through it, the blue waters of the +ocean can be seen. The hurricane's wind speed near the center of the +hurricane ranges from 75 miles to 150 miles per hour. + + The winds of a forming hurricane tend to pull away from the center as +the wind speed increases. When the winds move fast enough, the "hole" +developes. + + This hole is the mark of a full-fledge hurricane. The hole in the +center of the hurricane is called the "eye" of the hurricane. Within the +eye, all is calm and peaceful. But in the cloud wall surrounding the eye, +things are very different. + + Although hurricane winds do not blow as fast as tornado winds, a +hurricane is far more destructive. That's because tornado winds cover only +a small area, usually less than a mile across. A hurricane's winds may +cover an area 60 miles wide out from the center of the eye. Another reason +is tornadoes rarely last as long as an hour, or travel more than 100 miles. +However , a hurricane may rage for a week or more (example: Hurricane +Dorthy) In that time, it may travel tens of thousands of miles over the sea +and land. + + At sea, hurricane winds whip up giant waves up to 20 feet high. Such +waves can tear freighters and other oceangoing ships in half. Over land, +hurricane winds can uproot trees, blow down telephone lines and power +lines, and tear chimneys off rooftops. The air is filled with deadly flying +fragments of brick, wood, and glass. diff --git a/textfiles.com/reports/ACE/immigran.txt b/textfiles.com/reports/ACE/immigran.txt new file mode 100644 index 00000000..53f40727 --- /dev/null +++ b/textfiles.com/reports/ACE/immigran.txt @@ -0,0 +1,162 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [What our grandparents ] + [x]9-10 [ ]Cliff Notes [had to go through to get] + [ ]11-12 [x]Essay/Report [here ] + [ ]College [ ]Misc [ ] + + Dizzed: 08/94 # of Words:1145 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + +The Immigrant Experience + + They are our grandparents, our relatives, our friends. They are the +immigrants. They came from all over the world for many reasons, such as, +religious persecution and racial tension, but the largest reason for coming +to America was for freedom. The freedom to live where we want, to own +property, to take part in the government and most importantly, the freedom +to be treated like a human being. + + Coming over was extremely difficult. For some, there were good, +seaworthy boats, but most boats were overcrowded, dirty, and disgusting. +For Jews, the passage was extremely difficult because of the non-kosher +ship food. People were pushed together like cattle. Most people became +seasick. + + From one account came descriptions of unsanitary bathrooms. This, +surely, must have been torture, but, hopefully, most immigrants found the +dreadful trip to be worth the freedom at the other end. + + Ellis Island, also, was far from sanitary. The people would break down +into lines, and walk by a doctor, trying to hide any physical problems. +Children over two had to be able to walk by themselves. If the doctor +noticed anything wrong he would use a piece of chalk to show the person +required further inspection. If, this was indeed the case, the person would +be set aside in a cage. + + Another test was that of sanity. An interpreter would ask each person a +few questions just to find a sensible answer to test mental stability. + + The last and most feared doctor checked for disease by lifting the +eyelid. He scared children, and probably spread more disease than the +people he checked. From an eyewitness account, his gloves were not sterile, +and he did not change or even wash them between examinations. I, myself, +found this disgusting, and dangerous. + + Then, immigrants filed into lines by nationality to be questioned. The +questions scared many people. Should they tell the truth or lie. Which +answer would make sure that they could stay in America. + + Later, for Jews, help came. A group called the "Hebrew Immigrant Aid +Society," (HIAS) told them to tell the truth, and helped them through the +period between leaving the boat and getting settled in the west. + + Some officials were corrupt, and allowed bribes. This makes me wonder, +if this was the land of freedom and justice as it had been claimed. Through +the ordeal, one thing is certain. All of the immigrants passing through +Ellis Island were scared and confused. It was one feeling that most of +these people would probably be exposed to for the next few months. + + There were many restrictions. People with certain diseases would be +sent back. Laws, such as the Chinese Exclusion Act, would not let certain +nationalities into America. In the early twentieth century it was decided +that Japanese people would not be allowed into America. This was surely not +the land of liberty that had been promised by our forefathers. + + One of the nationalities traveling to America were Jews. They were +treated somewhat differently. This was probably because many of their +countries would not accept them. + + The first Jews in the new world were Morranos from Spain. They fled +their homeland because of the inquisition. They traveled from Spain to +South America, and then to New Amsterdam. They, at first were rejected by +Peter Stuyvesant, but petitioned the Dutch West India Company of Amsterdam, +Holland, and, eventually were let into the colony. + + Stuyvesant was determined to make life hard for the Jews, and +therefore denied them the right to build a synagogue. Luckily, for the +Jews, the colony was soon to be taken over by the British. Under certain +British naturalization laws, the Jews were able to build a synagogue in the +colony. + + Jews in Savannah were accepted, but only to a degree. This was because +of Samuel Nunes, a Jewish doctor who helped to stop a disease that had +already killed many people. Even then, Jews were given land away from the +main town. + + In the American Revolution Jews did not take any specific sides. Some +believed that the freedom that they had gained under the English rule would +be lost. Other felt that the taxes were too high and joined the Patriots. + + Later, in the Civil War, Jews took sides as everyone else. Their +location meant everything. Jews in the north sided with the Union, and Jews +in the south sided with the Confederacy. + + Unfortunately, a law was passed by Congress forbidding Jewish Chaplains +in the Union army. Congress later passed a law stating that chaplains had +to be "ministers of some religious denomination," which included Christian +ministers and Jewish rabbis. + + Then, more trouble came for the Jews. Ulysees S. Grant ordered that all +Jews in the states of Kentucky and Tennessee were to be removed. +Fortunately, Lincoln cancelled the order as soon as he found out. + + Later, between 1880 and 1925, many Jews came to America to escape anti +semitism. One of the acts of anti-semitism was church supported violence +against Jews in Eastern Europe (before World War I), which was legal. There +were also laws which discriminated against Jews. In Russia, a czar had been +assassinated, and Jews were blamed out of fear of a revolution. This caused +a flood of immigrants into the United States. + + Most of America's famous people are descended from immigrants if they +are not immigrants themselves. People, like Albert Einstein, a famous +physicist, and Henry Kissinger, who was Secretary of State, and helped to +open up negotiations with China, were Jewish immigrants. + + People like Bob Hope, who was born in England, have contributed richly +to our culture. Charlie Chaplin, also from England, was a silent movie +star. + + America is made of many different cultures, all of which have +contributed to the American way of life. + + Jews contributed doctors and lawyers. Japanese are computer and +business contributors. Koreans are well educated and have been involved in +many professional, technical, and managerial careers. African Americans +have contributed music, science, literature, entertainment, and many other +things to our culture. Our culture is derived from many different ones, and +cannot be broken down into which group contributes what because each group +has done so much. + + All this proves that Americans are not just one people. We are +individuals from different cultures. We are different, but we are all +Americans. + +Bibliography + +"Asian Americans" Grolier's Online Encyclopedia. 1991 ed. +"Chinese Exclusion Act" Grolier's Online Encyclopedia. 1991 ed. +"Ellis Island" Funk & Wagnalls New Encyclopedia. 1986 ed. +Fallows, James. "The Mind of Japan" U.S. News and World Report 2 December +1983: 36 +Howe, Irving. World of Our Fathers. New York and London: Harcourt Brace +Jovanovich, 1976 +Interview with Mollie Greenblatt, Brooklyn, New York 1991 +Interview with Nathan Laks, Elizabeth, New Jersey 1991 +Kenvin, Helen Schwartz. This Land of Liberty - A History of America's +Jews. West Orange, New Jersey: Behrman House Publishers, 1986. diff --git a/textfiles.com/reports/ACE/imposter.txt b/textfiles.com/reports/ACE/imposter.txt new file mode 100644 index 00000000..f3d717f9 --- /dev/null +++ b/textfiles.com/reports/ACE/imposter.txt @@ -0,0 +1,179 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Mimicry in ] + [ ]9-10 [ ]Cliff Notes [Nature ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:1439 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + THE GREAT IMPOSTERS + + Finding good day care can certainly pose a problem these days, unless, +of course, you're an African widow bird. When it comes time for a female +widow bird to lay her eggs, she simply locates the nest of a nearby +Estrildid finch and surreptitiously drops the eggs inside. + + That's the last the widow bird ever sees of her offspring. But not to +worry, because the Estrildid finch will take devoted care of the abandoned +birds as if they were her own. + + And who's to tell the difference? Though adult widow birds and +Estrildid finches don't look at all alike, their eggs do. Not only that, +baby widow birds are dead ringers for Estrildid finch chicks, both having +the same colouration and markings. They even act and sound the same, thus +ensuring that the widow bird nestlings can grow up among their alien +nestmates with no risk of being rejected by their foster parents. + +MASTERS OF DISGUISE + + Things aren't always as they seem, and nowhere is this more true than +in nature, where dozens of animals (and plants) spend their time +masquerading as others. So clever are their disguises that you've probably +never known you were being fooled by spiders impersonating ants, squirrels +that look like shrews, worms copying sea anemones, and roaches imitating +ladybugs. There are even animals that look like themselves, which can also +be a form of impersonation. + + The phenomenon of mimicry, as it's called by biologists, was first +noted in the mid-1800s by an English naturalist, Henry W. Bates. Watching +butterflies in the forests of Brazil, Bates discovered that many members of +the Peridae butterfly family did not look anything like their closest +relatives. Instead they bore a striking resemblance to members of the +Heliconiidae butterfly family. + + Upon closer inspection, Bates found that there was a major advantage +in mimicking the Heliconiids. Fragile, slow-moving and brightly coloured, +the Heliconiids are ideal targets for insectivorous birds. Yet, birds +never touch them because they taste so bad. + + Imagine that you're a delicious morsel of butterfly. Wouldn't it be +smart to mimic the appearance of an unpalatable Heliconiid so that no bird +would bother you either? That's what Bates concluded was happening in the +Brazilian jungle among the Pieridae. Today, the imitation of an inedible +species by an edible one is called Batesian mimicry. + + Since Bates' time, scientists have unmasked hundreds of cases of +mimicry in nature. It hasn't always been an easy job, either, as when an +animal mimics not one, but several other species. In one species of +butterfly common in India and Sri Lanka, the female appears in no less than +three versions. One type resembles the male while the others resemble two +entirely different species of inedible butterflies. + + Butterflies don't "choose" to mimic other butterflies in the same way +that you might pick out a costume for a masquerade ball. True, some +animals, such as the chameleon, do possess the ability to change body +colour and blend in the with their surroundings. But most mimicry arises +through evolutionary change. A mutant appears with characteristics similar +to that of a better protected animal. This extra protection offers the +mutant the opportunity to reproduce unharmed, and eventually flourish +alongside the original. + + In the world of mimics, the ant is another frequently copied animal, +though not so much by other ants as by other insects and even spiders. +Stoop down to inspect an ant colony, and chances are you'll find a few +interlopers that aren't really ants at all but copycat spiders (or wasps or +flies). One way you might distinguish between host and guest is by counting +legs: Ants have six legs while spiders have eight. Look carefully and you +might see a few spiders running around on six legs while holding their +other two out front like ant feelers. COPYCATS + + Mimicry can not only be a matter of looking alike, it can also involve +acting the same. In the Philippine jungle there is a nasty little bug, the +bombardier beetle. When threatened by a predator, it sticks its back end in +the air, like a souped-up sports car, and lets out a blast of poisonous +fluid. In the same jungle lives a cricket that is a living xerox of the +bombardier beetle. When approached by a predator, the cricket will also +prop up its behind -- a tactic sufficient to scare off the enemy, even +though no toxic liquid squirts out. + + Going one step further than that is a native of the United States, the +longicorn beetle, which resembles the unappetizing soft-shelled beetle. +Not content to merely look alike, the longicorn beetle will sometimes +attack a soft-shelled beetle and devour part of its insides. By ingesting +the soft-shelled beetle's bad-tasting body fluid, the longicorn beetle +gives itself a terrible taste, too! + + Protection is by no means the only advantage that mimicry offers. +Foster care can be another reward, as proven by the African widow bird. And +then there's the old wolf-in-sheep's-clothing trick, which biologists call +aggressive mimicry. + + The master practitioner of aggressive mimicry is the ocean-going +anglerfish. Looking like a stone overgrown with algae, the anglerfish +disguises itself among the rocks and slime on the ocean bottom. Protruding +from its mouth is a small appendage, or lure, with all the features of a +fat, juicy pink worm. + + The anglerfish lacks powerful teeth so it can't take a tight grip on +its prey. Instead, it waits motionless until a small fish shows interest in +the lure, and then wiggles the lure in front of the fish's mouth. When the +small fish is just about to snap at the lure, the angler swallows +violently, sucking the fish down its hatch. Diner instantly becomes dinner. + +SEXUAL IMITATORS + + Of all the many impostures found in nature, probably the sneakiest are +those of the sexual mimics: males who imitate females to gain an advantage +at mating time. Here in Ontario we have a sexual mimic, the bluegill fish. +Male bluegills come in two types: the standard male and the satellite male, +which looks just like a female bluegill. + + In preparation for mating, the standard male bluegill performs the +job of building the nest, where he bides his time until a female enters it +to spawn. Satellite fish don't build nests, choosing instead to hover +around the nest of a standard male until the moment when a pregnant female +enters. The satellite fish follows her into the nest, deceiving the +nestbuilder into believing that he is now in the presence of two females. +The three fish swim around together, and when the female drops her eggs, +both males release a cloud of sperm. Some of the eggs are fertilized by the +resident male, some by the satellite male, thus passing on passing on +different sets of male genes to a new generation of bluegills. + + Another case of sexual mimicry has recently been uncovered in Manitoba +among the red-sided garter snakes. The little town of Inwood, Manitoba and +the surrounding countryside is garter snake heaven, where you can find the +largest snake colonies on Earth. + + Every spring, the red-sided garter snake engages in a curious mating +ritual. Soon after spring thaw, the males emerge first from their winter +cave and hover nearby. The females then slither out a few at a time, each +one exuding a special "perfume" which signals to the fellows that she's +ready to mate. At first whiff of this lovely odour, a mass of frenetic +males immediately besieges the female, wrapping her up in a "mating ball" +of 10, 20 or sometimes as many as 100 writhing males, all hoping to get +lucky. + + Scientists have now discovered that some male red-sided garters give +off the same perfume as the female, and they do this while intertwined in +the mating ball. Male and female red-sided garters look exactly alike, so +the male with the female scent can effectively distract many of the males +from the real female, giving the imposter a better shot at getting close to +the female and impregnating her. + + Males passing as females, fish as bait, beetles as ants -- amidst all +this confusion, it still sometimes pays to just be yourself, which could +certainly be the motto of the amazing hair-streak butterfly family. + + Decorating the hair-streak's lower hind wings are spots that look like +eyes, and out-growths that look like antennae, creating the illusion that +the butterfly has a second head. Whenever the hair-streak alights, it +jerks its dummy antennae up and down while keeping its real antennae +immobile. Presumably, this dummy head exists to distract predators. If so, +we finally have the first scientific proof that two heads are better than +one. diff --git a/textfiles.com/reports/ACE/indessay.txt b/textfiles.com/reports/ACE/indessay.txt new file mode 100644 index 00000000..0c3ccfba --- /dev/null +++ b/textfiles.com/reports/ACE/indessay.txt @@ -0,0 +1,106 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on if Computers ] + [x]9-10 [ ]Cliff Notes [will control Humans ] + [ ]11-12 [x]Essay/Report [in the Future ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:873 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Will computers control humans in the future? + + People always tend to seek the easy way out looking for something that +would make their lives easier. Machines and tools have given us the +ability to do more in less time giving us, at the same time, more comfort. +As the technology advances, computers become faster and more powerful. +These new machines are enabling us to do more in less time making our lives +easier. The increased use of computers in the future, however, might have +negative results and impact on our lives. In the novel Nine Tomorrows +Isaac Asimov often criticizes our reliance on computers by portraying a +futuristic world where computers control humans. + + One of the images which Asimov describes in the book is that humans +might become too dependent on computers. In one of the stories, +Profession, Asimov writes about people being educated by computer programs +designed to educate effortlessly a person. According to the Profession +story people would no longer read books to learn and improve their +knowledge. People would rely on the computers rather than "try to memorize +enough to match someone else who knows" (Nine Tomorrows, Profession 55). +People would not chose to study, they would only want to be educated by +computer tapes. Putting in knowledge would take less time than reading +books and memorizing something that would take almost no time using a +computer in the futuristic world that Asimov describes. Humans might began +to rely on computers and allow them to control themselves by letting +computers educate people. Computers would start teaching humans what +computers tell them without having any choice of creativity. Computers +would start to control humans' lives and make humans become too dependent +on the computers. + + Another point that is criticized by Asimov is the fact that people +might take their knowledge for granted allowing computers to take over and +control their lives. In a story called The Feeling of Power, Asimov +portrays how people started using computers to do even simple mathematical +calculations. Over a long period of time people became so reliable on +computers that they forgot the simplest multiplication and division rules. +If someone wanted to calculate an answer they would simply use their pocket +computer to do that (The Feeling of Power 77). People became too +independent from the start making them forget what they have learned in the +past. People in the story The Feeling of Power would take for granted what +they have learned over centuries of learning and chose computers because of +their ability to do their work faster. The lack of manual mathematics, +which people chose to forget in the story, caused computers to be the ones +to solve simple mathematic problems for the people taking control of the +humans by doing the work for them (The Feeling of Power 81-82). The +reliance of computers went to such an extent that even Humans began to use +computers in all fields of study and work allowing computers to control +their lives by taking over and doing everything for them. + + According to another story in the book, Asimov also describes how +computers would be able to predict probabilities of an event, future. In +the story All the Troubles of the World one big computer predicted crime +before it even happened, allowing the police to take the person who was +going to commit the crime and release him/her after the danger has passed +(All The Troubles of The World 144-145). This computer, called Multivac, +controlled humans by telling the authorities about who was going to commit +a crime causing someone to be imprisoned until the danger has passed. It +was the computer that made the decision of someone's freedom or +imprisonment and that controlled others to arrest a person it suspected of +committing a crime controlling his/her destiny. The decision of +imprisoning someone for a crime a person did not commit was all in the +hands of a computer. It was the computer that controlled humans and their +destiny and controlling other humans who believed in everything that +computer told them. + + Multivac could not only predict the future but it also could answer +many questions that would normally embarrass people if they would have to +ask someone else about it. Multivac could access its vast database of +trillions of pieces of knowledge and find the best solution for one's +problem (All The Troubles of The World 153). All the people believed that +Multivac knows the best and allowed a computer to control their lives by +following the solutions Multivac had given them (All the Troubles of The +World 153). Humans followed a computer's solution to a problem they could +not solve themselves allowing a computer to take control over their lives +not allowing them to think for themselves. + + In the Nine Tomorrows, Isaac Asimov often criticizes our reliance on +computers. The author predicts that computers will increase their role in +the future while the technology advances. Computers will become faster and +people will want to use them more to make their lives easier. Yet, just +like to any good side there is a bad side. Asimov reflects in his writing +that humans might depend on the computers so much that they will allow them +to control their lives. diff --git a/textfiles.com/reports/ACE/indian.txt b/textfiles.com/reports/ACE/indian.txt new file mode 100644 index 00000000..c3ad9e9f --- /dev/null +++ b/textfiles.com/reports/ACE/indian.txt @@ -0,0 +1,106 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Native People in Modern ] + [x]9-10 [ ]Cliff Notes [Society ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:946 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + On Thursday February 4, 1992 I went to Native People Center of Toronto. +My assignment was to interview a Native person and find out how Native +people live in modern society and is there any professionals among them. +That was my first time in Native People Center and to tell You the truth I +was kind of surprised to see that old building and that cafeteria inside +where the Native people who live on the street (or at least they looked +like they just came from there) can have a cup of coffee. There were also a +couple of showrooms with paintings and a secretary behind the front desk. I +tried to talk to the secretary and ask if she could give me any hint how to +find the right person because I really didn't feel like talking to the +people in the cafeteria (that would not help my assignment in any way). The +secretary first said that there's nobody in the center who could help me +because all of the staff is very busy and I would have to make an +appointment. When I asked her for the appointment she said that nobody +takes care of interviews in the center. Well I was lucky there was another +woman passing by and I asked her for help. That lady's name is Fran +Longboat and as found out later she is a pretty well known person in the +whole Toronto Native community. Fran said that there are quite many Native +professionals in the city and she tried to call a Native lawyer to make an +appointment for me but the person wasn't there. Then I finally got a +business card of a person to interview, guess who? -- A cop! OK I went down +to 40 College street and asked for Bob Crawford. + + Bob met me very gladly and said that I came in the right moment because +he had nothing important to do and he agreed to give me an interview. We +decided to go to the cafeteria located in the same building and have a cup +of coffee. + + I didn't have a tape recorder on me and had to write the main points +down so I can't provide the exact words of Bob but I'll try to do my best. + + My first few questions were about Bob's past. He is an Algonquin from +Goldenlake. Bob spent his childhood in Pembroke, Ontario. Bob has never +been in a reserve. At 16 years of age he started to live separate from his +parents. He has been 24 years on the force and did all kinds of police +work, he was even working as an undercover cop for 10 years. Since 1989 Bob +is working at 40 College and he is the head of Native Liaison department. +This department is taking care of education of police officers and also +other people like TTC workers, Bank workers, School staff, Students how to +interfere with Native people. Bob also is a kind of chancellor for Native +people who get in trouble and helps them to return to normal life. Mr. +Crawford is married on an Irish person and has two daughters. + + On my question if Bob knows many professional Native people, he said +that he does and gave me an example of John Kimbell who is the first Native +orchestra conductor he also said that there are 35 Native police officers +on force right now. + + Bob said that there are not too many people who are educated and have a +job among Natives and most of them who come to the city end up on the +streets. Bob said that this happens because it is very difficult for them +to live a normal life. Many of them were taught in white schools that +Indians are bad and they forgot their culture. It is very hard to believe +that you can reach something when everyone has a definite stereotype for +you, a stereotype of a man on the street. These people don't have a +culture, traditions, their lives are broken. + + Native culture is playing a very big role in Bob's life. He strongly +keeps all the Traditions. And believes in them. Even one of his doughters +who is half Native keeps the same religion. He told me a true story that +happened to him last year. Bob had a cancer and his life was in a real +danger. But before he went for the operation he visited his relatives in +the reserve. The old people gave him some natural medicines and said that +if he will believe that he will survive he will survive. The operation took +14 hours. During the surgery one of Bob's lungs collapsed and the doctors +started to lose the hope but he survived. Now Bob believes two times +stronger than before because he knows that it really helps. + + Well lets come back to the Native people who come in town. Most of them +are very poor and can't afford any high education unless the reserve helps +them. But the reserve has a very little of money for education they have to +spend money on rent, food, medicine, etc. So even if they want sometimes +they still can't go to study. + + So it is not easy at all for Natives to live in the modern society. And +no wonder we see so many lost people on the street. I am enclosing some +information about New Aboriginal Peacekeeping Unit of Metropolitan Toronto +Police which was designed by Bob Crawford. I hope that this idea would +help. + + I am also enclosing the business cards of Fran Longboat and Bob +Crawford. 2 diff --git a/textfiles.com/reports/ACE/interlaw.txt b/textfiles.com/reports/ACE/interlaw.txt new file mode 100644 index 00000000..0a450a46 --- /dev/null +++ b/textfiles.com/reports/ACE/interlaw.txt @@ -0,0 +1,419 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Term Paper on ] + [ ]9-10 [ ]Cliff Notes [Extradition of Nazi War ] + [ ]11-12 [x]Essay/Report [Criminals ] + [x]College [ ]Misc [ ] + + Dizzed: 11/94 # of Words:3595 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The following paper was used as a term paper for a sophomore level +Political Science class centering on international relations. The class was +taken at a popular university in the state of Massachusetts. The paper +deals with the legal issues surrounding the act of extradition of Nazi war +criminals. Two international law cases are dealt with in the paper. The +paper got an "A" from a fairly difficult grading professor, and once the +paper is double spaced it should work out to be about 14 or 15 pages. Have +fun, and good luck. + + The term "laws of war" refers to the rules governing the actual +conduct of armed conflict. This idea that there actually exists rules that +govern war is a difficult concept to understand. The simple act of war in +and of itself seems to be in violation of an almost universal law +prohibiting one human being from killing another. But during times of war +murder of the enemy is allowed, which leads one to the question, "if murder +is permissible then what possible "laws of war" could there be?" The +answer to this question can be found in the Charter established at the +International Military Tribunals at Nuremberg and Tokyo: + + Crimes against Humanity: namely, murder, extermination, +enslavement, deportation, and other inhumane acts committed against any +civilian population, before or during the war, or persecutions on +political, racial or religious grounds in execution of or in connection +with any crime within the jurisdiction of the Tribunal, whether or not in +violation of the domestic law of the country where perpetrated. Leaders, +organizers, instigators, and accomplices participating in the formulation +or execution of a common plan or conspiracy to commit any of the foregoing +crimes are responsible for all acts performed by any persons in execution +of such plan.1 + +The above excerpt comes form the Charter of the Tribunal Article 6 section +C, which makes it quite clear that in general the "laws of war" are there +to protect innocent civilians before and during war. + + It seems to be a fair idea to have such rules governing armed conflict +in order to protect the civilians in the general location of such a +conflict. But, when the conflict is over, and if war crimes have been +committed, how then are criminals of war brought to justice? The +International Military Tribunals held after World War II in Nuremberg on 20 +November 1945 and in Tokyo on 3 May 1946 are excellent examples of how such +crimes of war are dealt with. (Roberts and Guelff 153-54) But, rather than +elaborate on exact details of the Tribunals of Nuremberg and Tokyo a more +important matter must be dealt with. What happens when alleged criminals of +war are unable to be apprehended and justly tried? Are they forgotten +about, or are they sought after such as other criminals are in order to +serve justice? What happens if these alleged violators are found residing +somewhere other than where their pursuers want to bring them to justice? +How does one go about legally obtaining the custody of one such suspect? +Some of the answers to these questions can be found in an analysis of how +Israel went about obtaining the custody of individuals that it thought to +be guilty of Nazi War Crimes. Not only will one find some of the answers +to the previously stated questions, but also one will gain an understanding +of one facet of international law and how it works. + + Two cases in specific will be dealt with here. First, the extradition +of Adolf Eichmann from Argentina, and second, the extradition of John +Demjanjuk from the United States of America. These cases demonstrate two +very different ways that Israel went about obtaining the custody of these +alleged criminals. The cases also expose the intricacy of International +Law in matters of extradition. But, before we begin to examine each of +these cases we must first establish Israel's right to judicial processing +of alleged Nazi war criminals. + + To understand the complications involved in Israel placing suspected +Nazi war criminals on trial, lets review the history of Israel's situation. +During World War II the Nazis were persecuting Jews in their concentration +camps. At this time the state of Israel did not exist. The ending of the +war meant the ending of the persecution, and when the other countries +discovered what the Nazis had done Military Tribunals quickly followed. +Some of the accused war criminals were tried and sentenced, but others +managed to escape judgement and thus became fugitives running from +international law. Israel became a state, and thus, some of the Jews that +survived the concentration camps moved to the state largely populated by +people of Jewish ancestry. Israel felt a moral commitment because of its +large Jewish population and set about searching for the fugitive Nazi war +criminals. + + The situation just described is only a basic overview of what +happened. The state of Israel views itself as the nation with the greatest +moral jurisdiction for the trial of Nazi war criminals, and other states +around the Globe agree with Israel's claim. (Lubet and Reed 1) Former +Israeli Attorney General Gideon Hausner was interested in confirming Israel +as the place for bringing to justice all those suspected of genocide of +Jews. Hausner sought to confirm Israel's status by proposing to the United +States that they extradite Bishop Valerian Trifa to Israel for trial as a +war criminal. Israel was reluctant to support Hausner's proposal, which +resulted in delaying the extradition process and thus gave Trifa the time +needed to find a country willing to give him residency. Portugal granted +Trifa residency and thus Hausner's proposal was in vain. + + Israel, sometime after losing their opportunity of obtaining Trifa, +decided that Hausner's idea of establishing Israel as the place to bring +Nazi war criminals to trial was a good one, which lead them to seek the +extradition of John Demjanjuk from the United States. The Wall Street +Journal reported: + + Israel's request for the extradition of a suspected Nazi war criminal +living in the U.S. . . appears to be a test case that could determine +whether Israel pursues other suspects . . . The decision to seek the +extradition of Mr. Demjanjuk follows months of negotiations between U.S. +and Israel officials about specific cases and the broader question of +whether Israel wanted to go through with extraditions requests . . . Gideon +Hausner, who prosecuted Eichmann, said Israel's decision to ask the U.S. to +extradite Nazis for trial [in Jerusalem] is an important step. "This +creates the opportunity for at least tacit admission of Israel's special +position with regard to crimes against Jews anywhere in the world," he +says.2 + +After much negotiations the United States arrested Demjanjuk in November of +1983. On April 15, 1985 United States District Judge Frank Battisti ruled +in favor of Demjanjuk's extradition. After the Sixth Court of Appeals +affirmed Battisti's ruling and the Supreme Court denied Demjanjuk's +petition for certiorari, Demjanjuk arrived in Israel on February 27, 1986. +(Lubet and Reed 3) It would appear, from what has been presented, that the +extradition process is simple. But this conclusion is not correct because +there are a few issues that make extradition problematic. One such issue +that complicates the process of extradition is that of identification and +proof. + + Leading Nazi war criminals such as Adolf Eichmann and Klaus Barbie +offer no real dispute in the matter of identification, but war criminals +that were not so prominent leave room to question whether they truly are +who they are accused of being. The type of criminal cases that most of us +are familiar with are those that attempt to prove whether a defendant +committed a particular act or acts. Extradition cases involve two distinct +questions: + +1) The prosecution must prove that the defendant is actually the person +sought by the requesting country. + +2) The court must find probable cause to believe that the accused committed +the offense.3 + + In Demjanjuk extradition case Judge Battisti concluded that +identification "requires only a threshold showing probable cause."4 How +this threshold is achieved can be done through the aid of a photograph +comparison with the accused, fingerprints, or an eyewitness. + + In the matter of probable cause the appellate court used the +formulation of "any evidence warranting the finding that there was +reasonable ground to believe the accused guilty."5 Furthermore it has been +indicated that the extradition process incorporates these rules: + + Probable cause to support extradition may be based entirely on +hearsay, and the defendant cannot present exculpatory evidence, which the +presiding judge would have to weigh or balance.6 It must be kept in mind +that the extradition process does not attempt to prove the innocence or +guilt of the accused but rather whether the individual is whom he or she is +accused of being. The accuracy of the identification is an issue that is +resolved during the course of the actual trial, and not in the extradition +process. Simply identifying Demjanjuk does not make him extraditable, the +requirement of criminality has to be met as well. + + Concerning the requirement of criminality the Stanford Journal of Law +said the following: + + The rule of dual criminality generally provides that extradition +may be had only for acts extraditable by treaty and considered criminal in +both the requested and requesting jurisdictions...Since sovereigns rarely +define crimes using identical phrases and since treaty terms may be +ambiguous or out of date, a substantial jurisprudence has developed +interpreting and applying the requirement of criminality.7 + +In the case of Demjanjuk Israel was charging him with "the crimes of +murdering Jews, [which are] offenses under sections 1 to 4 of the Nazi and +Nazi Collaborators (Punishment) Law."8 The precise phrase, "murdering +Jews," is not mentioned in the United States-Israel Extradition Treaty, +also the previously mentioned phrase does not exist in current American +penal statute. But, according to the American rule of dual criminality a +way away around this small detail can be found: + + The law does not require that the name by which the crime is +described in the two countries shall be the same; nor that the scope of the +liability shall be coextensive, or, in other respects, the same in the two +countries. It is enough if the particular act charged is criminal in both +jurisdictions.9 It is clear to see that the previously mentioned American +rule on dual criminality gives the United States the option of recognizing +"murdering Jews" as simply to mean "murder." Therefore, the requirement of +dual criminality in the case of John Demjanjuk is satisfied. + + The issues of identification and probable cause, along with the +requirement of criminality help to demonstrate the complexities involved in +the extradition process. Two more brief issues to consider regarding +Demjanjuk's extradition are the questions of extraterritoriality and +extratemporality. + + Extraterritoriality in relation to the case of Demjanjuk would have +only been an issue had another country along with Israel requested the +extradition of John Demjanjuk. In the case where two countries are +requesting the same individual the Secretary of State would have to weigh +the various forums' contacts in order to determine which request to honor. +Israel has unofficially been recognized as the desirable nation for +bringing Nazi war criminals to trial. Germany, Poland, and the U.S.S.R., +for example, all waived their potential requests for the extradition of +Eichmann in favor of trial by Israel. (Lubet and Reed 44-45) + + In the matter of extratemporality, the trial judge presiding over the +Demjanjuk case ruled that murder was not barred by lapse of time because +the United States recognizes no statue of limitations for that offense. +(Lubet and Reed 58) Even if murder were to be barred by lapse of time +Demjanjuk could still have been extradited because of his misrepresentation +of his wartime activities during his immigration process. Demjanjuk could +have then been viewed as fleeing from justice and thus no statute of +limitations would have been extended to him. + + The extradition process of Demjanjuk because it only involves two +countries would appear to be an easy process to complete. Even when +countries are cooperative, as were the United States and Israel, concerning +extradition it is clear that issues such as identification and probable +cause, requirement of criminality, extraterritoriality, and +extratemporality demonstrate how complex the process of extradition can be. +Certainly, Israel could have avoided the complexities and length of time +involved in extradition and gone about obtaining Demjanjuk the same way +they obtained Eichmann, but that method, although it was effective, caused +a bit of a commotion in the international community. + + Adolf Eichmann of the Reich Security Main Office was the alleged +strategist behind the so-called "final solution of the Jewish question."10 +There have been roughly six million murders attributed to him, so it is +easy to understand why concentration camp survivors spent fifteen years +searching for him. Perseverance paid off when Eichmann was found in +Argentina living under an assumed name. A group of volunteers, some of +whom were Israeli citizens acting without the support or direction of the +Israeli Government, removed Eichmann from Argentina and brought him to +Israel where they turned him over to government so that a trial could take +place. So far it can be seen that this method of extradition is quicker +and less complicated than the Demjanjuk method of extradition. There is no +need for identification or probable cause, requirement of dual criminality, +extraterritoriality, or extratemporality. The process is as simple as it +sounds; Eichmann was found and Eichmann was removed. Although the method +for extradition of Eichmann was quick it did result in leaving Argentina +very upset. + + Argentina felt that Israel's exercise of authority upon Argentine +territory was an infringement on its sovereignty. Israel defended itself +by claiming that Eichmann left Argentina voluntarily, and the Israeli +Government claimed that the group that removed Eichmann was working under +its own direction and not that of the Israeli Government. Israel even went +so far as to issue a letter expressing their regrets for the actions taken +by the free acting group: + + If the volunteer group violated Argentine law or interfered with +matters within the sovereignty of Argentina, the Government of Israel +wishes to express its regrets.11 + + Argentina's rejoined that even if Eichmann left Argentina on his own +free will that Israel should be responsible for the actions of the private +persons who were Israeli citizens. One simple point to be made here in +reply to Argentina's argument is that only some of the persons involved +with the Eichmann removal were Israeli citizens. There is a small +possibility that the persons who were Israeli citizens were only mere +accessories to the act, guilty of only marginal involvement. Furthermore, +the responsibility of states in connection with the acts of private persons +is predicated upon territorial jurisdiction and not the bond of +nationality. (Svarlien 136) Israel has no jurisdiction within Argentina +and thus has no power over the actions of its citizens within Argentina's +borders. The sole power of jurisdiction in this matter lays in the hands +of Argentina, and since the claim that Eichmann left voluntarily has +neither been shown to be false or expressly denied it appears that no real +Argentine law has been violated. + + Argentina went on further to argue that Israel's note expressing their +regret in the matter of Eichmann's removal can be viewed as an apology, +which constitutes an admission of guilt. The phrasing of the note of +regret sent by Israel is embedded clearly with conditional terms, which +makes it difficult, if not impossible, to derive an admission of guilt from +it. At no time in the note does Israel praise or approve the volunteer +group actions, and neither does Israel try to justify what was done. If +anything can clearly be derived from the note it is that Israel in fact +does regret the actions of the volunteer group, and possibly even condemns +their behavior. But, Argentina's claim that the note is an admission of +guilt is hardly an argument worth pursuing. Argentina's strongest argument +against the abduction of Eichmann is that Israel chose to detain Eichmann +after he had been captured. + + Argentina claimed that even though the abduction of Eichmann was an +act committed by private citizens, the Israeli Government's decision to +detain and try Eichmann made them an accessory. This point is Argentina's +strongest argument because it is known that the jurisdiction of the court +reaches only as far as the borders of the state of which it is in. If the +court had no jurisdiction in the nation of the original seizure, then by +what right does that court have to detain and try the accused? The only +problem with Argentina's final argument on the Eichmann abduction is that +proof of forcible seizure or arrest must be presented. Since the abductors +were acting of their own free will it is doubtful that they arrested +Eichmann in the name of Israel. It is, however, quite possible that the +abductors used some force in the removal of Eichmann, but again, use of +force must be proved to give validity to Argentina's final argument. + + Argentina filed a complaint with the United Nations Security Council +under Article 33 claiming that Israel violated international law, which +created an atmosphere of insecurity and distrust jeopardizing the +preservation of international peace. (Silving 312) After the presentation +of arguments and debates before the Security Council the follow +declarations were made: + + violation of the sovereignty of a Member State is incompatible with +the Charter of the United Nations; repetition of acts such as that giving +rise to this situation would involve a breach of the principles upon which +international order is founded creating an atmosphere of insecurity and +distrust incompatible with the preservation of peace. The "adjudicative" +part of the resolution. + +1. Declares that acts such as that under considerations, which affect the +sovereignty of a Member State and therefore cause international friction, +may, if repeated, endanger international peace and security; + +2. Requests the Government of Israel to make appropriate reparation in +accordance with the Charter of the United Nations and rules of +international law.12 The important part of the resolutions that the United +Nations reached is the phrase "if repeated." It is almost as if the United +Nations said, "this time we will let the infringement go, but next we will +take action." + + Considering the unique character of the crimes attributed to Eichmann, +and since such crimes are, for the most part, universally condemned, +Israel's breach of international law seems to have been tolerated. It is +quite possible that had the person who was removed been someone other than +Eichmann the result of the United Nations Security Council would have been +much different. + + The two cases of extradition expose the complexities of international +law. In the case of Demjanjuk, Israel went about the extradition process +in the correct manner, which resulted in the issues of identification and +probable cause, requirement of criminality, extraterritoriality, and +extratemporality. When Israel went about obtaining Adolf Eichmann the +issues dealt with were ones resulting from the method of Eichmann's +apprehension. Eichmann's removal from Argentina brought to light the issue +of violation of a country's sovereignty. In both cases because the accused +were being charged with Nazi war crimes, specifically genocide, there cases +seem to get a little leeway and are not dealt with as extremely as other +cases might be. Nevertheless, their cases demonstrate how one goes about +bringing to justice those charged with violating the laws of war. + + + FOOTNOTES + +1 Roberts, Adam, and Richard Guelff, ed. Documents of the Laws of + War. (Oxford: Clarendon Press, 1982.) 155. + +2 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 3. + +3 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 15. + +4 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 15. + +5 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 18. + +6 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 18. + +7 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 20. + +8 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + + International Law. 23 (1986): 23. + +9 Lubert, Steven, and Jan Stern Reed. "Extradition of Nazis from + the United States to Israel: A Survey of Issues in + Transnational Criminal Law." Stanford Journal of + International Law. 23 (1986): 23. + +10 Silving, Helen. "In Re Eichmann: A Dilemma of Law and Morality" + The American Journal of International Law 55 (1961):311. + +11 Silving, Helen. "In Re Eichmann: A Dilemma of Law and Morality" + The American Journal of International Law 55 (1961):318. + +12 Silving, Helen. "In Re Eichmann: A Dilemma of Law and Morality" + The American Journal of International Law 55 (1961):313. diff --git a/textfiles.com/reports/ACE/intervie.txt b/textfiles.com/reports/ACE/intervie.txt new file mode 100644 index 00000000..5dbab80a --- /dev/null +++ b/textfiles.com/reports/ACE/intervie.txt @@ -0,0 +1,160 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Interview on a Person ] + [ ]9-10 [ ]Cliff Notes [of the 1960's ] + [x]11-12 [ ]Essay/Report [ ] + [ ]College [x]Misc [ ] + + Dizzed: 11/94 # of Words:1415 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The 1960's + + Mr. Basiuk is the person I chose for my interview. Rather than +immigrating to Canada, Mr. Basiuk was born in Canada, Winnipeg, Manitoba, +in 1936. He was educated in high school to the north end of Winnipeg at +St. John's Technical High School. He spent two years altogether in grade +10 and 11 then attended five years in the University Of Manitoba and +graduated as an electrical engineer. Unfortunately, he was not able to +find a job in this profession in this area, and therefore began his career +as a teacher; and has been teaching for the last thirty years. + + Interview + + Who was in political power and how affective was he in accomplishing +his goals? I wasn't really interested nor paid much attention to politics, +therefore I cannot answer this question. + + What things did you want to see changed by the government? What sort +of problems did the government face and how were they solved? I wanted to +see the government have more concern for the poor people. Things such as +Medicare, OHIP, and pension plans. The government faced many problems, one +of the most toughest, I think, was the deep recession occurring in the +60's. + + What special events or figures were most significant to you? Name some +of the social trends you took part in. Well, I didn't have any hero's or +someone to look up to until later on in my 20's when someone invited me to +Montreal to watch a folk singer called Pete Seager. From this time on, I +became really dedicated and interested in music and this really influenced +my life. I was a teacher than, so I didn't really take part in social +events, yet there was a building north of Jarvis called Yorkville and +teenagers would usually gather there to dance and have fun. I would +occasionally go to that place. + + State the differences in fashion from the 60's and today. Which music +group or band did you enjoy listening to? What types of dances did you +enjoy? First of all, teenagers and especially woman would wear clothes with +more colour and beads. Bellbottoms were in back at that time. There are +certain people who wear lots of flowers and turned out to be called the +flower power. This name was given because they believed that being "nice" +to others would help change the country--so they gave many people flowers +and asked them to be their friend. I really enjoyed listening to folk +music. There isn't any particular person I really admired for his or her +music but originally Pete Seager started my career in music. Hmm... I +didn't dance at all. + + Name the movies you watched that were spectacular and why they were. +What were the prices like? Ah, some of the movies I watched were mainly +those with Marilan Grandle called On The Water Front, Sword OŸ The Greek. +I really enjoyed watching these movies because it gave me time to relax +from my work and this was a new movie revolution. I think they were about +two to three dollars. + + What types of haircuts did you have and how would you compare them with +today's? What types of food did you prefer eating then, and why? Believe it +or not, I had long hair down to my shoulders. I still remember, however, +that we all had to wear ties to school and not any regular t-shirts. I +admit they weren't the best haircuts, but I wouldn't say today's are +either. The things I mainly ate were perogies, cabbage rolls, and sour +crums. The 60's was the first time they ever ate things that were healthy +such as salad, and other vegetables. Usually I would eat meat, meat, and +just meat... eheh. + + What was your philosophy of life? Do you remember any old sayings you +can tell me? To do my best for others and respect their thoughts, stay +honest, single, and young. I remember teenagers saying things like "don't +trust anyone over 30" and that's what they just did. Everyone rebelled +against their parents. I guess there were so many teenagers then ever +before since the Baby Boom. Teenagers gained control in the 60's. Women, +also gained some power as I recall... But I don't remember too much about +it. + + What type of economic problems did you face and did they affect your +life? Was it difficult to find jobs, and how? Since I was a teacher at the +age of 20, I had money rolling in, thus, I didn't really have any economic +problems. I would say it was difficult but not too hard. I myself +couldn't find a job in the fields I studies for so, that's why I became a +teacher. + + How did you feel about the FLQ crisis and how did this influence your +life? Were you for or against separation? Why? I felt it was ridiculous +that people had to use violence in order to get what they want. This, +however, didn't influence my life in any way. I was definitely against it. +I think that every province should be treated equally and there's no reason +why Quebec should have special treatment. Actually, I feel somewhat strong +about the Quebec situation; if I was in charge, I wouldn't give them +anything that any of the other provinces don't get! + + If there was one thing you could change in the 60's, what would it be, +and why? Drugs for sure. I feels that this was a major concern in the +60's. Teenagers were testing drugs and obviously went crazy over them. +They were also living with each other without getting married. Since this +crisis hasn't been resolved at that time, it is now today's concern as +well. Young people began to question a lot of things that they accepted to +that point. You must understand that the 60's was a time of change. It +was the turning point from the years before the 60's and the years after. +Teenagers began to rebel against parents and authority and this reflected +the way they lived in the 60's. The 60's were fun! + + Analysis + + This brief fortunate interview with Mr. Basiuk game me a general idea +what it would be like living as a teen in the 60's. I realize how someone +who lived through the 60's could have such a special and long lasting +memory. No one could forget the thrilling, life risking, and especially +fun filling 60's. This was the time where parents' orders were ignored and +every thing was expressed freely. Drugs were a major teen crisis back +then, and now as well. A person who did not have fun in the 60's is +considered not to have lived through it. + + The 60's has been a time where everything changed and many revolutions +began, such as music, fashion, movies, and food. Yes, definitely this time +would never be forgotten. Canada, surely had a big change. The 60's made +up what the 90's are now. Parties rolled everywhere as politicians +continued to fight for or against separatism. Everything was happening all +at once, it was a hectic movement for everyone. Those who were well off +were care freeing, whereas, the less fortunate spent hours on the streets +begging or using drugs. Protests were common everywhere, especially in +Quebec where separatism was the main issue. People assumed that things +could be done through violent actions. And although, it was clearly +understood it solves nothing, it still was neglected. Every moment in the +60's shall be cherished and you'll be surprised on how much detail and +insights people can still recall about that decade. A lot happened in the +60's! + + Being this my very first time interviewing a person, I found it ran +smoothly despite some major technical delays. It was hard at first, but +once I got into it, everything went perfectlyФas I hoped. Being an +interviewer is not easy. You just don't sit there, ask questions, record +the response, and then leave. I realize that in order to have the best +results of an interview, you have to sit there and listen carefully. +Understand what the person is saying, look at his expressions and gestures, +and most of all, try to see things in the way he's telling them and not the +way you want to hear them. It's amazing how I felt when Mr. Basiuk started +telling me his experiences in the 60's. Interviewing someone really does +help building character and can be fun as well. diff --git a/textfiles.com/reports/ACE/invent.txt b/textfiles.com/reports/ACE/invent.txt new file mode 100644 index 00000000..d70ad6e4 --- /dev/null +++ b/textfiles.com/reports/ACE/invent.txt @@ -0,0 +1,228 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on inventions of ] + [x]9-10 [ ]Cliff Notes [19th century. ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:1543 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +------------------------------------------------------------------------------ + FILE CONTAINED: INVENT.TXT + ACTUAL TOPIC: Inventions of the early nineteenth century. +AUTHOR AND RESEARCHER: Big Brother @ The Works (617) 861-8976 +------------------------------------------------------------------------------ +This file was originally researched and typed by Big Brother. All material +used in the file is original and unplagerized, so these files are SAFE to +use AS-IS with no modifications other than specifics to cover the actual +required topic for school. Because school can be a BITCH, these files have +been prepared to aide you in your research, and are not intended to be +actually turned in AS-IS, but many of you will turn them in since they are +worry free files... don't fuck up your life, study and get good grades, +then get a good job, make some money, marry someone you love, and live +happily ever after... ...because, after all - Big Brother is +Watching You! +------------------------------------------------------------------------------ + Big Brother's Guide to School + The Dreaded Reports + actual examples........... +START OF FILE +------------------------------------------------------------------------------ + + INVENTIONS OF THE EARLY NINETEENTH CENTURY + + The art of inventing has been around since remedies have been needed +and solutions have been required to make our lives easier and more +enjoyable. From the time our forefathers colonized the shores of a new +land, up till the time of the modern day super-conductor: people have +created devices and made discoveries on our behalf to make life easier for +everyone. + + Before the early nineteenth century communications were inadequate. +The limitations of our hearing meant that distant events were known long +after they had occurred. Systems of communication existed which were +quicker then the speed of a messenger - smoke signals, fires lit on hills, +signalling flags. But these methods could only be used for communicating in +code with pre-established sayings rather than out-right communication. +These methods also required certain meteorological or geographical +conditions in order to function properly. + + In the nineteenth century conditions were present that made the need +for new forms of communications indispensable. Industrial society needed a +method of communicating information quickly, safely and accurately. +Artist-inventor Samuel F.B. Morse holds credit for devising American's +first commercially successful electromagnetic telegraph (patented in +January 1836). The telegraph was a device used to electrically send +signals over a wire for long distances allowing an established +communication link to be made from one city to another. (And everything +in-between.) The basic principle of the telegraph was the opening and +closing of an electrical circuit supplied by a battery: the variations of +the current in the electromagnet would attract or repel a small arm +connected to a pencil which would trace zigzag signs onto a strip of paper +running under the arm at a constant speed. This early plan didn't offer +great practical possibilities, mainly because the batteries then available +could not produce a current strong enough to push the signal great +distances. + + As an artist and sculptor, Morse had the personal qualities to succeed +as inventor of the telegraph: intelligence, persistence, and a willingness +to learn. What he lacked was: knowledge of recent scientific developments, +adequate funds, mechanical ability, and political influence. Like all +successful inventors of the nineteenth century, Morse exploited his +strengths and worked on his weaknesses. + + Morse used Professor Leonard D. Gale's suggestions of improving both +his battery and electromagnet by following the suggestions of Joseph Henry. +Together they incorporated Henry's suggestions and stepped up the distance +they could send messages from fifty feet to ten miles. This invention, no +less important than the telegraph itself, was the so- called relay system, +widely used today for automatic controls and adjustments. Morse introduced +a series of electromagnets along the line, each of which opened and shut +the switch of a successive electric circuit, supplied by it's own battery. +At the same time Morse improved the transmitting and receiving devices and +perfected the well-know signalling system based on dots and dashes, which +is still in use today. + + The first telegraph line, connecting Baltimore to New York, was +inaugurated in 1844. Before this however, on May 24th, 1843 wires were +strung between Washington and Baltimore where Morse sent the first message +from the Supreme Court room in Washington to Alfred Vail, Morse's assistant +who was in Baltimore at a railroad depot (41 miles away): "What hath God +wrought?" + + On May 29th, 1844 word flashed by wire from the democratic convention +in Baltimore that James K. Polk had been nominated for the Presidency. +People were fascinated by the "Magic key" and it was decided that the +telegraph would be used for now to report congressional doings. + + By 1848 every state east of the Mississippi except Florida was served +be the telegraph; by the end of the civil war more than 200,000 miles of +line were used for business communications and personal messages as well as +news of battles, politics, and sports results. The telegraph was a success. +Samuel F. B. Morse died in 1872. + + While communications were important in the nineteenth century, there +were some other inventions that made life a little easier. In April of +1849, Walter Hunt patented his invention which to this day we probably +wouldn't get by without. Hunt invented the safety pin, patented it, and +then without hesitation sold all rights to the pin for $400. In 1846, +Elias Howe invented the sewing machine which "was becoming a fixture in the +homes of [all] American newlyweds." Soon to be followed by industry turning +it's attention to the home by producing labor-saving appliances - novelties +that soon became necessities. + + Charles Goodyear, one of the nineteenth century's greatest inventors +and father of today's vast rubber industry discovered vulcanization, the +process that toughens rubber and rids it of stickiness, in January of 1839. + + The riddle of rubber - how to prevent the stuff from becoming sticky in +the summer, brittle in the winter and horrid-smelling in between. After +years of anguish, Goodyear discovered quite by accident that by adding +sulphur to raw rubber and heating the material from four to six hours at +about 270 degrees F. the rubber would be cured by the sulphur resulting in +increased strength and stiffness while preserving its flexibility. + + After spending many hundreds of hours, Goodyear, in his make-shift lab +adding one substance after another to rid the rubber of it's natural +stickiness using every ingredient he could get his hands on to put into the +rubber mixture, (He used salt, paper, talcum powder, anything...) one +afternoon when all else had failed, Goodyear dropped by accident a mixture +of sulphur and rubber onto his hot stovetop. Goodyear looked at the blob in +disbelief because it didn't melt as "gum elastic" always had in the past. +Instead, it solidified and "[the rubber] charred like leather". + + Before Goodyear's discovery, rubber's bad qualities permitted few uses. +French savants had studied the new substance for waterproof qualities; +someone had found that the gray gum rubbed out pencil marks on paper, and +thus the word "rubber" was born. + + By 1839 British manufacturers had learned a few other uses for uncured +rubber. Charles Macintosh, a chemist, patented in 1823 a fabric that +included a thin layer of rubber. From this he made raincoats that in +England, the climate helped satisfy purchasers. In American winters they +hardened like armor, in American summers it they softened like taffy. + + Eldest son of Amasa Goodyear, a New Haven merchant and sometimes +inventor, Charles helped his father sell a "Patented Spring Steel Hay and +Manure Fork" invented by his father. Amasa manufactured the first pearl +buttons made in America and metal buttons that U.S. soldiers wore in the +war of 1812. + + Goodyear foresaw many products - rubber gloves, toys, conveyor belts, +watertight seals, water-filled rubber pillows, balloons, printing rollers, +and rubber bands were among some of the brainstorms he would jot down, one +after the other into his notebook. + + Also envisioned were rubber banknotes, musical instruments, flags, +jewelry, "imitation buffalo-robes," vanes or "sails" for windmills, and +ship's sails, even complete ships. While the automobile tire did escape his +imagination, it was not without reason - the auto hadn't been invented yet! + + From barbed wire to keep our railways safe, to revolvers to keep our +country safe, the nineteenth century marked a big boom in inventive +history. Soon following all of these inventions, the civil war became a +full blown testing field for all these inventions. Whether it was the coin +operated hairbrush meant for public restrooms, or the automatic hat tipper +(for when women are near and your hands are occupied,) the inventions of +this time proved to be both interesting and useful. Well, most of them. + + Today, we still use a lot of the inventions of the early nineteenth +century, but technology is passing us by at a pace we may not be ready for. +Inventions are no longer just there to make life easier, safer, more +enjoyable, and more entertaining, but they give us something to keep us +occupied in this never-ending quest for - "perfectness?" + + Maybe in a hundred years someone will be looking back through their +history books, searching though the libraries of the future and seeing our +super-conductors, our computers, our High Definition t.v.s, our Super VHS +video recorders, and our Digital Audio Tape players. Could they be saying +"isn't that silly" just like the coin operated hairbrush, or the +combination food masher/rat and mouse trap (?) Time will tell. + + +__________________________________________________________ + +Bibiliography: + + Men Of Science and Invention +- Editors of American Heritage + Published American Heritage Publishing Co., Inc. + Harper & Row (c)1960 + + Those Inventive Americans +- Poduced by National Geographic Society Publications Div. + Published N.G.S + N.G.S. (c)1971 + + Big Brother +- The Works (617) 861-8976 + Largest Text File Base (FBBS) Spam! Spam! Spam! + (c)1990 Homework Helper! + + The Picture History of Inventions +- Umberto Eco & G.B. Zorzoli (Translated from italian by + Anthony Lawrence) + Malmillan Co., NY. (c)1963 + + Various photocopied charts and pictures from other +references were also used. + +----------------------------------------------------------------------------- +Special thanks to Big Brother... since he did all of the actual work for you! +----------------------------------------------------------------------------- +END OF FILE diff --git a/textfiles.com/reports/ACE/invisman.txt b/textfiles.com/reports/ACE/invisman.txt new file mode 100644 index 00000000..af574325 --- /dev/null +++ b/textfiles.com/reports/ACE/invisman.txt @@ -0,0 +1,113 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on the invisible ] + [ ]9-10 [ ]Cliff Notes [man. ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:1034 School:Public State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The Liberty Paint Factory in Ralph Ellison's Invisible Man provides +the setting for a very significant chain of events in the novel. In +addition, it provides many symbols which will influence a reader's +interpretation. Some of those symbols are associated with the structure +itself, with Mr. Kimbro, and with Mr. Lucius Brockway. + + The first of many instances in these scenes that concern the invisible +man and the symbolic role of white and black in the novel is when the +narrator is sent to the paint factory by the young Mr. Emerson to try to +find a job. Mr. Emerson, however, only sends him out of pity. The +narrator arrives and immediately notices the huge electric sign that reads +"KEEP AMERICA PURE WITH LIBERTY PAINTS". Later on, the reader will learn +that Liberty Paint is famous for its white paint called none other than +"Optic White". In effect, the sign advertises to keep America pure with +whites and not just white paint. Next, the invisible man must walk down a +long, pure white hallway. At this time he is a black man symbolically +immersed in a white world, a recurring idea of the novel. + + After receiving his job, the narrator goes to meet Mr. Kimbro. In +this scene, Kimbro teaches the narrator how to make the ordinary white +paint into "Optic White": Ten drops of a black formula must be mixed in to +the white paint, of which the surface is already brown. The narrator does +not understand this, and inquires about it, only to be insulted by Mr. +Kimbro. Mr. Kimbro, in no way what so ever, wants any of his workers to +think. He just wants them to obey. So the invisible man, although still +unable to comprehend this idiosyncrasy, does not persist. The white paint +may represent the white world, perhaps even America, as alluded to in the +company's advertisement. The black formula is what makes the white paint +into "Optic White", a much better, whiter, white. The formula, perhaps, +represents the behind the scenes blacks that worked for the whites so that +society persisted as it did in that time period. This idea will be touched +upon once again later on in this series of scenes. + + The invisible man then falls victim to a bad set of circumstances. He +runs out of formula, and since Kimbro is not around, he tries to get +himself some more. However, there are two containers with what appear to +be the same kind of formulas, just with different markings. Naturally, the +narrator uses his intuition and discovers that the two liquids in the tanks +smell differently, and one smells like the formula he was using. He gets +more of that solution, and continues his work, only to be scolded later by +Kimbro that he chose the wrong one. Once again, Kimbro states that he does +not want any thinkers working for him. He wants a submissive black that +will just follow the "rules" established in his "society". After fixing +his mistake, the narrator is sent back to the office to find another +position: Kimbro does not want the invisible man working for him. In the +scene that follows, the invisible man meets Mr. Lucius Brockway, deep down +in the paint factory. + + Mr. Brockway, a black man, can be thought of a symbol himself. He is +the black formula that makes the white paint work. He is one of the many +blacks that keep the paint factory working. He is one of the many blacks +that keep society as the whites like it. Mr. Brockway makes the powder +that is the base of the paint. Again, a black influence that makes the +"Optic White" paint possible appears. When the narrator returns from +getting his lunch, he is confronted by Mr. Brockway about the union. It is +here that the reader learns that the blacks that, in effect, run the paint +factory, are being hired so that the company does not have to pay union +wages. This is important because it shows that the blacks are once again +being taken advantage of by the whites, yet they are still working behind +the scenes to make things run like clockwork. + + Through out this commotion, the narrator has not been fulfilling one +of his duty by watching the pressure gauge. The pressure builds up, and +right before the narrator has a chance to turn it off, it explodes. Once +again, he is a black man immersed in a world of white. This explosion +leaves him in the factory hospital. In the hospital, he is given +electroshock therapy. After the "doctors" are convinced that he is "cured," +(i.e. he can not remember a thing), he is then given a name and is sent on +his way after signing a release and being given some money. Once again, +the whites are taking advantage of the blacks. + + All of these events, besides being highly important on a symbolic +level as explained, also contribute to the rest of the novel. The college +is a perfect example of a parallel environment. Dr. Bledsoe only wants the +narrator to please the whites, with out question. And because the narrator +did not, he ended up getting kicked out, just like in the paint factory. +Also, the Brotherhood provides another parallel. They only want the blacks +to work for the Brotherhood's causes, and not for the individual member's +needs. For example, Brother Wrestrum accused the narrator of using the +Brotherhood to attain his own needs, and the narrator was put on a kind of +probation for it, so that the matter could be investigated. + + In a way, the Liberty Paint Factory is a microcosm of America. There +are blacks and whites. However, on the surface both appear to be white and +right. In effect, it is really the blacks that work behind the scenes to +make things flow. They are taken advantage of, and controlled by ideas put +into their heads. The paint factory itself, Mr. Kimbro, and Mr. Lucius +Brockway all help portray this image to its fullest, while contributing to +the rest of the novel. diff --git a/textfiles.com/reports/ACE/iran.txt b/textfiles.com/reports/ACE/iran.txt new file mode 100644 index 00000000..2ebbceab --- /dev/null +++ b/textfiles.com/reports/ACE/iran.txt @@ -0,0 +1,80 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Report on the Iran- ] + [ ]9-10 [ ]Cliff Notes [Contra Affair ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:683 School:Coed Private State:Ny +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + IRAN-CONTRA AFFAIR + + The tangled U.S. foreign-policy scandal known as the Iran-contra +affair came to light in November 1986 when President Ronald Reagan said yes +to reports that the United States had secretly sold arms to Iran. He said +that the goal was to improve relations with Iran, not to get releases of +U.S. hostages held in the Middle East by terrorists (although he later +agreed that the arrangement had in fact turned into an arms-for-hostages +swap). People spoke out against dealings with the hostile Iranian +government all over the place. Later in November, Att. Gen. Edwin Meese +discovered that some of the arms profits had been used to aid the +Nicaraguan "contra" rebels at a time when Congress had prohibited such aid. +An Independent special prosecutor, former federal judge Lawrence E. Walsh, +wa appointed to investigate the activities of persons involved in the arms +sale or contra aid or both, including marine Lt. Col. Oliver North of the +National Security Council (NSC) staff. + + Reagan appointed a review board headed by former Republican senator +John Tower. The Tower commission's report in February 1987 criticized the +president's passive management style. In a nationaly televised address on +March 4, Reagan accepted the reports judgement without serious +disagreement. + + Select committees of the Senate (11 members chaired by Democrat +Daniel K. Inouye of Hawaii) and the house of representatives (15 members, +headed by another Democrat, Lee Hamilton of Indiana) conducted televised +hearings in partnership from May to August. They heard evidence that a few +members of the NSC staff set Iran and Nicaragua policies and carried them +out with secret private operatives and that the contras received only a +small part of the money. Former national security advisor John Poindexter +stated that he personally authorized the diversion of money and withheld +that information from the president. William J. Casey, the director of the +Central Intelligence Agency, who died in May 1989, was implicated in some +testimony. His testomony still remained in doubt. Clearly however, the +strange events shook the nation's faith in President Reagan and ruined U. +S. prestige abroad. Special prosecutor Walsh continued his investigation. +On March 11, 1988 Poindexter's forerunner as national security advisor +Robert McFarlane pleaded guilty to criminal charges of witholding +information from Congress on secret aid to the contras. A year later, +Peter McFariane was fined $20,000 and given two years probation. On March +16, 1988, a federal grand jury indicted North, Poindexter, and two other +persons on a number of charges including conspiracy to defraud the U.S. +government. The trials were delayed by legal maneuvering that in part +involved questions of releasing secret information. In May 1989 a jury +convicted North of 3 of the 12 criminal counts he was ultimately tried on. +In July the court fined North 150,000 and gave him a three- year suspended +sentence. + + The North convictions were later set aside by a federal appeals court, +which found defects in the trial procedure. On April 7, 1990, Poindexter +was convicted on 5 counts of deceiving congressional investigators and +sentenced to six months in prison. In July 1991, Alan D. Fiers, Jr., CIA +chief of covert operations in Central America in 1984-86, admitted that he +had lied to Congress and that there had been a CIA Iran-contra cover up. +Shortly after, his CIA superior Clair E. George was indicted. + diff --git a/textfiles.com/reports/ACE/isp.txt b/textfiles.com/reports/ACE/isp.txt new file mode 100644 index 00000000..1cc823d3 --- /dev/null +++ b/textfiles.com/reports/ACE/isp.txt @@ -0,0 +1,218 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on Charles ] + [ ]9-10 [ ]Cliff Notes [Dickens ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:2088 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Charles John Huffam Dickens was born February 7, 1812, in Ports Mouth, +Hampshire. In his infancy his family moved to Chatham, where he spent his +happiest years and often refers to this time in his novels (1817-1822). +From 1822 to 1860 he lived in London, after which he permanently moved to a +quiet country cottage in Glads Hill, on the outskirts of Chatham. He grew +up in a middle class family. His father was a clerk in the navy pay office +and was well paid, but his extravagant living style often brought the +family to financial disaster. The family reached financial "rock bottom" +in 1824. Charles was taken out of school and sent to work in a factory +doing manual labour, while his father went to prison for his debt. These +internal disasters shocked Charles greatly. He refers to his working +experiences in his writings. Although he hated doing labour, he gained a +sympathetic knowledge into the life of the labour class. He also brings +forth the images of prison and of the lost and oppressed child in many +novels. His schooling ended at 15, and he became a clerk in a solicitor's +office, then a short hand reporter in the lawcourts (where he gained much +knowledge of legalities which he used in his novels), and finally like +other members of his family, a newspaper reporter. Here, he got his first +taste of journalism and fell in love with it immediately. + + Drawn to the theatre, Charles Dickens almost pursued the career of an +actor In 1833, he began sending short stories and descriptive essays to +small magazines and newspapers. These writings attracted attention and +were published in 1836 under the name, Sketches by "Boz". At the same +time, he was offered a small job of writing the text for a small comic +strip, where he worked with a well know artist. Seven weeks later, the +first instalment of The Pickwick Papers appeared. Within a few months +Pickwick was the rage and Dickens was the most popular author of the day. +During 1836, he also wrote two plays and a pamphlet, he then resigned from +his newspaper job, and undertook the editing job of a monthly magazine, +Bentley's Miscellany, in which he serialized Oliver Twist (1837-1839). By +this time, the first of his nine surviving children had been born, He had +married Catherine, eldest daughter of a respected journalist George +Hogorth (April 1836). + +Novels + +His first major success was with The Pickwick Papers. They were high +spirited and contained many conventional comic butts and jokes. Pickwick +displayed, many of the features that were to be blended in to his future +fiction works; attacks on social evils and the delight in the joys of +Christmas. Rapidly thought up and written in mere weeks or even days before +its publication date, Pickwick contained weak style and was unsatisfactory +in all, partly because Dickens was rapidly developing his craft as a +novelist while doing it. This style of writing in a first novel, made his +name know literally overnight, but created a new tradition of literature +and was made one of the best know novel's of the world. + + After The Pickwick Papers were published in 1837, he put together +another novel, Oliver Twist. Though his artistic talent is very much +evident, he refrained from using the successful formula used in The +Pickwick Papers. Instead, Oliver Twist is more concerned with social and +more evil, though it did still contain much comedy. The long last of his +fiction is partly due to its being so easy to adapt into effective stage +plays. Sometimes 20 London theatres simultaneously were producing +adaptations of his latest story; so even non- readers became acquainted +with simplified versions of his works. In the novel Barnaby Grudge he +attempted another type of writing, a historical novel. It was set in the +late 18th century and graphically explored the spectacle of large scale mob +violence. The task of keeping unity throughout his novels (which often +included a wide range of moods and materials and several complicated plots +involving scores of characters) was made even more difficult because he was +forced to write and publish them, while also doing on going serials. + + His next major work, and probably his most famous was published in +1843, and was called A Christmas Carol. Suddenly conceived and written in +mere weeks, while he was preoccupied in writing another serial, it was an +unmatched achievement. His view of life was described as "Christmas +Philosophy," and he spoke of "Carol philosophy" as the basis of his work. +He was extremely attached to the christmas season, and this contributed to +his great success and popularity. A Christmas Carol immediately entered +the general public and awareness, and Thackeray (another author), in a +review, called it a "national benefit, and to every man and woman who reads +it a personal kindness...". He wrote many other christmas plays and novels +thereafter, but none equalled the Carol in energy. These series of books, +were known as the Christmas Books, and cumulatively they represent a +celebration of Christmas attempted by no other great author. + + His activity outside his novels at this time in his literary life was +extremely active and centrally involved. He was said to be the best after +dinner speaker of the age, also, he was credited with being the best +reporter on the London press and the best amateur actor on the stage. As +for his private life, he loved his family and was a proud householder; he +once even wrote a cookbook. To his children he was a great father, until +their adolescence, where their lives proved less happy. Besides periods +in Italy (1844-1845), Switzerland and France (1846-1847) he lived in +London, and moved from house to larger house as his family grew. He became +acquainted with may popular authors and journalists and entertained them +regularly at his home. Though financially well off, he generally avoided +high society, he hated to be idolized or patronized. He was extremely +proud of his work, and strived on improving it with every new venture, yet +his work, never employed all of his energies. + + He became the founder (editor) in 1846 of the Daily News, (soon to +become the leading liberal newspaper). His journalistic backgrounds, his +political knowledge and readiness to act as a leader, and his wish to +secure a steady income independent of his literary creativity made him plan +several ventures in the 1840's. This return to journalism soon proved a +great mistake, the biggest fiasco in a career that included nearly no +misdirections or failures. He then moved onto a more limited but happier +exercise of his talents, for more than a decade he directed a reformatory +home for young female delinquents, which was financed by a wealthy friend +Angela Burrdett-Coutts. He also used compassionate speaking abilities +often in public speeches, fund-raising activities and private acts of +charity. + + His next novel, was called Dombey and Son, written between the years +1846- 1848, it was crucial to his development. It was more thoroughly +planned, and used maturer thought and deals with more specific social +injustice. Shortly after the release of Dombey and Son, he wrote David +Copperfield (1849-1850). It has been described as a "holiday" from the +larger social concerns. This novel has always been among his most popular +novels and was Dickens's own favourite. + + Charles Dickens finally found a permanent form for his writing in +1850, with the novel Household Words, and its successor All the Year Round +(1859-1888). These novels incorporated a combination of weekly +miscellaneous fiction works, poetry, and essays on a wide range of topics. +These two works had circulations reaching 300, 000 for some Christmas +seasons. During this period Dickens contributed some serials, for example +Child's History of England (1851-1853), Hard Times (1854), A Tale of two +cities (1859), and Great Expectations (1860- 1861). No English author has +devoted 20 years of his/her mature life to such editorial work. Novels + + During these years he wrote many more novels. The first of which was +called Bleak House (1852-1853), then Hard Times (1854), and Little Dorrit +(1855- 1857). These novels were much more dark then his earlier novels. +Portraying a sad and dark view on contemporary society. In the novels of +the 1850's, he is politically more depressed, emotionally more tragic. The +sadness is harsher, and the humour is less gentle, and the happy endings +are more relaxed than his early fiction. Technically the later novels are +more logical, the plots are more related to the themes, and the themes +express more grim symbols. The characterization has become more in line +with general purpose and design. In general the characters are becoming +more complex, even the children who were before loosely thrown together +are now complicated in their makeup. Dickens becomes more enthraled with +the general purpose of life, and poses questions to this in his works, and +attempt to explore the prospects of humanity, questions that are still +being asked today and being debated by society. + + During the 1850's his spirits fell. 1855 was "a year of much +unsettled discontent for him", . He began to cease to find satisfaction in +his home, and he showed his first sign's of marital discontent. From May +1858, his wife, Catherine Dickens lived apart from him. This separation +jarred his friendships and began to shrink his social circle, yet to his +surprise, it didn't effect his social popularity. Catherine Dickens stayed +silent and most of Dickens family and friends were unwilling to talk about +it. He dated the unhappiness of his marriage to 1838, calling his wife +"perculliar", and sometimes "under a mental disorder". No one talked about +the separation until 1939, when his daughter, Katey speaking to a friend +(who was recording the conversation) offered an inside account of the true +marriage and family life during that time. + + By the end of the 1850's Charles Dickens was tired and growing more +and more ill, yet he maintained inventive in his final novels. A Tale of +Two Cities (1859) was an experiment, relying less than before on +characterization, dialogue, and humour. An exciting narrative, it lacks +too many of his strengths to count among his major works. His next, Great +Expectations, (1860-1861) resembles David Copperfield , by it being a first +person narration, it draws on Dickens personality and experience. He +continued to write novels, though none of them was truly up to par with his +early novels, they were still given rave reviews. In 1864-65, he wrote Our +Mutual Friend, and Edwin Druid in 1870. His humorous handling is sometimes +tiresome, and has grown mechanical. Between the years 1867- 1868 many of +his co-writers noticed his immense personality change and it appears in +friends remarks who met him again after many years during an international +reading tour. ("I must have known two individuals bearing the same name, +at various periods of my own life."). + + But his fiction, besides his personal developments still had the many +stylistic features as in his earlier works so he remained the "human +hurricane." Even though he was old, and his health was deteriorating, his +close friends saw him as a hearty man, with a good deal of fun in him ", +but that very day (on a train ride in 1865), Dickens wrote, that "I am +nearly used up,". After he had completed his reading tour, his health +remained precarious, but he insisted on continuing to do readings. + + His farewell reading tour was abandoned when, in April 1869, he +collapsed. He began writing another novel in the London Hospital, and gave +a short farewell sessions of readings in London, ending with thee famous +speech, "From these garish lights I vanish now for evermore...". Charles +dickens died suddenly at Gad's Hill on June 9, 1870, and was buried in +Westminster Abbey. People all over the world mourned the loss of "a +friend" as well as a great entertainer and creative artist, and one of the +acknowledged influences upon the spirit of the age. + + Charles Dickens is regarded as the greatest English novelist. He had a +wider popularity than any other author before him or during his life time. +His works appealed to everyone, a peasant, or the Queen of England. This, +and the quality of his work enabled his fame to spread world wide. His +popularity has never ceased, and he is as popular today, as he ever was. +His compassion and intelligence enriched his novels and made him one of the +great forces in 19th century literature, an influential conscience of his +age. diff --git a/textfiles.com/reports/ACE/it.txt b/textfiles.com/reports/ACE/it.txt new file mode 100644 index 00000000..0b0f7363 --- /dev/null +++ b/textfiles.com/reports/ACE/it.txt @@ -0,0 +1,98 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on Stephen King's] + [x]9-10 [ ]Cliff Notes ['The iT' ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:718 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +A)Title:It +Author:Stephen King +Illustrator:-------------------- +Publisher:Penguin Books +Copyright:1986 + +B)Brief Summary + + The book fades into a suburb scene with a boy,a boy chasing a paper +boat his brother willingly made.This boat's strong the boy (George) thinks +to himself just before it is digested by a storm drain and inside there is +a clown.He has the boat,he also has a balloon.He says"Georgy you want this +boat and balloon right!!"The response is obvious.Georgy asks if they really +float.As Georgy the fool reaches down and is grabbed by the decaying corpse +monster."It floats,we all float down here".In a few minutes Georgy is +discovered and is taken home to the grief stricken mother who is betook by +sadness.This when the 1093 page book really begins to heat up.During the +course of the summer in Derry where the setting is taking place at the time +being.A little club falls together and by fluke they are all victims and +survivors of the freak monster It.At first they just explain to each other +their horrid accidents and escapes.The method they used to escape is their +secret weapon against It.For instance for Bill it is to say this one verse +"He thrusts his fists against the posts and still insists he's seeing +ghost's".For Ben Hanscom it's shouting "You are not real".Etc.Bill who is +George's brother is asking Richie,another survivor,if he would come with +him to the an old house with him.He agrees and brings sneezing powder and +Bill brings a gun and a sling shot.They crawl under the porch and through +the window into the ancient house.They stay together and meet the clown he +has changed into a leper and is coming towards them.Bill shoots but it +doesn't affect the monster.The leper grabs Bill and start choking him.Then +Richie blared at it one of his voice imitations.That made the creature turn +away and let go of Bill.They both then scrambled out of the house and into +the fresh air the leper was following them.they jumped on Bill's bike and +they off.But the leper followed until Richie threw the powder into the +lepers eyes.After that incident they all decided to make a truce to come +back to Derry if the monster ever came back.After they made the truce they +built a clubhouse and enjoyed the rest of their childhood year's. + +30 Years later: + + They are all called by Bill to come back to Derry.It had come back.So +as soon as they get there they are attacked by an old enemy who is under +the power of It.They stop him by luck and escape with their lives.The next +day they go to the sewers where most It victims were found(Collage of this +on last page).They travel in the wastelands for hours searching for the +lair of It.They find a small door with the picture of each one of their +fears imprinted on it.They go in and see that It has taken the shape of a +giant spider writhing and pulsing in it's exoskeleton. It attacks and +everybody says their special word or action or phrase.then Bill rips open +It's stomach and thrashes around until he tears the heart of the beast in +two.then the eary light fades and It is dead.The novel ends when all the +characters are united with their wives. + +C) Critical Analysis + + This book was a true horror book.It was one of the ones that keep you +up if you read it at night.The book was fictional and semi- true.The +setting was always clearly explained and the plot was never slow.If you +started to read a bit you would have to keep reading till your eyes are too +tired to stay open.It took Stephen King 4 year's to complete this +masterpiece.Really it is worth reading.Here are Some Rave reviews:"A +mesmerizing odyssey of terror...great...Stephen King is the master of +modern horror...He writes like one possessed,never cheats the reader,always +gives full measure...He is brilliant...dark and sinister." -The Washington +Post Book World + +D)My Recommendations + + I clearly recommend this book to people not affected by foul language +and horror killings.This book is for people at least 14 and up.The ideas +and mind sketches etched by Stephen King are discreet and explicit.They are +phsycotic and sometimes unimaginable setting and actions taken place in +course of the book.Sensitive reader's should not even look at this +book.This Concludes the writing portion of my report. diff --git a/textfiles.com/reports/ACE/ivory.txt b/textfiles.com/reports/ACE/ivory.txt new file mode 100644 index 00000000..1f16872d --- /dev/null +++ b/textfiles.com/reports/ACE/ivory.txt @@ -0,0 +1,54 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Small Geographic Essay ] + [ ]9-10 [ ]Cliff Notes [About the Ivory Coast ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:326 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The Ivory Coast is one of Africa's leading countries in industry and +agriculture. This small country is located in West Africa on the Coast of +Guinea where it is bordered by Mali and Burkina Faso on the north and by +Guinea and Liberia on the west. The land itself is approximately 322,463 +sq.kilometers and 124,504 sq.miles in size. With a population of around +12,600,000 people, of which 2,000,000 are foreigners from Burkina Faso and +Ghana, the Ivory Coast is known for it's cultural diversity which started +back in 1637 when it became a French Missionary contact. Then, in +1843-1845, it became an official proctrate of France. Thus, in 1893, the +Ivory Coast became a French colony and remained part of French West Africa +from 1904-1958. Finally in 1960, independence was gained from the overseas +country of France. + + In the Ivory Coast, which is a Republic, they have a semi-democratic +system. The position of president, currently being held by Felix +Houphocet-Boigny, is elected to serve 5-year terms. Also, the president can +run for re-election as many times as he chooses. For example, the current +president was re-elected to serve a seventh term in 1990. Plus, there is a +National Assembly comprised of about 120 people who help to govern the +country. + + The nation has a tremendously stable economy because of the great amount +of products that they produce for exporting. The Ivory Coast is the world's +largest cocoa producer and the third largest coffee producer. These +products alone bring in more than half of all export earnings. In addition, +sugarcane, pineapples, oil palms, rubber, cotton, and bananas are also +grown for export. The major problem of the country is the foreign debt +which has grown extremely large due to massive amounts of loans given to +the country by France. Plus, this increases taxes. The country's per capita +is $ 740 and it's GNP (Gross National Product) is $ 8.59 billion. diff --git a/textfiles.com/reports/ACE/jackson.txt b/textfiles.com/reports/ACE/jackson.txt new file mode 100644 index 00000000..293646f1 --- /dev/null +++ b/textfiles.com/reports/ACE/jackson.txt @@ -0,0 +1,158 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Pres. Jackson. ] + [x]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:1,393 School:Public - COED State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Essay on President Jackson + + "The decision of the Jackson administration to remove the Cherokee +Indians to lands west of the Mississippi River in the 1830's was more a +reformulation of the national policy that had been in effect since the +1790's than a change in that policy." The dictum above is firm and can be +easily proved by examining the administration of Jackson and comparison to +the traditional course which was carried out for about 40 years. After 1825 +the federal government attempted to remove all eastern Indians to the Great +Plains area of the Far West. The Cherokee Indians of northwestern Georgia, +to protect themselves from removal, made up a constitution which said that +the Cherokee Indians were sovereign and not subject to the laws of Georgia. +When the Cherokee sought help from the Congress that body only allotted +lands in the West and urged them to move. The Supreme Court, however, in +Worcester vs. Georgia, ruled that they constituted a "domestic dependent +nation" not subject to the laws of Georgia. Jackson, who sympathized with +the frontiersman, was so outraged that he refused to enforce the decision. +Instead he persuaded the tribe to give up it's Georgia lands for a +reservation west of the Mississippi. + + According to Document A, the map shows eloquently, the relationship +between time and policies which effected the Indians. From the Colonial and +Confederation treaties, a significant amount of land had been acquired from +the Cherokee Indians. Successively, during Washington's, Monroe's, and +Jefferson's administration, more and more Indian land was being +commandeered. The administrations during the 1790's to the 1830's had +gradually acquired more and more land from the Cherokee Indians. Jackson +followed that precedent by the acquisition of more Cherokee lands. + + According to Document B, "the first of which is by raising an army, +and [destroying the resisting] tribes entirely or 2ndly by forming treaties +of peace with them", "under the existing circumstances of affairs, the +United States have a clear right, consistently with the principles of +justice and the laws of nature, to proceed to the destruction or expulsion +of the savages." The use of the word savages, shows that the American had +irreverence toward other ethnic backgrounds. Henry Knox wanted to destroy +the cherokee tribes inorder to gain land for the United States, although he +questions the morality of whether to acquire the cherokee land, his +conclusion forbode's the appropriation. According to Document C, "That the +Cherokee Nation may be led to a greater degree of civilization, and to +become herdsmen and cultivators, instead of remaining in a state of +hunters, the United States will from time to time gratuitously the said +nation with useful implements of husbandry." + + The statement made by Henry Knox shows an ethnocentric view toward the +indians. Knox viewed them as savages, and said that the role of the United +States is to propagate their evolution into herdsmen and cultivators +instead of hunters. What Knox did not realize was that he was attempting to +change the culture of the Cherokee Indians, and that would be an +infringement upon their sovereignty. + + According to Document E, "[In exchange for Georgia's cession of claims +to certain western lands] . . . the United States shall, at their own +Expense, [obtain for] the Use of Georgia, as early as the same can be +peaceably obtained on reasonable terms, the indian Title . . . to all the +other Lands within the State of Georgia." The statement above, explains how +the United States is being avaricious in expanding the State of Georgia +into cherokee lands. Manifest Destiny and irreverence toward the Cherokee +Indians can be explained by this. + + According to Document F, "The Indian tribes . . . have for a +considerable time been growing more and more uneasy at the constant +diminution of the territory they occupy, although effected by their own +voluntary sales, and the policy has long been gaining strength with them of +refusing absolutely all further sale on any conditions . . . . In order +peaceable to counteract this policy of theirs and to provide an extension +of territory which the rapid increase of our numbers will call for [they +should be led to an agricultural way of life, thus lessening their need for +land], In leading them thus to . . . civilization . . . I trust and believe +we are acting for their greatest good." Thomas Jefferson believed that some +people were dependent(slaves, women, indians) and some people were +independent (White males), he believed that the independent of society +should help the dependents to become independent. Jefferson was attempting +to be benevolent toward the indians, but Jefferson was only trying to +acquire the land for the United States. Precedent was reinforced in the +United States not respecting rights of sovereignty of the Cherokee Indians. + + According to Document H, "I have long viewed treaties with the Indians +an absurdity not to be reconciled to the principles of our Government. The +Indians are the subjects of the United States, inhabiting it's territory +and acknowledging it's soverignty, then is it not absurd for the soverign +to negotiate by treaty with the subject. . . ." Andrew Jackson had made the +assumption that the Indians were subjects to the united states, which is +not factual. Jackson is explaining that subjects should not have to +negotiate a treaty, and that taking the land should be a right of the +master (U.S), upon his slave (Cherokee Indians). + + According to Document N, ".....[I am] deeply impressed with the +opinion that the removal of the Indian tribes from teh lands which they now +occupy . . . is of very high importance to our unio, and may be +accomplished on conditions and in a manner to promote the interest and +happiness of those tribes . . . For the removal of the trives within the +limits of the State of Georgia, the motive has been peculiarly strong, +arising from the compact with that State, whereby the United States are +bound to extinguish the Indian title to the lands within it, whenever it +may be done peaceably and on reasonable conditions." Again, the United +States is expanding upon Cherokee land, which Monroe believes that will +benefit the Indians and benefit the Americans. The statement is a +contradiction because Monroe as well as the president's before him, believe +that they are helping the Indians, but are actually oppressing the Indians + + According to Document O, "It has long been the policy of Government to +introduce among them the arts of civilization, in hope of gradually +reclaiming them from a wandering life." Converting the Cherokee Indians +from hunters into cultivators, seems like the object of Jackson's speech, +but the underlying reason for the movement is for gold which was found in +Georgia. "Actuated by this view of the subject, I informed the Indians +inhabiting parts of Georgia and Alabama that their attempt to establish an +independent government would not be countenanced by the Executive of the +United States, and advised them to emigrate beyond the Mississippi or +submit to the laws of those States." Jackson gives the Cherokee Indians an +ultimatum, whereby either the Cherokee Indians move west of the mississippi +or they will have to abide by the laws of Georgia and the United States. +The Cherokee Indians seeking their independent sovereignty, moved west of +the Misssissippi, while almost half of their tribe had been decimated (The +Trail of Tears). Again, The United States is violating the soverignty of +the Cherokee Indian land and is following precedent of the past policies +toward the irreverance of Indian Lands. + + According to Document P, "The Cherokee Nation, then is a distinct +community. . . in which the laws of Georgia can have no force, and which +the citizens of Georgia have no right to enter but with the assent of the +Cherokees themselves or in conformity with treaties and with the acts of +Congress . . . ." The statement made by John Marshall is correct by saying +that the territorial boundries and land of the Cherokee Indians is soverign +to the Cherokee Indians. Marshall announced that the laws of Georgia are +not applicable within the Cherokee Lands, and the constitution acknowleges +the soverignty of it's bordering territories. Since the Supreme Court +couldn't enforce this opinion, Jackson carried through his act of moving +the Indians west of the Mississippi. + + All in all, from the early 1790's to the late 1830's, the policy that +Jackson set forth reinforced the precedent which shaped national Indian +policy between 1789 and mid 1830's. diff --git a/textfiles.com/reports/ACE/jamaic1.txt b/textfiles.com/reports/ACE/jamaic1.txt new file mode 100644 index 00000000..8779cc39 --- /dev/null +++ b/textfiles.com/reports/ACE/jamaic1.txt @@ -0,0 +1,471 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on Jamaica 'mon ] + [ ]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [x]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:3770 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The island of Jamaica is the third largest Caribbean island. It is in +a group of islands called the greater antilles. It has an area of 10 991 +km squared or 4 244 sq. miles. Jamaica spans 230 km east to west and from +80-36 from north to south. It is third only to Cuba, which is the largest, +and Hispaniola which is the second largest island. Jamaica lies in the +Caribbean sea which is a part of the much larger Atlantic ocean. The +island is 960 km south of Florida, 160 km southwest of Haiti, and 140 km +south of Cuba. + + Jamaica is mainly a mountainous island but there are 320 km of fine +sandy beaches, swamps, moist fern- forests, sprawling open plains, +plateaus, rushing rivers, and magnificent waterfalls. The Blue Mountains +are the highest mountains in Jamaica and Blue Mountain Peak which is the +highest peak in Jamaica rises to 2256 m or 7 402 feet. They are made up +primarily of limestone. Farther to the west in the cockpit country the +limestone has eroded over many years to form large depressions, narrow +valleys, underground caverns and rivers. Most of the surface rivers are +short, swift flowing and descend quickly to the coast and consist of a +series of rapids and waterfalls. The island is ringed by plains separated +by mountain and sea. + + The country is divided into three counties. They are Cornwall to the +west, Middlesex is central, and Surrey is to the east. Middlesex is the +largest county. Jamaica is also divided into 14 parishes which are +basically like provinces or states. The parishes are Kingston, St. Andrew, +St. Thomas, Portland, St. Mary, St. Ann, Trelawny, St. James, Hanover, +Westmoreland, St. Elizabeth, Manchester, Clarendon, and St. Catherine. + + Jamaica is mainly a tropical climate. During the course of the year, +Jamaica has no real winter whatsoever. The average yearly temperature +ranges from 27 degrees celsius to 32 degrees celsius. It is cooler in +hills, around 20 to 25 degrees and it is known to dip below 10 degrees in +the blue mountains. Although it is hot in the day, light ocean breezes +result in making the island more comfortable in the day and cooler breezes +blow down from the Blue Mountains at night. + + Rain falls in Jamaica 12 months of the year because it is a rainy +tropical climate. The average rainfall is 196 cm per annum. The main +months for raining, however, are May to June and September to October. The +major differences in elevation cause the rain to fall almost 600 cm per +annum on the mountains and only 89 cm on the southeast coast. Hurricanes +can strike anytime between June and October. One of the main hurricanes to +hit Jamaica was hurricane Hugo in 1989 which badly damaged the country. + + The vegetation in Jamaica is exceptionally varied. This is mainly +because of the islands varied rainfall, soil, elevations, and climate. +Many of the plants which now thrive in Jamaica's rich soil have been +introduced from other countries in colonial times. + + There are bamboo forests in the northern and northeastern areas. Also, +rosewood, mahogany, ebony, and other species of wood which live throughout +the island. Drought resistant plants live in the dry southeastern part of +Jamaica. Sections of the plateau are heavily forested savannas or +grasslands. The majority of the palm trees are in the southwest part of +the island. The countryside is often covered by rampant growths of +poinsettia, hibiscus, poinciana, oleander, and bougainvillaea. + + There are many products which are grown in Jamaica. Some of the +produce raised are bananas, sugar cane, coffee, tobacco, coconut, pimento, +ackee, nutmeg, & breadfruit. + + Jamaica has many animals although it boasts only one native mammal, +the coney, which is a wild rabbit. The mongoose is large rodent +originating from india. It was introduced to Jamaica in 1872 to control +the problem of snakes and rats in the cane fields and has done an adequate +job since then. Most of the snakes have disappeared from Jamaica except for +a few non poisonous ones which look more like worms than snakes. In +Jamaica, as well as many other caribbean islands there are an abundant +population of small harmless lizards. There are over 200 species on the +island. Crocodiles are also numerous on the south coast swamp areas. + + In the past, Jamaica's economy was generally based on agriculture. +The dependency was on a few staple crops, primarily sugar and bananas. New +economic development began with earnest in and around the 1950's. Bauxite +mining began in 1952 and the tourist boom around the 1950's and 1960's. +These factors lead to the rapid augmentation of mining and manufacturing +industries. By 1959, the new industries exceeded agriculture in the Gross +Domestic Product. + + In 1989, Jamaica's GNP topped $2 361 000 000 U.S. Only 6% of that +figure was agriculture, 41% was in industry and 53% was in services. The +GNP growth in Jamaica is 2.3% each year. When averaged, the GNP per capita +is $939 dollars U.S. The country spends 2% of that for defence. + + For the year of 1989 the total bauxite production amounted to 2 535.7 +tonnes resulting in $384.74 million U.S. dollars. Other earnings in this +sector such as levies and royalties were US$198.96 million tourism is the +second largest earner of money behind bauxite/alumina production. It +grossed US$340.3 million. + + The agricultural sector is Jamaica's largest employer. There are many +types of plants grown in Jamaica. The country has two types of industry. +There are the large plantations for major export and the small domestic +farms used mainly for individual and local use. + + Sugarcane and bananas are Jamaica's major crops. Combined, they +account of Jamaica's agricultural export earnings. The sugarcane is used +for sugar, molasses, and Jamaican rum. Most of these plantations are +situated in the southern coastal areas. + + The small domestic farms on the island are normally started on +soil-rich hill sides. Crops which are grown include yams, sweet potatoes, +corn, pumpkins, peas, beans, and other vegetables. Tree crops include +things like breadfruits, mangoes, avocado pears, and ackees. It is said +that some of the finest coffee beans in the world are from Jamaica's blue +mountains. Activities being encouraged by the government are fishing, and +increased livestock production. The government funds programs in the +instruction of modern agricultural techniques for farmers and propose a +guaranteed markets in order to stimulate and improve production for both +local consumption and export. + + Bauxite is the major mineral mined in Jamaica. The country is the +world leader in bauxite production accounting for 20% of the world's +bauxite. It is also the world leader in alumina exports. Nearly 1/4 of the +earth in Jamaica contains bauxite. It is mined in the central and western +parts of the plateau. Bauxite is used to make alumina which is then used +to make the metal aluminum. The ore was mined since 1952. The main +company in the mining of bauxite in Jamaica is a Canadian company called +Alcan. The rest are other large American and Jamaican companies. By 1972, +there were five alumina plants and two bauxite drying plants on the island +with combined capacities of 15 million tonnes of bauxite per year. +Production levels are currently at 7 million tonnes per year because of +changing trends in the international aluminum market. + + Programmes have been instituted to the increased development of +Jamaica's other natural resources, especially limestone which is abundant +throughout the island. The vast reserves of limestone pose a great +potential for foreign export. Deposits of marble, clay, gypsum, & silica +are also found and mined. + + Since the 1950's, manufacturing in Jamaica started with the +establishment of the Jamaica Industrial Development Corporation (JIDC). +Implementation of manufacturing incentive laws also helped in speeding up +the slow process. + + Jamaica now manufactures many products. The goods manufactured are +food and drinks, clothing, footwear, textiles, paints, building materials, +agricultural machinery, and toilet articles. Most of the processing and +manufacturing plants are located in the vicinity of Kingston and Spanish +Town. Other products produced include sugar, molasses, rum, alumina, +petroleum products, and cigarettes. Building materials including cement, +concrete, pipes, bricks, building blocks, tiles, and gypsum are made from +local raw materials. Goods such as metal products, industrial chemicals, +paint, pharmaceuticals, records, plastic goods, paper bags, cardboard, tin +cans, tires, razor blades, and electrical equipment are made from imported +materials. In fact, most produced goods depend on foreign raw materials, +machinery and technology for their production. + + The population of Jamaica as of 1990 was 2 512 000. In 1989 the +population was 2 458 000. This tells us that Jamaica's population is +increasing by 1.09% annually. (see next page for graph) Jamaica is +overpopulated with a density of 224 persons/sq. km. It is estimated that +Jamaica's population will double in 64 years. The life expectancy in +Jamaica is 70 yrs for both males and females. The birth rate is 2.3/1000 +and the death rate is 5.5/1000. The infant mortality rate is 20/1000. + + The rapid emigration of Jamaicans to England and North America in the +50's and 60's has helped to slow the population growth in the country. +But, the emigration has slowed because of tight restrictions imposed by the +British and United States governments. Many of them are now emigrating to +Canada in hopes for a better life but many Jamaicans realize they would be +better of back home. + + 58% of the population live in urban areas while the other 42% live in +rural areas because there is a tendency to move to the cities in hopes of +better job opportunities. + + 95% of the Jamaican population is of African descent. The rest are +mostly East Indians, Syrians, Chinese, and Whites. In religion, 55% of the +people are protestant, 20% are catholic, 25% are classified as other. +These religions include rastafarianism, pocomania, muslim, and judaism. +Rastafarianism, which was started by one of Jamaica's national heroes, +Marcus Garvey, in the 1930's is based on the beliefs and aspirations of +Garvey. He was born on August 17th, 1887. He advocated the "back to +Africa" movement and founded the United Negro Improvement Association. The +rastafarians believe that Ras Tafari or later called Haile Selassie was +the Messiah. They use the bible as a book of reference and smoke marijuana +"The sacred herb", or better known there as ganja for spiritual and +ceremonial purposes. + + Pocomania is basically a mixture of christianity and African roots. +The ceremonies are performed by a congregation of people with white turbans +around a white table decorated with candles, dirt, and fruits. + + Jamaica has one of the most interesting histories of all of the +caribbean islands. It starts out in about 650 A.D when the first wave of +Arawak Indians arrived over the sea from South America. The second wave +arrived on the island between 850 and 900 A.D. + + The Arawaks were a gentle agricultural based society. They first +called Jamaica, Xamayca, meaning "land of wood and water". The Arawaks +grew potatoes, vegetables, cotton and tobacco. They viewed smoking as a +religious rite and taught colonialists how to smoke. They were skilled +artisans and stonemakers. They travelled on the ocean in dugout canoes. +They lived mainly around the coasts because it was the major source of food +although they could be found allot farther inland. A few centuries later +the lives of these peaceful inhabitants was abruptly disturbed by the +savage, war-like carib indians. They began to brutally conquer all of the +natives of the other islands as well. But, one day it got even worse for +the poor Arawaks. Christopher Columbus, under the Spanish flag, landed +there in 1492. This occurrence eventually led to the extinction of the +Arawak people in Jamaica. + + Columbus arrived on May 5, 1494 at St. Ann's Bay with his three ships, +the Santa Maria, the Nina and the Pinta. As he landed he remarked "the +fairest island that eyes have beheld .... all full of valleys and fields. +He named the country "St. Jago" or "Santiago" after Spain's patron St. He +named St. Ann's bay Santa Gloria "on account of the extreme beauty" + + Nine years later, Columbus returned once again to Jamaica. This time he +and his crew were in not such a good condition as during their first visit. +His ships were battered and worm- eaten and could not sail the Atlantic +without repair. He tried to sail for Hispaniola but they got no farther +than St. Ann when they were stranded close to shore. The ships filled with +water and settled in the soft sand of the bay. + + Here he stayed for a duration of 12 months tormented by hardships, +hunger, and sickness. Eventually, two of his men, Diego Mendez and +Bartoleme Fieschi voyaged to Hispaniola where they were able to attain a +new caravel from a Spanish colony there. By June of 1504, the mates +returned with the vessel. On the 29th Columbus left with the rest of his +crew totalling about 100 to Hispaniola and then onward to spain. He died +three years later. + + Spanish colonists first arrived in Jamaica in 1510. The first governor +was Juan de Esquivel. The colonists named their settlement at St. Ann's +bay Sevilla la Nueva or "New Seville." It included a fort, a castle, and a +church. But the site was abandoned because of swamps. The colonists then +moved to the south side of the island which is now called Spanish Town. + + The new settlement was convenient, healthful, had ample water, fertile +surroundings and good protection from sea attack. It had approximately 400 +to 500 houses, 5 or 6 churches and chapels, and one monastery. + + The Spaniards enslaved the Arawaks and so overworked them that within +a few decades the 100 000 or so Arawaks had been wiped out. They also had +very little resistance to the European diseases that entered into their +country from the Spanish colonists. Many had been killed by Spanish +christian missionaries who tried forcefully to convert the Arawaks into +christians. + + Today the only remains of the Arawaks in Jamaica are artifacts; a +small group of words, like barbecue, hurricane, hammock, tobacco, and +canoe. + + The Spanish began to snatch people from Africa and enslave them when +there were no more Arawaks to use. They transported the enslaved Africans +in terrible conditions on ships to Jamaica. It is estimated that millions +of the Africans were killed on the trip from Africa to the Caribbean and +North America. The first Africans began arriving in 1517. + + The Island was largely un- important to spain and eventually became a +badly governed and largely overlooked outpost. Almost nothing was done to +develop the natural resources. + + The colonists devoted themselves to pastoral and agricultural duties. +The Spaniards introduced all the citrus fruits, bananas, and plantain. The +brought on their cargo ships of death and suffering, horses, cattle, and +pigs. + + Although the island was officially under the rule of Spain, it was +basically 0xlf governing. The Spanish governor ruled with help from a +council of appointed members. As in the colonies of North America, the +church had a strong influence on the politics in a colony. + + End of Spanish Rule + + During the last years of Spanish control of the island, internal +political fighting had weakened the colony. The governors were not +supported well by Spain and constant attacks by pirates did not make the +situation any better. On may 10th, 1655, a large English expeditionary +fleet landed at Kingston Harbour. It consisted of 38 ships and 8000 men. +After a short skirmish the British had successfully snatched Jamaica from +Spanish hands. + + The spaniards fled from Jamaica leaving the enslaved Africans there +with arms to wage guerilla warfare on the British until the Spanish could +return with a strong fleet to retake Jamaica. + + In June of 1658, under Governor Christobal Arnaldo de Ysassi the +Spanish tried to retake Jamaica. A large force of mainly mexicans landed +and dug at Rio Nuevo. As soon as Colonel D'Oyley, the English commander +received the news, he called 750 of his best men to sail around the coast +and attack the Spaniards. The battle took place on June 27th and the +British won a decisive victory killing 300 Spanish men. Ysassi hid in the +mountains awaiting the Spanish relief force which never came. He escaped to +Cuba in a canoe some time later. The island was officially ceded to +British crown in 1670 under the Treaty of Madrid. Thus, the Spanish +influence in Jamaica ended forever as they left very little traces of their +occupation. + + Buccaneers and Pirates + + During Colonel D'Oyley's term as governor, a few small uprisings +occurred under colonels Raymond and Tyson. But D'Oyley acted quickly and +soon both of the colonels were publicly executed. In 1872 the capital was +moved from Spanish town to Kingston. + + The British began to harass the spaniards from Jamaica. They +supported the buccaneers who were a group of runaways, castaways, and +escaped criminals from Spanish colonies. They attacked Spanish ships and +soon became a strong naval power. Soon these men were given regular +commissions from France and Britain and became technically legal. They +were now called privateers. + + The buccaneers named Port Royal as their main city for trade of +spanish loot, facilities for repair, and headquarters. Soon the wealth of +this city had increased so much that it had earned the title of the richest +and wickedest city in the world. + + In the late 1690's the French engaged in a war with Jamaica. A large +force under the command of Admiral Jean du Casse landed on the eastern part +of the Island. It was successfully defended against the attack but many of +the settlers were killed and many goods were stolen. The war ended in 1697 +with the Treaty of Ryswick. + + Pirates began to attack Jamaica in growing numbers. Nicholas Brown was +one of the pirates and he once burned down a house in St. Ann with 16 +people locked in it. Other pirates included "Blackbeard" or Edward Teach +and Captain Charles Vain. + + Maroons and Slaves + + When the Spanish evacuated Jamaica during their war with Britain, the +enslaved Africans escaped to the mountains and became known as the maroons. +They developed new culture of their own in the mountains. In 1663, they +ignored an offer of land and full freedom for every maroon if they +surrendered but they decline and for the next 16 years, warfare was fought +between them and the British settlements. + + The maroons had developed their own baffling but effective style of +warfare. They preferred to ambush British troops rather than to have the +more orthodox type of fighting. They attacked farms, burned buildings, +and stole cattle mainly by night. They were skilled in woodcraft and were +familiar with the untracked forests. At first, British troops suffered +heavily in early clashes with the Maroons but eventually the British began +to defeat the Maroons. Colonel Guthrie of the British soon made clear a +set of terms for a formal ceasefire. The terms were that they had +guaranteed freedom, and were allowed 1 500 acres of land. They had to +cease hostilities against the British and refuse asylum from any runaway +slaves and capture them instead for a reward. The Treaty was signed on +March 1st, 1739. + + In 1664 Governor Modyford was appointed governor of Jamaica. He set +about establishing a strong sugar industry. By 1740 there were 430 sugar +estates around the island. Many of the African descendants were subject to +the harshest and horrific conditions ever conceivable. Many rebelled, +destroying those terrible plantations whenever possible. + + In 1670, the most serious slave rebellion broke out. The government +called upon the Maroons assistance as outlined in the 1739 Treaty. It +began in St. Mary and spread through the rest of the country. A man named +Tacky was their leader who was a chief in Africa. Many casualties were +taken by the British side but it was put down by a militia with the help of +the maroons. + + But, peace was not long in Jamaica. In 1795 a second maroon war broke +out. The British imported 400 blood hounds from Cuba and before they were +released, the Maroons surrendered. Some 600 maroons were shipped to Nova +Scotia and then onto Sierra Leone despite promises that they could stay in +Jamaica. + + These factors, along with changing political tide in Europe caused the +Africans to be emancipated from slavery as it was abolished there in 1838. + + Push for Independence + + Between the late 19th and early 20th centuries, the island began +feverishly pushing for independence from Britain. Soon, political unrest +with the slow reform sparked widespread violence in 1938. This caused the +countries first two parties to be formed. The JLP was headed by Alexander +Bustamante and the PNP by Norman Manley. The rise of power of the JLP or +Jamaican Labour Party ultimately led to independence on August 6th 1962. + + + CRITIQUE + + I think this was an excellent project. The time and effort +that went into the project is evident throughout the written +report. I am pleased with the quality and attractiveness of the +final product. I think the information was well written and +organized in a logical fashion. There were good pictures and +graphs which were integrated well with the typed text. The +research was taken from a variety of sources and was compiled, +condensed and re-written in an easy to understand fashion. If I +were to do the project over, the only thing I would do differently +is expand more on the people section of the report. I could also +include the dialogue of both interviews. + + Chen, Ray. Jamaica. Montreal: + Ray Chen books, 1988. + + Earle, Stafford. Basic Jamaica History. U.S.A: + Earle Publishing, 1978 + + Egan, Anne. Jamaica in Pictures. Minneapolis: + The Company, 1967 and 1987 versions. + + Kaplan, Irving. Area Handbook of Jamaica. U.S.A: + Mitchell Publishing, 1976 + + Kuper, Adam. Changing Jamaica. Kingston, Jamaica: + Kingston Publishers, 1976 + + Macpherson, John. Carribean Lands. Spain: + Longman Group Ltd, 1974 + +Sherlock, Philip. The Land and People of the West Indies. U.S.A: + J.B. Lippincott Company, 1967 + + Wilkins, Francis. Jamaica. Hong Kong: + Chelsea House Publishers, 1987 + +Zach, Paul., and Hoefer, Hans Insight Guides: Jamaica. Singapore: + APA Productions, 1987 + + Jamaica Information Service. Jamaica: An Overview. Kingston: + Jamaica Information Service, 1990 + + Potter, Mitch. "New Album Kicks off Marley Blitz." + The Toronto Star. 6 February, 1991, Sec. E, p. 4 + + + "Jamaica." Merit Students Encyclopedia. 16th ed., 1980 + + "Jamaica." The World Book Encyclopedia 14th ed., 1989 + +APPENDIX + +Picture credits: + +The Land and People of the West Indies + +Insight Guides: Jamaica + +Carribean Lands + +Merit Students Encyclopedia + +Jamaica + +For my field trip I went to the Jamaica Information Service at 314 +King St. West, suite 216. + +I interviewed two people for my research. They are Avril Mills, and +Barbara Theobolds at the Information Service. + diff --git a/textfiles.com/reports/ACE/jap-amer.txt b/textfiles.com/reports/ACE/jap-amer.txt new file mode 100644 index 00000000..93931d19 --- /dev/null +++ b/textfiles.com/reports/ACE/jap-amer.txt @@ -0,0 +1,148 @@ + + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [The Japan-U.S. trade ] + [x]9-10 [ ]Cliff Notes [ war ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed:7/94 # of Words:1206 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + The Japan-American Trade War + + For years after the end of the second world war, the Japanese suffered +from an inferiority complex. This was the result of the American aid to +Japan which helped to rebuild their country. Soon the Japanese started +producing goods, small stuff at first, like junky toys in the earlier years +- but then came better items, much better items. Now it is the Americans +that suffer from the inferiority complex, not familiar with being +economically vulnerable and not entirely in control of their destinies. Who +to blame - the Japanese of course. If Americans can not learn to compete +with the Japanese, then there is going to be some serious trouble because +the economic problem will not just "go" away. + + When Japan lost World War II, six million Japanese had to return home +from the colonies Japan lost. These people had to be fed, clothed and +housed. The outlook for Japan's recovery did not look very hopeful. The +Americans had no intention of helping the Japanese, but the communist +victory in China changed this, because the Americans wanted to stop the +further advance of communism. Americans started to help Japan out by not +making them pay reparations for war damages and opened Japanese trade to +other countries. The Americans dissolved the powerful family businesses +which opened business to more competition and in the countryside, they took +land from the landlords and gave it to the tenant farmers. By the time +American occupation ended in 1952, Japan had returned to prewar levels of +production. With their recovery now ensured, Japan embarked on a period of +great economic growth which is growing at a faster rate every day. + + The Japanese are now at the head of a powerful economy which is the +second largest in the world, exceeded only by the Americans. Many beleive +that the Japanese economy will overtake the U.S. economy by the year 2000. +Polls in the United States have indicated that the Americans rank the +Japanese economic threat higher than the Russian military threat. + + Yoshio Sakurachi, the speaker for the Lower House of the Diet (the +Japanese Parliament), called American workers lazy and illiterate. These +remarks came just after George Bush and the leaders of American Auto +Corporations had visited Japan, a trip that left everyone with an +impression of American weakness and whining. + + A few weeks ago, Minoru Arakawa, president of Nintendo of America made +a bid to purchase the Seattle Mariners. To a lot of Americans, there are +two items which are located near the centre of their folklore and psyche. +These are cars and baseball. Now that these items are under threat from the +Japanese, it is causing unusual resentment and distress to some Americans, +especially after watching the Japanese buy heavily into Hollywood and other +parts of their lives. + + Americans are now trying to figure out ways to get the economy back on +line after about a 19 month recession from which it is still recovering. +Dr. William Lippy, for example, offered the 75 employees of his clinic $400 +cash if they bought a new American car. He started inviting all other +companies to join in his "Jump-Start America" campaign. He claims to have +enlisted a total of 175 firms with 60,000 workers to offer similar +incentives. This is nothing new to the Japanese though, where this has been +going on for a long time. For example, Mitsubishi and other corporate +groups, called keiretsu have the power to order employees to wage personal +warfare on the commercial brands of a rival. A common story was of a group +of Japanese men that walk into a bar and shout "Biru" (Beer). The bartender +offers them Asahi Beer, a common brand but they shout, "Were Kirin men!". +The Kirin men are literally that - employees of any one of the 148 +companies associated with the Mitsubishi group, whic ontrols Kirin. + + Americans are running scared now, and you probably did not need this +essay to tell you that - and Japan is aware of this. So now opinion is +growing in Japan in favour of an almost revolutionary idea - to back off. +Corporations should raise prices, pay workers more for fewer hours and +distribute fatter dividends. This came after the President of Sony made a +speech saying that Americans will not take much more of the way the +Japanese are competing with them. They should in short then, become more +like their western rivals. Already change is afoot in Japan's most +competitive industries. Since January, the two biggest auto companies, +Toyota and Nissan, have said that they would raise vehicle prices and +lengthen new product cycles from four to five years. Similar moves were +made by consumer electronics giants such as Sony and Matsushita. All these +changes would benefit foreign competitors worn down by the back-breaking +pace of the Japanese. + + There have been some problems inside Japan as well that are hurting +American companies. For the last while, The Nikkei stock average has been +falling (See Graph #1) and Japan is in the beginning of a recession which +is getting deeper and deeper although nowhere near as severe as the +American recession. When domestic economic weakness is combined with a weak +currency, it is a recipe for fewer Japanese imports and more Japanese +exports. This pattern is already showing up. In the past year, Japan's +total imports have fallen by one quarter, and it's non-oil imports by 10 +percent. In the case of Canada and the United States, both of which are +mounting recoveries in their own economies - Japan is each ones second +largest trading partner. Needless to say, the last thing either of these +two economies needs is a Japan that buys less and sells more, and becomes a +roadblock in their road to recovery. + + Americans are looking for a way to come out of their recession and +become a growing world economy once again. Japan is right in their way. +America, so used to being on top, has never been so vulnerable. I believe +that if Americans don't do anything, like provide incentives to "buy +American" and change the way they work and compete, then it is going to +stay this way. Japan may help them, now and then, like they are starting to +now, but that may not last. I believe that they can either become more like +the Japanese, giving up the lifestyles so grown accustomed to, by working +harder for less money, or learn to live with not always being on top of the +world economy. It is always hard to change, but sometimes you have to. + + + Bibliography + +1. "Cocksure Japan Loses Confidence", Cook,Peter. From the Globe and Mail +Newspaper, May 2, 1992 + +2. "Japan to Rethink Bullish Marketing Abroad", From the Toronto Star, +April 27,1992 + +3. "The Ties that Bind", Territh, Edith. From the Business Community +Magazine, September 24, 1992 + +4. "Japan Hits Hard Times", Hillenbrand, Barry. From Time Magazine, March +23,1992 + +5. "Japan in the Mind of America", Morrow,Lance. From Time Magazine, +February 10, 1992 + +6. "The Rise of The Global Village", Baldwin Spiran Stuart Cregier. Pages # +188-190 Copyright 1992 ?? diff --git a/textfiles.com/reports/ACE/jap-inf.txt b/textfiles.com/reports/ACE/jap-inf.txt new file mode 100644 index 00000000..0f50501d --- /dev/null +++ b/textfiles.com/reports/ACE/jap-inf.txt @@ -0,0 +1,139 @@ + ___ ___ ___ + ___|: |___|: \ ___|: \ DizDate: 12/95 + _______\___ \___ \___ ___\_______ WordCount: 1060 + ЋЌЌЌЌЌЌ| |: | |____| ___|ЌЌЌЌЌЌЋ + ЋЌЌЌЌЌ| | |: | |: |ЌЌЌЌЌЋ Subject/Topic is on: + ЋЌЌЌЌ| |: | |: | |ЌЌЌЌЋ [Japan ] + ----\___|: |\__ |\__ |---- [ ] + њњњњњњњ\___|cd!|___/'њњњ|___/'њњњ [ ] + `, a c e ,` [ ] + `, e s s a y s ,` [ ] + + Grade Level: [ ]Grade School Type of Work: [x]Essay/Report/Term + [x]High School [ ]Informational + [ ]College [ ]Notes + [ ]Misc +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Japan, as a nation, is a continually changing society. Ever since +western nations became involved with Japan, it's changes over recent times +have increased at a substantial rate. Japan now faces cultural, economical +and social differences as a result of the western involvement. The +involvement was initiated by the Japanese themselves, beginning during the +Meiji Period1 through current times. As time increases, Japan is slowly +becoming more 'westernized' because of western involvement. Western +involvement is greatly affecting Japan. + + Western involvement began in Japan during the late 1800's. The Meiji +dynasty helped to carry it through, seeing the importance of western ideas. +"Learn all you can from the Europeans and Americans"2 was what Emperor +Meiji was saying to the Japanese in 1867. During this period, Japan agreed +to change it's hereditary authority and class barriers between its people.3 +Japan also opened their ports during this period4 and sold fuel to other +countries such as the Us.5 The Japanese language took a major turn, too, +with the addition of borrowed words from all over the world.6 Japan +borrowed the American education system of elementary, middle school and +universities during this time.7 A new western style army and universal +military conscription program were soon set up by General Yamagata Autamo +as well.8 The Meiji period was an important part of Japan's changing +western ways. After World War II, Japan changed forever. With the Atomic +bomb physically destroying their cities, and their defeat destroying their +imperialistic mentalities, Japan was deeply wounded. Japan lost the +respect of the world during the war and few people felt sorry for them. +However, they were soon willing to accept the concepts and ideas from +abroad.9 The Us helped Japan and showed them many new things to help them +get on their feet again. We explained to them about the electric telegraph +and soon after we even connected them with California's telegraphs.10 Many +Japanese women started to wear western dresses or even sweaters and +slacks.11 Japan changed politically as well. Japan became divided up into +47 profectures, which are similar to American states. Japan has carried +over America's democratic ideas of social freedom, economic independence, +and democratic liberties and privileges Japan's government soon began the +executive, legislative, and judicial branches seen in America seen after +the war.13 These changes all became possible soon after the war with great +financial aid from the Us.14 Japan's progress in America's modernization +program was so fast, we had to begin recognizing Japan as a world power.15 + + After Japan's modernization program, Japanese life began to change +less dramatically, but never stopped. Within recent times, many +western-style appliances and such can be found in Japanese homes.16 The +Japanese schools, based on America's, teach the same things in grade school +as American schools.17 Many of the students are learning in these schools +to take English language courses to help them as they get older.18 Sports +today, are shaped similar to America's. Japan has carried over many sports +from America including frisbees, jogging, skateboarding19, and baseball.20 +Baseball is among their favorites and was brought over by an American +teacher as far back as the late 1800s.21 Japanese baseball is made up of +the same components of American baseball as well. For example, leagues in +Tokyo are made up with leagues of 6 universities similar to our leagues.22 +The Japanese have joined the Olympic game stream and now they are active +participants and were even hosts for the 1964 Games.23 Many clubs after +Japanese schools end were brought over from Western countries, too.24 +Following the world trends, Japanese silk mills have turned largely to the +spinning of synthetic fiber textiles, which was started from the west, to +keep up with other countries in the silk trade.25 Many of the Japanese +people now wear and even make western style clothing everyday, except for +special occasions or relaxing at home.26 The family lives are even +becoming similar to Western ways as the children get more respect and the +members learn to voice their opinions in a household.27 Japan, with recent +developments, needs to trade with other nations and learn from them.28 + + Japan, with the growing western influence, is changing very rapidly. +Japan survived the initial shock of the western impact only to run into the +problems of the west today.29 Yet, Japan continues to try to overcome +these challenges by every passing day. Japan is a much different country +from the pre-1800s. Because of these changes, Japan has a different +cultural living currently, with the introduction of baseball to Japan and +other sports. Japan's economy has changed with the inclusion of American +money and products in trade. Finally, Japan's political ideas have changed +shape with our Democratic model which we've passed onto them. Japan is +learning that the West has some rich ideas that it had been ignoring for +centuries. + + Footnotes + +1 Miller, Richard J. and Katoh, Lynn. Japan, p.31. +2 Greene, Carol. Enchantment of the World, Japan, p.60. +3 Reischauer, Edwin O. The United States and Japan, p.160. +4 Pitts, Forrest R. Japan. p.46. +5 p.48. +6 Miller, Richard J. and Katoh, Lynn. Japan, p.67. +7 p.50. +8 p.31. +9 Reischauer, Edwin O. The United States and Japan, p.181. +10 p.204. +11 p.215. +12 Greene, Carol. Enchantment of the World, Japan, p.71. +13 Reischauer, Edwin O. The United States and Japan, p.187. +14 Greene, Carol. Enchantment of the World, Japan, p.70. +15 Pitts, Forrest R. Japan. p.122. +16 Miller, Richard J. and Katoh, Lynn. Japan, p.32. +17 Greene, Carol. Enchantment of the World, Japan, p.70. +18 Davidson, Judith. Japan - Where East Meets West, p.74. +19 p.99. +20 p.111. +21 Pitts, Forrest R. Japan. p.113. +22 Davidson, Judith. Japan - Where East Meets West, p.107. +23 Pitts, Forrest R. Japan. p.46. +24 Davidson, Judith. Japan - Where East Meets West, p.101. +25 p.94. +26 Miller, Richard J. and Katoh, Lynn. Japan, p.57-58. +27 Greene, Carol. Enchantment of the World, Japan, p.97. +28 Pitts, Forrest R. Japan. p.78. +29 Davidson, Judith. Japan - Where East Meets West, p.48. + + + BIBLIOGRAPHY + +Davidson, Judith. Japan - Where East Meets West. Minnesota: Dillon Press + Inc., 1983. + +Greene, Carol. Enchantment of the World, Japan. Chicago: Regensteiner + Publishing Enterprises Inc., 1983. + +Miller, Richard J. and Katoh, Lynn. Japan. New York: Franklyn Watts Inc., + 1969. + +Pitts, Forrest R. Japan. Canada: Fideler Company., 1974. + +Reischauer, Edwin O. The United States and Japan. Massachusettes: Harvard + University Press, 1965. diff --git a/textfiles.com/reports/ACE/japan.txt b/textfiles.com/reports/ACE/japan.txt new file mode 100644 index 00000000..1408f688 --- /dev/null +++ b/textfiles.com/reports/ACE/japan.txt @@ -0,0 +1,201 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Japan, from post WWII to] + [ ]9-10 [ ]Cliff Notes [1952. ] + [x]11-12 [ ]Essay/Report [ ] + [ ]College [x]Misc [ ] + + Dizzed:7/94 # of Words:1689 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + The occupation of Japan was, from start to finish, an American operation. +General Douglans MacArthur, sole supreme commander of the Allied Power was +in charge. The Americans had insufficient men to make a military +government of Japan possible; so t hey decided to act through the existing +Japanese gobernment. General Mac Arthur became, except in name, dictator +of Japan. He imposed his will on Japan. Demilitarization was speedily +carried out, demobilization of the former imperial forces was complet ed by +early 1946. + + Japan was extensively fire bomded during the second world war. The +stench of sewer gas, rotting garbage, and the acrid smell of ashes and +scorched debris pervaded the air. The Japanese people had to live in the +damp, and col d of the concrete buildings, because they were the only ones +left. Little remained of the vulnerable wooden frame, tile roof dwelling +lived in by most Japanese. When the first signs of winter set in, the +occupation forces immediately took over all the s team-heated buildings. +The Japanese were out in the cold in the first post war winter fuel was +very hard to find, a family was considered lucky if they had a small barely +glowing charcoal brazier to huddle around. That next summer in random +spots new ho uses were built, each house was standardized at 216 square +feet, and required 2400 board feet of material in order to be built. A +master plan for a modernistic city had been drafted, but it was cast aside +because of the lack of time before the next winte r. The thousands of +people who lived in railroad stations and public parks needed housing. + + All the Japanese heard was democracy from the Americans. All they cared +about was food. General MacAruther asked the government to send food, when +they refus ed he sent another telegram that said, "Send me food, or send me +bullets." + + American troops were forbidden to eat local food, as to keep from cutting +from cutting into the sparse local supply. + + No food was was brought in expressly for the Japanese durning the first +six months after the American presence there. Herbert Hoover, serving as +chairman of a special presidential advisory committee, recommended minimum +imports to Japan of 870,000 tons of food to be distributed in different +urban areas. Fi sh, the source of so much of the protein in the Japanese +diet, were no longer available in adequate quantities because the fishing +fleet, particularly the large vessels, had been badly decimated by the war +and because the U.S.S.R. closed off the fishing g rounds in the north. + + The most important aspect of the democratization policy was the adoption +of a new constitution and its supporting legislation. When the Japanese +government proved too confused or too reluctant to come up with a +constitutional r eform that satisfied MacArthur, he had his own staff draft +a new constitution in February 1946. This, with only minor changes, was +then adopted by the Japanese government in the form of an imperial +amendment to the 1889 constitution and went into effect on May 3, 1947. +The new Constitution was a perfection of the British parliamentary form of +government that the Japanese had been moving toward in the 1920s. Supreme +political power was assigned to the Diet. Cabinets were made responsible to +the Diet by having the prime minister elected by the lower house. The +House of Peers was replaced by an elected House of Councillors. The +judicial system was made as independent of executive interference as +possible, and a newly created supreme court was given the power to review +the constitutionality of laws. Local governments were given greatly +increased powers. + + The Emperor was reduced to being a symbol of the unity of the nation. +Japanese began to see him in person. He went to hospitals, schools, mines, +industrial plants; he broke ground for public buildings and snipped tape at +the opening of gates and highways. He was steered here and there, shown +things, and kept muttering, "Ah so, ah so." People started to call him +"Ah-so-san." Suddenly the puybli c began to take this shy, ill-at-ease man +to their hearts. They saw in him something of their own conqured selves, +force to do what was alien to them. In 1948, in a newspaper poll, Emperior +Hirohito was voted the most popular man in Japan. + + Civil li berties were emphasized, women were given full equality with +men. Article 13 and 19 in the new Constitution, prohibits discrimination in +political, economic, and social relations because of race, creed, sex, +social status, or family origen. This is one of the most explicitly +progressive statements on human rights anywhere in law. Gerneral Douglas +MacArthur emerged as a radical feminist because he was "convinced that the +place of women in Japan must be brought to a level consistent with that of +women in the western democracies." So the Japanese women got their equal +rights amendment long before a concerted effort was made to obtain one in +America. + + Compulsory education was extened to nine years, efforts were made to make +education more a traning in thinking than in rote memory, and the school +system above the six elementary grades was revised to conform to the +American pattern. This last mechanical change produced great confusion and +dissatisfaction but became so entrenched that it could not be re vised even +after the Americans departed. + + Japan's agriculture was the quickest of national activities to recover +because of land reform. The Australians came up with the best plan. It +was basis was this: There were to be no absentee landlards. A p erson who +actually worked the land could own up to 7.5 arcers. Anyone living in a +village near by could keep 2.5 acres. Larger plots of land, exceeding +these limits, were bought up by the government and sold on easy terms to +former tenants. Within two years 2 million tenants became landowners. The +American occupation immediately gained not only a large constituency, for +the new owners had a vested interest in preserving the change, but also a +psychological momentum for other changes they wanted to ini tiate. + + The American labor policy in Japan had a double goal: to encourage the +growth of democratic unions while keeping them free of communists. Union +organization was used as a balance to the power of management. To the +surprise of the America n authorties, this movement took a decidedly more +radical turn. In the desperate economic conditions of early postwar Japan, +there was little room for successful bargaining over wages, and many labor +unions instead made a bid to take over industry and o perate it in their +own behalf. Moreover large numbers of workers in Japan were government +employees, such as railroad workers and teachers, whose wages were set not +by management but by the government. Direct political action therefore +seemed more meani ngful to these people than wage bargaining. The Japanese +unions called for a general strike on February 1, 1947. MacArthur warned +the union leadership that he would not countenace a nationwide strike. The +strike leaders yieled to MacArthur's will. The re after the political +appeal of radical labor action appeared to wane. + + The Americans wanted to disband the great Zaibatsu trust as a means of +reducing Japan's war-making potential. There were about 15 Zaibatsu +families such as - Mitsui, Mitsubishi, Yasuda, and Sumitomo. The Zaibatsu +controled the industry of Japan. MacArthur's liaison men pressured the +Diet into passing the Deconcentration Law in December 1947. In the eyes of +most Japanese this law was designed to cripple Japanese business and i +ndustry forever. The first step in breaking up the Zaibatsu was to spread +their ownership out among the people and to prevent the old owners from +ever again exercising control. The stocks of all the key holding companies +were to be sold to the public. Friends of the old Zaibatsu bought the +stock. In the long run the Zaibatsu were not exactly destroyed, but a few +were weakened and others underwent a considerable shuffle. + + The initial period of the occupation from 1945 to 1948 was marked by +reform, the second phase was one of stabilization. Greater attention was +given to improvement of the economy. Japan was a heavy expense to the +United States. The ordered breakup of the Zaibatsu was slowed down. The +union movement continued to grow, to the ult imate benefit of the worker. +Unremitting pressure on employers brought swelling wages, which meant the +steady expansion of Japan domestic consumer market. This market was a +major reason for Japan's subsequent economic boom. Another boom to the +economy was the Korean War which proved to be a blessing in disguise. +Japan became the main staging area for military action in Korea and went on +a war boom economy with out having to fight in or pay for a war. + + The treaty of peace with Japan was signed at San Francisco in September +1951 by Japan, the United States, and forty-seven other nations. The +Soviet Union refused to sign it. The treaty went into effect in April +1952, officially terminating the United States military occupation and +restoring full independence. + + What is extraordinary in the Occupation and its aftermath was the +insignificance of the unpleasant. For the Japanese, the nobility of +American ideals and the essential benignity of the American presence +assuaged much of the bitterness and anguish of defeat. For the Americans, +the joys of promoting peace and democracy triumphed over the attendant +fustrations and grievances. Consequently, the Occupation served to lay down +a substantial capital of good will on which both America and Jap an would +draw in the years ahead. + + BIBLIOGRAPHY + + Christopher, Robert C. /The Japanese Mind/. New York: Fawcett +Columbine, 1983 + + La Cerda, John. /The Conqueror Comes to Tea/. New Brunswick: R utgers +University Press, 1946 + + Manchester, William. /American Caesar/. New York: Dell Publishing +Company, Inc., 1978 + + Perry, John Curtis. /Beneath the Eagle's Wings/. New York: Dodd, Mead +and Company, 1980 + + Reischauer, Edwin O. / The Japanese/. London: Belknap Press, 1977 + + Seth, Ronald. /Milestones in Japanese History/. Philadelphia: Chilton +Book Company, 1969 + + Sheldon, Walt. /The Honorable Conquerors/. New York: The Macmillan +Company., 1965 + diff --git a/textfiles.com/reports/ACE/japschol.txt b/textfiles.com/reports/ACE/japschol.txt new file mode 100644 index 00000000..36e0f820 --- /dev/null +++ b/textfiles.com/reports/ACE/japschol.txt @@ -0,0 +1,60 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Explains the Japanese ] + [x]9-10 [ ]Cliff Notes [school system and how it] + [ ]11-12 [x]Essay/Report [is important to the ] + [ ]College [ ]Misc [Japanese economy. ] + + Dizzed:7/94 # of Words:317 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + "Japan's Education System Is Successful" + by Herbert J. Walberg + + In the writing, Walberg attributes Japan's economic success to the +superior education of its youth. He stresses that Japan does a better job +of educating its nation and the U.S. should follow in Japan's foot steps. +He emphasizes the U.S. should change its system of education to produce +more productive and smarter children. + + Walberg links national prosperity to education. He believes that +educating children and teaching them to become more than mediocre can help +a nation to survive. Smart children can solve the nation's problems and +invent new machinery to bring in more capital. The smarter the children, +the less time it takes them to get a job done, thus decreasing the time and +money needed for certain jobs. + + Walberg believes Japan's system of education is very successful. The +child worries about passing tough exams and wants to go to school. The +family of Japan coaxes its children and gives them the mind set of being +mediocre is nothing. Japan also maintains a hard curriculum that pushes +the student to his optimum efficiency. The teaches in Japan do not compare +children's accomplishments and what they have not done. This allows the +student to proceed with their peers at maximum rate. + + The Japanese strive for equality. They recognized how hard a student +can work and how fast he can learn. The student can take entrance exams. +Bright, hard-working students that come from poor families have a better +chance of being admitted to elite schools than average students with rich +families. + + The Japanese education system works in many ways. Even though it is +hard and long hours are put in to learning, the suicide rate is low. +Everyone in Japan has a chance of learning, and if he works hard enough he +can prosper in life. The success of Japan and other countries lies in the +education of its youth. diff --git a/textfiles.com/reports/ACE/jcaesar.txt b/textfiles.com/reports/ACE/jcaesar.txt new file mode 100644 index 00000000..89033d29 --- /dev/null +++ b/textfiles.com/reports/ACE/jcaesar.txt @@ -0,0 +1,66 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Caesar ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:418 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Essay on Caesar + + In Shakespeare's play of "Caesar" Brutus is a conspirator who portrays +a person who favors a republic for Rome. Brutus is an honorable man. Many +characters in the play show there reverence for Brutus. Brutus exemplifies +his honor in many ways. Brutus is obsequious when he is needed to abet his +fellow romans. + + Brutus is an honorable man. "Am I entreated to Speak and Strike? O +Rome I make thee promise, If the redress will follow, then receivest thy +full petition at the hand of Brutus" (Shakespeare 397). Brutus will obey to +whatever the romans convey to him. Consequently, Brutus joins the +conspiracy inorder to help the romans rid rome of Caesar. Brutus also +understands that he is putting it all on the line for his romans, therefore +Brutus is an honorable man. + + Brutus is a scrupulous man, whose virtues endure. "No not an oath, If +not by the face of men, the sufferance of our souls, the time's abuse-If +these motives be weak, break off betimes, and every men hence to his idle +bed; So let high sighted tyranny rage on, till each man drop by lottery" +(Shakespeare 399). Brutus said that if the conspirators do not join for a +common cause, then there is no need for an oath because the conspirators +are self-righteous, and they are serving the romans. If the conspirators +don't bind together, then each man will go his own way, become a weakling, +and die when it suits the tyrants caprice. Brutus is advocates peace, +freedom and liberty, for all romans, which shows that Brutus is an +altruistic as well as an honorable man. + + Brutus also had a compassion for Caesar when he had killed Caesar. "If +then that a friend demand why Brutus rose against Caesar, this is my +answer: Not that I loved Caesar less, but that I loved Rome more" +(Shakespeare 421). Brutus had honored Caesar but Brutus felt that Caesar +was to ambitious. Brutus also felt that Caesar made the romans as slaves. +Therefore, Brutus is an honorable man. + + Brutus is a noble man who was revered by many. Brutus had joined the +conspiracy because he had the desire to help the commoners. He was a +follower of idealism, where the romans would possess peace, liberty and +freedom. Brutus wanted the kill Caesar, because he believed that all of the +people of Rome would eventually be slaves, thus Brutus resorted to the +assassination if Caesar. Brutus is a honorable man. diff --git a/textfiles.com/reports/ACE/jeffrson.txt b/textfiles.com/reports/ACE/jeffrson.txt new file mode 100644 index 00000000..7219b837 --- /dev/null +++ b/textfiles.com/reports/ACE/jeffrson.txt @@ -0,0 +1,84 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Jefferson. ] + [x]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words:527 School:Public - COED State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Essay on Jefferson + + Jefferson had destroyed political traditions. From his contradictions +and defecting his priciples, Jefferson destroyed the political precedent +and is a exemplatory hypocrite, which can be seen throughout his +administration. + + Jefferson was an admired statesman who was grappling unsuccessfully +with the moral issue of slavery. Thomas Jefferson, the author of the +Declaration of Independence, opposed slavery his whole life, yet he never +freed his own slaves. He championed Enlightenment principles, yet never +freed himself of the prejudices of his soceity. Jefferson was extremely +hypocritical in the issue of slavery. Jefferson was a plantation owner +early in his life, and had slaves working for him throughout his life. +Jefferson had tolerated while he didn't accept others who owned slaves. +Jefferson denounced the slave owners, while he was owning and using slaves. +Although Jefferson was supposedly a good slave owner, his hypocritical +nature made him accuse others not to own slaves while he, himself was +owning slaves. Another part of the hypocrisy was that Jefferson believed +that the slaves were dependent upon the white man, while he, himself was +dependent upon the slaves. Jefferson also was hypocritcal in his +acquisition of the Loisiana territory. In Jeffersonian principles, large +expansive governments were bad, and small was good. This was a antithesis +of that principle. Jefferson knew that the acquisition of the Loisiana +territory was beneficial to the welfare of the U.S. According to the +constitution, nowhere in the constitution is the acquisition of land a +right of the government, Jeffersons' predisposition was to strictly go by +the constitution (as seen with the national bank controversy), this is +another contradiction during his administration. Since the appropriation of +the Lousiana territory was important for the expansion of the united +states, he temporarily dismissed his principles, therefore destroying +political traditions. + + Another hypocritical event during Jeffersons' administration was his +acceptance of the National Bank. Early in Jefferson's political career, +Jefferson had debated with Hamilton on whether to have the National Bank. +"When this government was first established, it was possible to have kept +it going on true principles, but the contracted, English, half-lettured +ideas of Hamilton destroyed that hope in the bud, We can pay off his debts +in 15 years." Early in Jefferson's Administration, Jefferson had denounced +the National Bank. At the end of his administration, Jefferson realized +that the National Bank was important and this is hypocritical by +disregarding his principles. + + The Burr conspiracy depicted Jefferson as a ruthless, and a individual +who will do anything inorder to achieve his goal. Jefferson championed +civil liberties and unalienable rights. Yet, Jefferson violated civil +liberties by coercing witnesses, arrested with out habeus corpus and +prosecuting in a "court" of his own. Jefferson and Jeffersonians are +hypocrites from the start and they destroyed political tradition as seen +during Jeffersons' administration. + + Jeffersonians show an immense amount of hypocritism in their policies. +For example, Federalists had supported high tarriffs, inorder to protect +national manufacturers and american industry. The tarriffs were a vital +determinent, which kept the economy of the United States viable. The +Jeffersonians, not the Federalists began the American system of protecting +american industry which initially was a major constituent of the federalist +platform. diff --git a/textfiles.com/reports/ACE/jerusale.txt b/textfiles.com/reports/ACE/jerusale.txt new file mode 100644 index 00000000..c893eaf1 --- /dev/null +++ b/textfiles.com/reports/ACE/jerusale.txt @@ -0,0 +1,58 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп + мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Theology paper on the ] + [ ]9-10 [ ]Cliff Notes [town of Jerusalem ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Date: 06/94 # of Words: 328 School:? State:? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Jerusalem is located in the heart of Israel and is divided into three +sections: the Old City, New City (West Jerusalem), and East Jerusalem. In +the center is the Old City which is split up into four main sections: +Muslim Quarter, Jewish Quarter, Christian Quarter, and the Armenian +Quarter. Also, the Old City is the site of many religious and historical +landmarks. + + Within Jewish Quarters, the main attraction is the Western (Wailing) +Wall Wall"). It's dubbed the "Wailing Wall" because many Jews come to pray +there, and their prayers sound like wailing. The Wall is the small +remaining part of King Solomon's Temple. After the Jews were banished from +Temple Mount, the Western Wall became the most sacred place of Judaism. +There are two major sects of Jews in this part of the city. There is the +Sephardic group, who come from Spain, Africa, and the Mediterranean, and +there is the Ashkenazic group, who come from Northern Europe. + + Another section of the Old City is the Christian Quarter. The center +of this part of the city is The Church of the Holy Sepulchre. It is +believed that the Via Dolorosa, a street, was the site of the original +Stations of the Cross. Furthermore, it is maintained that Jesus was +originally buried at this site. The Church was rebuilt by Crusaders in 1099 +CE, but it was originally built in the fourth century. + + The St. James Cathedral is the center of attention in the Armenian +part. Many families who escaped the Armenian Holocaust in 1915 settled in +the Old City. Many of the residents of this part of the Armenian Quarter +practice the Greek Orthodox religion. + + The last section of the city is the Muslim Section. Atop the Temple +Mount are the gold-domed Dome of the Rock (661 BCE) and the silver-domed +al-Aqsa mosques. The Rock referred to in Dome of the Rock is Mt.Zion. This +is where Abram went to sacrifice Isaac and Muhammed ascended to heaven. + diff --git a/textfiles.com/reports/ACE/jew.txt b/textfiles.com/reports/ACE/jew.txt new file mode 100644 index 00000000..257e3d0d --- /dev/null +++ b/textfiles.com/reports/ACE/jew.txt @@ -0,0 +1,158 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Jewish History ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:1167 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + Jewish History + + The Jews are a people with a multitude of dilemmas. From the +Israelite tribes to the prosperous modern day Israel , bigotry towards the +Jews has been greatly evident. The Jewish race has acted as Escape Goat +for many crisis throughout history including the black plaque which swept +across Europe in the 14th century. The establishment of Israel was a great +incident was something the Jewish people were striving to obtain for +generations. This, however, led to four major conflicts between Israel and +the Arab countries. One of the most meaningful wars was the Six-Day War. +Events such as the holocaust have also had a dramatic effect on world +history and whose mysteries are still being unravelled. + + For twelve years following 1933 the Jews were persecuted by the +Nazi's. Jewish businesses were boycotted and vandalized. By 1939,Jews were +no longer citizens,could not attend public schools,engage in practically +any business or profession, own any land, associate with any non-Jew or +visit public places such as parks and museums. The victories of the German +armies in the early years of World War II brought the majority of European +Jewry under the Nazis. The Jews were deprived of human rights. The Jewish +people were forced to live in Ghetto's which were separated from the main +city. Hitler's plan of genocide was carried out with efficiency. The +total number of Jews exterminated has been calculated at around 5,750,000. + + In Warsaw ,where approximately 400,000 Jews had once been +concentrated,was reduced to a population of 60,000. They,virtually +unarmed, resisted the German deportation order and had held back the +regular German troops equipped with flame throwers,armoured cards, and +tanks for nearly a month. This heroism was similar to the revolt which +took place around 165BC. This uprising was led by the Maccabees, a +provincial priestly family (also called Hasmoneans). They recaptured the +Temple and rededicated it to the God of Israel. The Maccabees made there +last stand on a mountain and was able to hold back the syrians for more +then a month. There is a distinct similarity between the two stories and +that is possibly why they are both recognised as holidays in the Jewish +faith. + + These horrific events of the holocaust have let to some consequences +which are beneficial and some are unfortunate to the Jewish people. The +population of the followers has greatly declined. Also the Jewish people +after the war still had problems finding jobs. They had to essentially +start there life over. Most of them lost a close relative or at least knew +someone who died in the gas chambers of the Nazi concentration camps. This +has put a psychological strain on Jewish survivors or no longer having +family and friends with them for support. This event has awaken the world +up to the needs of the Jewish people. It has given them political power +and a justification for some of their actions. + + On May recognised,1945 ,the end of World War II was seen. Organized +Jewry in the European continent was damaged beyond repair. The Jews +concentrated on the preservation of Israel and on the bringing of Nazi war +criminals to trial. + + There is a day of commemoration, Holocaust Day, observed in Israel and +elsewhere on Nisan (April) 19 and 20. The date is considered the +anniversary of the beginning of the Warsaw Ghetto Uprising. + + The emergence of Israel as a Jewish state on the former territory of +Palestine was the central political issue of the Middle East after World +War II. A movement was established to work on the reestablishment of the +Jewish national state of Israel. This movement was given the name Zionism. +The Zionists were full of energy,enthusiasm, and skill which led to +remarkable accomplishments. Israel was a modern European state in an +underdeveloped area. This was the source of there problems and their +achievements. + + The Jews received vast amounts of financial and military support from +Western governments. The Israelis also benefitted from a highly trained +and motivated citizenry to create a unique nation-state. + + It had taken the Zionists seventy years to purchase 7 per cent of +Palestine. Now the UN was offering them another 50 per cent. The partition +plan was objected by all of that Arab and Palestinian Arab governments. +The Zionists excepted the plan. They however were upset that Jerusalem was +excluded from the Jewish state. + + The Jews were the most fertile land including the citrus groves upon +which the Arabs depended on for their living. Many of the nations of the +world felt guilt or grief of the Hitler era. This is what is believed to +have pressured the United Nations to establish a Jewish state. + + The partition of Palestine was greatly important to both Jewish +history and world history. It gave the Jews a place to seek refuge in +during the Nazi persecutions. This led to a change in the nature of +Zionist activities. They became more violent. The Jewish army called +Haganah(defense)was formed to protect Israel from Arab attacks. This is +remembered as a historic event for it has greatly effected the lives of +present day Middle East and all other countries. + + The cause of the Six-Day War of June 1967 was Egypt's closure of the +Strait of Tiran. This war focused on the issue of Israel's legitimacy. +Withdrawal of the UN troops after May 16 signified to the Israelis that +ultimately they would be responsible for their own defense. From this war +the jews regained control of the West Bank of the Jordan River. Syria was +pushed by a frontal assault through the Golan Heights and threatened +Damascus. + + The United Nation security council managed to execute a cease- fire on +June 11th. By this time the Arab states had lost territory, much of their +productive capacity, and a large amounts of revenue. Their mental and +political defeat set the tone for the events of the following years. The +defeat of the Arab governments also gave a powerful force to the Palestine +guerrilla movement. + + The Wailing Wall is on of Judaism's most honoured holy places. With +the original United Nation's partition it was located in Old Jerusalem, +previously occupied by Jordan. The Six Day was returned it to its rightful +owners , Israel. + + As is clearly visible through these few examples the Jewish race have +had a very trailing history. This however is only a small representation +of the rest of the Jewish problems. War , for example, is still present. +In 1991 in the Persian Gulf Israel was continuously bombed by Iraq. If +Israel would have fought back chances are there would have had most of the +Arabian countries join in with Iraq to eliminate the common enemy. +Therefor the problems are yet not resolved yet it seems there is never a +perfect solution to any problem. + + +Bibliography + +1. Holocaust : the Jewish tragedy + Gilbert,Martin, + COLLI 1986 + +2. Israel & the Arabs: The June 1967 War + Facts on file, INC. New York, N.Y. + 1968 + +3. The Holocaust in Historical Perspective + Yehuda Bauer + University of Washington Press + 1978 diff --git a/textfiles.com/reports/ACE/jfk.txt b/textfiles.com/reports/ACE/jfk.txt new file mode 100644 index 00000000..3a27ebb8 --- /dev/null +++ b/textfiles.com/reports/ACE/jfk.txt @@ -0,0 +1,640 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [JFK Shooting Evidence ] + [ ]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [ ]Essay/Report [ ] + [x]College [x]Misc [ ] + + Dizzed: o4/95 # of Words:4796 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +(Part 1 - The first Ricky White News Story) + +NOV. 22, 1963: ANOTHER STORY BLURS THE FACTS + +SON OF DALLAS COP SAYS DAD WAS 1 OF 3 WHO SHOT KENNEDY + +By Andrew Likakis + + In another bizarre twist to a mystery that has haunted Americans for +more than a quarter century, the son of a former Dallas police officer +plans to tell the world that his father was one of the assassins of +President John F. Kennedy. + + Ricky White, a 29-year-old, unemployed oil equipment salesman in +Midland, says he "had no conception of ever, ever giving this story out" +but decided to do so after FBI agents began asking questions in May 1988. + + "I'm telling you a story that has touched me, not only others, and I +feel uncomfortable just telling it to strangers," White said during a +recent interview with the Austin American-Statesman. + + Monday in Dallas, White is scheduled to show reports material +implicating his father, Roscoe Anthony White, in the 1963 assassination. +It suggests that White, who died in 1971, was a member of an assassination +team of three shooters, that he fired two of the three bullets that killed +the president, and that he also killed Dallas police officer J. D. Tippit +during the manhunt for Lee Harvey Oswald. + + Among the material: a rifle with telescopic sight that uses the same +kind of ammunition as Oswald's gun; records showing that Oswald and White +served together in the Marines; three faded messages that appear to be +decoded orders to kill someone in Dallas in November 1963; and a son's +recollections of his father's incriminating diary - a document that is +missing. + + The press conference is being sponsored by two private groups - the JFK +Assassination Information Centre of Dallas and the Assassination Archives +and Research Centre of Washington - and some Midland Businessmen. + + The possibility of Ricky White's story being a hoax - a falsehood +concocted either by Ricky or his father - has not been dismissed by the +people urging him to publicly talk about the matter. During the last 27 +years, many private researchers have claimed to have found evidence of a +conspiracy, only to be proved wrong or deceitful. + + Bernard Fensterwald, executive director of the Assassination Archives +and Research Centre, says if there was a conspiracy, Ricky White may have +the key. "I think it's our best shot," he says, "and we better take it." + + J. Gary Shaw, co-director of the JFK Assassination Information Centre, +says he hopes White's story will result in an investigation of the +assassination by Texas authorities. Two Washington-based probes - the +Warren Commission in 1963-64 and the House Select Committee on +Assassinations in 1976-78 failed to resolve the enigma of the Kennedy +shooting, Shaw maintains. + + As with previous conspiracy theories, White's story is tantalizing, the +evidence intriguing. Yet, as with other theories, it raises more questions +than it answers -- such as: Who issued the orders to the so-called +assassination team? Why was the assassination ordered against Kennedy? +And why is Ricky White telling this story now? + +AN OSWALD CONNECTION + + Using clues discovered in his father's effects and relying on available +government records, Ricky White says he has determined that Roscoe White +and Lee Harvey Oswald probably met in 1957. Ricky White's mother, Geneva, +is gravely ill and unable to be interviewed, family members say. + + According to Military records, both White and Oswald were among a +contingent of U.S. Marines, who boarded the USS Bexar in San Diego that +year for the 22-day trip to Yokosuka, Japan. + + In its final report, the Warren Commission published a photo of Oswald +with other Marines in the Philippines. All but one of the Marines was +squatting on the ground. Ricky White says his father claimed to have been +the standing Marine and claimed to have become acquainted with Oswald in +Japan and the Philippines. + + Military records show that Roscoe White took frequent unexplained trips +in the Pacific, and Ricky White says that his father's diary described +those as secret intelligence assignments. + + It has been established in previous investigations that Oswald was +discharged in 1959 and defected to the Soviet Union. He returned to the +United States in mid-1962, settling first in Fort Worth with his +Russian-born wife, then moving to Dallas a short time later. + + Military records show Roscoe White was discharged in late 1962, joining +his wife and two young sons in Paris, Texas. Ricky White says that shortly +thereafter, his father moved the family to Dallas and took a job as an +insurance salesman. + +MAN WITH TWO NAMES + + Ricky White says that two months ago he found several faded messages in +a military weapons canister in the attic of Geneva White's parents home in +Paris. Ricky believes the messages to be decoded cables in which Mandarin, +a name he says his father was known by, was told his next assignment would +be "to eliminate a National Security threat to worldwide peace" in Houston, +Austin, or Dallas. + + Another message from the same source - "C. Bowers" of "Navy +Intelligence" - identified Dallas as the destination and provided White +with a list of contacts. It stated White had a "place hidden within the +department." The message was dated September 1963 - the same month that +Geneva White began a brief stint as a cocktail hostess at Jack Ruby's +Carousel Club in Dallas. Ruby fatally shot Oswald two days after the +Kennedy assassination. + + Dallas police records show that on Oct. 7, 1963, Roscoe White joined +the department as a photographer and clerk. He did not become a patrol +officer until 1964. A staff member in the police personnel department said +recently that White's file contains no job references. + + Ricky White says his father's diary referred to several trips made +during this period to a remote area in the foothills near Van Horn, Texas. +There, Roscoe White and several others practised shooting at moving +targets, Ricky White says. Although he was younger than 3 years old, Ricky +White says he has vague memories of being taken to Van Horn. + + "My impression was they (others at the Van Horn camp) had been working +with my father in the military," Ricky White says, "because they had known +each other well when this took place." + +A FOOTLOCKER AND DIARY + + Ricky White says that, after his grandfather died in 1982, he was given +his father's footlocker, which had been stored in the grandfather's house +in Paris. + + The locker contained military memorabilia, a Marine uniform, a safe +deposit box key and a black leather-bound diary with gold trim that +detailed Roscoe White's life. + + As he and his mother read the diary, Ricky White says they found +passages that implicated Roscoe White in the Kennedy assassination. + + "My mother and I cried together," he says, "because it hurt very deeply +to learn what I know now. It hurt so much because the man I had known +couldn't have fired those shots. It took this investigation to be able to +learn it's true. And my family's given a part of themselves to tell the +story." + + From the diary he says he learned the significance of the hunting rifle +his father gave him: a 7.65mm Mauser with telescopic sight, an Argentine +rifle that shoots round-nose, elongated bullets - projectiles that closely +resemble those of a Mannlicher-Carcano, an Italian rifle that Oswald was +accused of using. + + After reading the diary, White says he was convinced his father was one +of three assassins who fired six shots from Mauser rifles into the +president's open top limousine in Dealey Plaza. + + Roscoe White shot from behind a fence atop a grassy knoll to the right +and front of the limousine, his son says. Two other marksmen were in the +Texas School Book Depository and Records buildings behind the vehicle. + + Three shots struck Kennedy; a fourth wounded Texas Gov. John Connally. + + Ricky White says the two shots that his father fired both struck +Kennedy: the first in the throat; the second, and last of the shots fired, +in the head. + + Oswald, Ricky White says, knew of the plot, but did not fire a shot. +He had been instructed to bring his rifle to the Book Depository, where he +worked, and to build a sniper's nest of book boxes near the sixth floor +window, from which he was accused of firing all the fatal shots, Ricky +White says. + + Ricky White says the diary referred to the other shooters only by code +names: Sol in the Records building; and Lebanon in the Texas School Book +Depository. The diary indicated each of the three riflemen was accompanied +by an assistant who disassembled the rifles after the shooting and carried +them out of the area, Ricky White says. + + According to the diary, Ricky White says, his father was to escape with +Oswald by riding to Red Bird Airport in South Dallas in a city police car +driven by a friend and fellow officer who did not know what was happening. +That officer, Ricky White says, was J. D. Tippit, who was shot to death at +10th Street and Patton Avenue in the Oak Cliff section of Dallas about 45 +minutes after Kennedy was shot. Oswald was seen running from the scene of +that shooting. + + Ricky White says his father wrote that, as they drove south, the +unsuspecting officer began to realize what White and Oswald were involved +in. Oswald panicked and jumped from the car. When the officer insisted on +"turning in" White, White got out of the car and shot the officer, Ricky +White says. + + "I killed an officer at 10th and Patton," Ricky White quotes the diary +as saying. + + Less than a half hour later, Oswald was arrested in the Texas Theatre +on West Jefferson Boulevard in Oak Cliff. He had a .38- calibre revolver +police said was the murder weapon. Murder charges against Oswald in +connection with Tippit's death were filed before he was charged with +Kennedy's death. Whether the revolver found in Oswald's possession was +actually the weapon that killed Tippit has been a matter of dispute in +several government investigations. + + Ricky White says that shortly after the assassination, his father sent +the family to Paris and that he and other members of the assassination team +used a "hideaway house" in Dripping Springs. + + He says that, among his father's effects, he found a third decoded +message, dated December 1963, that advised his father to "stay within +department, witnesses have eyes, ears and mouths....The men+will be in to +cover up all misleading evidence soon." + + That same month President Lyndon Johnson named Chief Justice Earl +Warren to head a commission to investigate the assassination. The Warren +Commission concluded in September 1964 that Oswald acted alone in killing +both Kennedy and Tippit. + + Police records show that on Oct. 19, 1965, Roscoe White quit the Dallas +Police Department and became manager of a Dallas area drug store. During +the next six years, he switched jobs several times, finally working as a +foreman at M&M Equipment Co., in East Dallas. + +FAMILY TROUBLE AND DEATH + + By early 1970, Roscoe and Geneva White were a deeply troubled couple +and sought help, said the Rev. Jack Shaw, their Baptist minister in Dallas. + + During a recent interview with the American-Statesman, Shaw said Roscoe +White told him at the time that he and his family were "in danger." White +confessed to leading "a double life," the minister says, "and I knew +something was not right, something strange was going on." + + Shaw says that within the last two years he tape recorded a number of +counselling sessions with Geneva White about her recollection of what she +believed to be her former husband's role in assassinations. Shaw, who is +very guarded in talking about the case, says Ricky White has only a small +portion of the full story, which he says "will knock your eyes out." + + Shaw says he met with the Whites several times in 1970-71, but the +Kennedy assassination was not mentioned. In 1971, Roscoe White was fatally +injured in an explosive fire at M&M Equipment. Before White died, Shaw +talked with him in the hospital. He recalls White saying he didn't think +the fire was an accident - that he had seen a man running away just before +the fire. + + After the funeral, Geneva White moved her family back to Paris. There, +about four years later, the White home was burglarized and some of Roscoe +White's personal possessions were taken, Ricky White says. + + Police captured the two burglars and returned the possessions which +included some of Roscoe White's photos - among them a shot taken by Marina +Oswald of her husband Lee Harvey Oswald holding a rifle in the back yard of +their Dallas home in 1963. For nearly 15 years after the assassination only +two such photos were known. Roscoe White's became the third. In its final +report, the House Special Committee on Assassinations identified the photo +as coming from the family of a former Dallas policeman. According to Ricky +White and an investigator for the House committee, Geneva White had +contacted the FBI after the burglary. The FBI informed the committee of +the existence of the photo. The matter was not pursued because committee +investigators didn't know about White's past relationship with Oswald or +Geneva White's brief employment at Jack Ruby's Carousel Club. + +OTHERS FIND OUT + + Until he discovered the footlocker, Ricky White says he didn't think +much about his father or the Kennedy assassination. He grew up in Dallas +and Paris, where he went to school, got married and moved to Midland where +he and his wife have two children. There he took a job selling oil field +equipment. + + As shocking as the diary was to Ricky White and his mother, Ricky says +it was the safe deposit box key that was to draw others into the Roscoe +White story. + + Thinking his father might have left money or valuables in a deposit +box, Ricky White tried to find a bank that would recognize the key. By 1988 +he was so frustrated in his attempts that he turned to Midland District +Attorney Al Schorre for help. + + Schorre says he and his chief investigator, J. D. Lucky, failed to find +the bank. + + Schorre and Lucky say they repeatedly asked to see Roscoe White's diary +after Ricky White mentioned it, but that he told them a relative in the +Lubbock area had it. Ricky White says he may have told Schorre the diary +was somewhere else but that he had always kept it in his possession. + + Finally, Schorre, who lacked authority to demand the diary, called the +FBI. + + Ricky White says three agents came to his house and asked him to answer +questions in their Midland office. He says he took his father's effects +with him and the FBI made copies of all the items except the diary. He +says after several hours of questioning he returned home with all his +father's effects. + + Later that same day, White says, FBI agent Tom Farris came to his house +to retrieve a notebook he had inadvertently left in the box of Roscoe +White's effects. White says he became aware that the diary was missing +three or four days later. + + "I never said that the (FBI agents) took it," he says. "I am just +saying he was the last one to leave that box." Agent Farris, who is in the +Midland FBI office, transferred inquiries about the diary to his +supervisor, Tom Kirspel. Kirspel would neither confirm nor deny that the +agents had seen a diary. + + White says he never asked the FBI if it had the missing diary because +he was "scared" of the agents who called at his house. "I don't want to +have anything to do with the FBI," he says. + + Ricky White says FBI agent Ron Butler told him in 1988 that the FBI had +determined that Roscoe White was at a crime scene in far Northeast Dallas +at the time Kennedy was shot. Butler declined to comment on any +conversations with Ricky White. + +QUESTION OF AUTHENTICITY + + Shaw, the director of the JFK Assassination Information Centre in +Dallas, says Ricky White has passed both a polygraph test and a voice +stress analysis and passed both tests "with flying colours." + + However, the authenticity of the messages Ricky White says he found is +undetermined. + + Office of Naval Intelligence spokesman John Wanat says the agency +cannot determine whether the messages came from authentic ONI cables +without the coded cables. + + "What they have there is really nothing that we can narrow down as far +as who may have generated it or if it's legitimate or whether it's +something that was fabricated," Wanat said after viewing texts of the +messages. + + John Stockwell, former chief of the Central Intelligence Agency's +Angola Task Force in Washington, D.C. has seen the messages and sees a "90 +to 95 percent probability" that they are genuine. However, he says he +cannot discount the possibility the messages are part of "an elaborate +hoax." + + "I've measured it against my own readings and consultations with +researchers of the Kennedy thing," says Stockwell, who ended a 12- year CIA +career in 1976 after being accused of violating his secrecy agreement with +the agency. "I can't see anything in what they have found and what the +young man (Ricky White) is saying that is implausible in terms of what our +best knowledge of the assassination is now. It all could very well be +true, and I would put it at a high probability that it is true." + + Bob Inman vehemently disagrees. After reading copies of the text, +Inman, former naval intelligence director (1974-76) and CIA deputy director +(1981-82), says the messages were not ONI- generated. None of the +three-digit code names in the heading of the messages means anything, he +says. + + "My reaction is that it's a forgery of some kind or invalid," Inman +says. "There is not anything about this format that I have ever seen +before. That's not the way messages were set up in those days at all." +Less is known about what Ricky White says is a witness elimination list +that he found in the canister. Ricky White says there were 28 witnesses on +the list, news clippings of each victim and accompanied in some cases by +his father's writing. + + "Ricky White's story is no less logical than what we have been led to +believe in 27 years." says Fensterwald. "If just anyone came out of the +woodwork and said, 'I shot John Kennedy,' I would be exceedingly cautious +about it. But if someone who was in the Marine Corps with Oswald, whose +wife worked for Jack Ruby and who knew the Tippit family, crawls out of the +woodwork and says I was involved in it, that doesn't stretch my credulity +at all. + + "It does, however, need a lot more investigation by some official body +with power to subpoena witnesses. I don't think private citizens can carry +it much further." + +PREVIOUS INQUIRIES ON ASSASSINATION + + The assassination of President John F. Kennedy on Nov. 22, 1963, in +Dallas was investigated by two government bodies: + + The Warren Commission, headed by Chief Justice Earl Warren, concluded +after a nine-month investigation in 1964 that Lee Harvey Oswald, acting +alone, fired two shots from the sixth floor of the Texas School Book +Depository, killing President John F. Kennedy and wounding Texas Gov. John +Connally. + + The report conclusions left many skeptics. Since bullets passed +through the victims and shattered, investigators were not able to match the +rifling on the bullets to the marks that would have been caused by Oswald's +rifle. + + After a three-year investigation, the House Select Committee on +Assassinations concluded in early 1979 that Oswald fired two shots that +killed Kennedy and wounded Connally. Scientific acoustical evidence +indicated a "high probability" that an unidentified second gunman was +firing from the grassy knoll to the front and right of the presidential +limousine, but missed. + +TEXT OF NAVY CABLES + +------------------------------------------------------------------ + Navy Int. + Code A MRC + Remark data + 1666106 + NRC VDC NAC + Dec. 63 +Remarks Mandarin: Code G: + + Stay within department, witnesses have eyes, ears and mouths. You +(illegible) do of the mix up. The men will be in to cover up all +misleading evidence soon. Stay as planned wait for further orders. + + C. Bowers + +RE - rifle Code AAA destroy/on/ +------------------------------------------------------------------ + Navy Int. + Code A MRC + Remark data + 1666106 + NRC VDC NAC + (illegible). 63 + +Remarks Mandarin: Code A + +Foreign affairs assignments have been cancelled. The next assignment +is to eliminate a National Security threat to world wide peace. Destination +will be Houston, Austin or Dallas. Contacts are being arranged now. Orders +are subject to change at any time. Reply back if not understood. + + C. Bowers + OSHA + +RE - rifle Code AAA destroy/on/ +------------------------------------------------------------------ + Navy Int. + Code A MRC + Remark data + 1666106 + Sept. 63 + +Remarks Mandarin: Code A + +Dallas destination chosen. Your place hidden within the department. +Contacts are within this letter. Continue on as planned. + + C. Bowers + OSHA + +RE - rifle Code AAA destroy/on/ +------------------------------------------------------------------ +(Part 2 - The post-press conference follow-up story) + +August 7, 1990 + +DALLAS COP'S SON ROLLS OUT JFK THEORY +MATTOX, CIA, HOLLYWOOD ANSWER CONSPIRACY CLAIM + + By Andrew Likakis + + The Texas attorney general, a major Hollywood producer and the Central +Intelligence Agency are now being written into the newest chapter in the +never-ending mystery of who assassinated President John F. Kennedy. + + A 29-year-old unemployed oil equipment salesman from Midland stood +before scores of reporters in Dallas Monday and implicated his dead father +in the assassination. Soon after, Attorney General Jim Mattox said he'd +gladly review the evidence, and the CIA issued an unheard of denial. + + At the same time, the FBI, which had previously refused to comment on +Ricky White's story, issued a statement in Washington saying agents had +reviewed and dismissed White's story two years ago. + + And, finally, those who believe White's story is true acknowledge that +last weekend, several of them met in Hollywood with producer/director +Oliver Stone, presumably to discuss movie rights to the White story. + + The latest chapter in the Kennedy epic began at a two-hour press +conference in which White said his father, Roscoe Anthony White, joined +the Dallas Police Department in October 1963 with the express intent of +killing Kennedy. + + During the press conference called by two assassination research groups +and several Midland businessmen, White and Baptist minister Jack Shaw +talked about incriminating entries in Roscoe White's missing diary, decoded +cables, and the relationship that Roscoe White and his wife, Geneva, had +with Lee Harvey Oswald, Dallas Officer J. D. Tippit and Jack Ruby. + + Based on his own memories, his father's diary and effects, and the +recollections of his mother, Ricky White told reporters that his father had +been one of three shooters on the day Kennedy was assassinated in Dallas. + + Although Officer Tippit was a friend of his father's, Ricky White says +his father shot Tippit to death in the Oak Cliff section of Dallas about 45 +minutes after the assassination, as he and Oswald were trying to get away. +Oswald was later accused of killing Tippit. + + During the press conference, White said his father was following orders +to kill Kennedy and that, while he did not know who issued the orders, +three messages found among his father's effects have coding that might have +come from the Office of Naval Intelligence or, indirectly, the CIA. + +CIA RESPONSE: 'LUDICROUS' + + The suggestion of CIA involvement brought a sharp response Monday from +agency spokesman Mark Mansfield in Washington: "These allegations - that +this was done on CIA orders, that this guy worked for us and that CIA had +any role in the assassination of President Kennedy - are ludicrous." + +Roscoe White never worked for the CIA, Mansfield said, adding: + + "normally, we never confirm nor deny employment, but these allegations +are so outrageous that we felt it necessary and appropriate to respond." + + Also Monday, the FBI issued a statement saying its agents had +considered the Ricky White story in 1988 and had "determined that this +information is not credible." + + Bernard Fensterwald, executive director of the Assassination Archives +and Research Centre in Washington, said Monday that Mattox will be given +all material that points toward Roscoe White's involvement in the +assassination. + +RUBY, OSWALD MEETING + + In another curious twist to the case, Mattox said late Monday he is +interested in pursing the White story because he was once told by his +mother, a waitress at Campisi's Egyptian Restaurant in Dallas, that Ruby +frequented the restaurant and that she thought she saw Ruby and Oswald +eating dinner there together once. + + The restaurant owner, the late Joe Campisi, testified before the House +Select Committee on Assassinations in 1978 that he didn't see Oswald in his +eatery, Mattox said. + + Mattox said he believes he has jurisdiction in the case, and he would +interview White and his associates "to see what they've got and let them +explain it to me." + + "The key to the thing, of course, is, if the FBI acknowledges seeing +the diary," Mattox said. "The only thing to do is to get a look at the +diary or acknowledgement (by the FBI) that it existed." + + "This is not a solution to the John Kennedy case," Fensterwald said +after Ricky White told his story. "It's information we think is important, +and we think it's true. Even if what is said here today checks out, the +case is not solved. We still don't know who planned it and paid for it and +basically what the shooting was about. The best we can hope for is to get +out of this an idea of who the actual assassins were." + + It may be difficult for Mattox or anybody else to do much with the case +without the Roscoe White diary, which disappeared in 1988. The leather +bound journal talked about the assassination and the aftermath, said Ricky +White, adding that he and his mother read it. + + Roscoe White died of injuries sustained in an explosive fire in 1971. +His widow, Geneva, is critically ill and, according to family members, +unable to be interviewed. + +A 'SILENCED' WIFE + + According to the Rev. Shaw, Geneva White could help an investigation. + + Shaw says Roscoe and Geneva White confided in him in 1970-71 when they +were having marital problems. And, he says, Geneva White confided in him +again during the last year, telling him that she was working as a hostess +in Ruby's Carousel Club when she overheard her husband and Ruby discussing +"the entire plot of the assassination of the President two months before +the shooting. + + After the assassination, Shaw says, Geneva White was given electric +shock treatments and kept sedated so she "would be silenced." Ruby had told +her "in no uncertain terms that if she opened her mouth she was dead and +her children were dead," Shaw says Geneva White told him. + + Shaw says Geneva White told him she confronted her husband after an +organized crime figure approached her in New Orleans in 1971 and told her +to deliver a warning to her husband. + + According to Shaw, Geneva White was shown nearly a dozen photographs +and identified the man in New Orleans as Charles Nicoletti, formerly the +number one hitman with the Sam Giancana Mafia family in Chicago. Nicoletti +was executed gangland style in 1977, about a year after Giancana also met +the same fate. + + Shaw says that, when she returned to Dallas and told her husband of the +ominous meeting in New Orleans, "he told her everything." + + Shaw says that, as he lay in a hospital dying from burns in 1971 Roscoe +White told him that he had been marked for execution by some of his +underworld associates and that he believed the fire had been deliberately +started to kill him. + +A HOLLYWOOD INTEREST + + Ricky White said Monday that, since he found his father's diary, he has +been consumed full-time with trying to find out what role his father played +in the assassination. + + He said that for more than a year he has received a "monthly salary" +from the Matsu Corp., which was formed by seven Midland oilmen solely to +help finance Ricky's investigation into his father's involvement in the +assassination. + + Matsu president Gary Baily said Ricky began receiving financial help +from Matsu on a "day-to-day basis" about six weeks ago after getting just +expense funds for more than a year. + + Baily also said Ricky White is negotiating with Hollywood +producer/director Oliver Stone for movie rights to his story. Last +weekend, Ricky White, his wife and Larry Howard of the JFK Assassination +Information Centre in Dallas met in the Los Angeles area with Oliver Stone +and toured Universal Studios. + + "Oliver Stone is interested, but no deal has been made," Baily said. +Matsu so far has spent more than $100,000 on the White project, Baily said. +If any money is generated by the White story, about 74 percent will go to +Ricky White's family. The rest would go to the Matsu Corp., Baily said. diff --git a/textfiles.com/reports/ACE/jimmy.txt b/textfiles.com/reports/ACE/jimmy.txt new file mode 100644 index 00000000..3feb1886 --- /dev/null +++ b/textfiles.com/reports/ACE/jimmy.txt @@ -0,0 +1,102 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Creative Story about ] + [x]9-10 [ ]Cliff Notes [Jimmy ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:891 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Jimmy lay flat on the ground, his belly pressed tightly to the earth. +Green shrubs sheltered him from view. Only one hundred yards of cleared +land sat between him and his objective. He had waited five years for this. +It so happened that it was five years ago from today that it had happened. +The nightmare that had taken place that evening was again playing in his +mind. The sound of the first shot echoed through his head. The scream as +his mother fell. The futile, retaliatory shots from his father . . . + + That evening had resulted in the death of both of his parents. He +couldn't help but think that, in some way, it was his fault. If only he +hadn't left his parents alone. If only he hadn't gone to explore the +woods. If only he'd thought to bring a gun with him. If only he hadn't +just stood there watching from the protection of the trees as those lethal +bullets found their way into his parents. Then, maybe then, things would +have been different. Jimmy couldn't really blame himself. After all, what +could a fifteen year old boy be expected to do under those circumstances? + + His parents had dreamed of a better life. A life that would bring +prosperity and success for the family, specifically for him. They had +heard there was rich, fertile land out west. Sadly enough, his parents' +last breaths were drawn only a few hundred miles from their dream. They +had been murdered for nothing more than the few dollars and a couple of +small pieces of jewelry that they had possessed. The murderers had laughed +as they kicked at his dead father, looking for anything of value. They had +been quite sure of themselves and wore no masks. Jimmy could still +remember their faces as if it was yesterday. The murderers would be +brought to justice, come hell or high water, Jimmy had decided. As it +turned out, he was complied to track them for the past five years, through +both hell and high water. + + Their trail had led through many obscure, sparsely populated western +towns. It had not been easy. But Jimmy had always looked older than he +was. Even at fifteen, he had been able to get rooms at hotels and bars. +Now, at twenty years of age, Jimmy was a hardened man. Life on the road +had been rough. It had taught him definite proficiency with his revolver +and not to be afraid to use it. He had been through it all now, +gunslingers, murderers, drunks, prostitutes, you name it, he'd been there. +The stress showed on his face though his tangled beard concealed most of +it. The only clothes that he owned, he wore. They consisted quite simply +of a pair of jeans, a plaid shirt, a black belt and a Stetson. Other than +his horse and his highly polished revolvers and his rifle, these were his +sole possessions. + + A shadow stirred in the window and Jimmy forced the memories into the +back of his mind. His parents' death would soon be avenged. There were +only several hours until complete darkness would conceal his approach. +Jimmy began to plan his invasion. Drunken voices were raised in the cabin. +"Good," thought Jimmy, "They should be intoxicated enough that they'll +never know what hit them." With this for assurance, Jimmy closed his eyes +slowly and rested, anticipating the night's conclusion. + + The sound of a plate breaking and the sounds of knuckles meeting flesh +woke Jimmy with a start. A quick surveillance of the property assured +Jimmy that nothing special was happening. He had often seen two best +friends fight when they were drunk. Liquor had that effect on people. It +made them do crazy things. That was essentially why he tried to stay away +from the stuff. He was wished that he'd brought some along tonight though. +Just then he was getting a little queasy about the whole affair. During the +past five years there had never been any doubt what he had to do. Now . . +. "There is no question of what I have to do," Jimmy convinced himself. + + It was time. The only light source in the area was that coming from +the lamp on the table in the cabin. His revolver slid out of its holster +silently. Jimmy crept up to the door, staying carefully to the shadows. +One deep breath of conviction and a swift, strong kick knocked the door off +its hinges. He tensed, ready to fire at the first sign of movement or +life. The air in the cabin hung thick with smoke from the fireplace. +Jimmy quickly surveyed the cabin. Signs of a struggle were everywhere. +Suddenly his eyes came to rest on two motionless bodies lying on top of +each other on the floor. Jimmy kicked at the man on top, much like the man +had done to his father. The difference here being that it was not Jimmy's +weapon that had ended this criminal's life. The kick separated the two +bodies, revealing a knife in each man's heart. + + Whether the second man had committed suicide after realizing that he +had killed the first or whether both men had plunged the knives into each +other's bodies at the same time, Jimmy would never know. His five year +nightmare was over. diff --git a/textfiles.com/reports/ACE/joe.txt b/textfiles.com/reports/ACE/joe.txt new file mode 100644 index 00000000..47a1bab1 --- /dev/null +++ b/textfiles.com/reports/ACE/joe.txt @@ -0,0 +1,59 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Shoeless Joe ] + [x]9-10 [ ]Cliff Notes [& the Black Sox Scandal ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 12/94 # of Words:417 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Shoeless Joe and the Black Sox Scandal + + After winning the 1906 World Series, the Chicago White Sox were not +able to maintain their position of number one. They remained in the middle +of the American League until 1915 when a new manager, Clarence Rowland and +a new star, Joe Jackson, joined the team. Joe Jackson was a star from +South Carolina who was known as "Shoeless" Joe because of his +poverty-stricken childhood. Joe Jackson was dubbed "The finest natural +hitter in the history of the game." In 1917 the White Sox won one hundred +games in the regular season and went on to defeat the New York Giants in +the World Series four games to two. Two years later the Sox were in the +World Series thanks to their two twenty game winners, Eddie Cicotte and +Clause Williams. The White Sox lost the best-of-nine series five games to +three. A reporter for the Cincinnati Tribune thought something was wrong +when he found out that someone had placed a two million dollar bet on the +underdog Reds. One year later, in September 1920, Jackson, Cicotte and +Wilson signed confessions to receiving five thousand dollars to throw the +World Series. Before the trial for Jackson, Cicotte and Wilson, there was +a turnover in the Illinois State Attorney's Office and all the confessions +mysteriously disappeared. The three baseball players then said they didn't +sign the confessions so the case was dropped. The new commissioner for +Major League Baseball was Kenesaw Mountain Landis and he believed three +players were guilty. He also believed they weren't the only ones on the +team that threw the series. Kenesaw Mountain Landis kicked seven players +from the White Sox team of 1919 out of Major League Baseball for life. +Eddie Cicotte, Chick Gandil, Clause Williams, Happy Felsch, Swede Risberg, +Fred McMullin and Joe Jackson were suspended for accepting a bribe to throw +a series. Eight players were actually suspended for life but only seven +took bribes. Buck Weaver, the eighth player who was suspended did not take +money to throw the series. He was suspended because he knew what was going +on but did not say anything. Even though Joe Jackson was accused of +throwing the World Series he had the highest batting average in the series +which was .375. He had no errors, twelve hits and the series only homerun. +Do those statistics sound like "Shoeless" Joe Jackson threw the series. +This turned out to be the greatest fix in the history of baseball. diff --git a/textfiles.com/reports/ACE/johnny.txt b/textfiles.com/reports/ACE/johnny.txt new file mode 100644 index 00000000..a13e9f56 --- /dev/null +++ b/textfiles.com/reports/ACE/johnny.txt @@ -0,0 +1,67 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Report on Johnny Tremain] + [ ]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 07/94 # of Words:552 School:Private/Co-Ed State:NY +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Johnny Tremain + + When the book started, Johnny was an annoying pain who always fought +and always made bad comments about people. Ever since his mother had died, +he has been a blacksmith's apprentice working under a man named Mr. +Lampham. His mother arranged for it to be that way before she died. She +left Johnny with a silver cup. It was told to Johnny that when all of his +hope is lost, and God has turned away from him, then only shall he go to +the merchant Lyte and present it to him. Johnny kept it in a chest in the +attic all locked up. Johnny was the easiest to teach the art of being a +blacksmith. He could read and write, and was a fast learner. This made him +the most valuable in the family. He always treated the other learners very +badly. This is why one day, they played a trick on him. Johnny and Mr. +Lampham had a very important client they were working for. They were going +to make him a special bowl for his wife's birthday. Johnny was working all +week on the handles he was to design. He came close to the end of the week +but he still hadn't got it perfectly right. On Saturday he was told that he +couldn't work because he couldn't work on Sabbath. So, Johnny told Mrs. +Lampham about this and she said that he could secretly work on Sunday. +While Johnny was working, One of the other workers handed him a broken +piece which had a crack in the side. It broke and silver when everywhere. +Johnny's hand went on the stove. He nearly burned it, it was completely +silver on his palm. They called for an old lady. A month later, they were +going to unwrap his hand out of the cloth they put it in. When they took +off the cloth, it was crippled. Johnny's thumb grew into his other fingers. +He couldn't work as a blacksmith so he became useless. Mr. Lampham told +Johnny to go look for another job. So Johnny went into town and looked with +no luck. He came upon a Printers work place and soon started working there. +He became friends with guy named Rab, who was two years older than he was. +Johnny learned to control his temper while with Rab, and read many of their +books which they had. He was taught by Rab to ride a horse. Johnny learned +to ride one of the toughest horses. The horse's name was Goblin. Johnny +went into other towns delivering papers to subscribers on Goblin. + + He still found a place to meet Cill, a girl whom he liked in Mr. +Lampham's house. He met her in the middle of town. She gave him updates on +news which happened recently. Johnny later began part of the Tea Party. He +was there throwing tea even with his bad hand. When the British were here, +Rab wanted one of their guns because it seemed more modernized than ours. +So he talked one soldier into giving him his gun so that the man could be a +farmer. Rab fought hard but was killed at Lexington and Concord. Johnny was +never found again. At the end of the book, Johnny learned to be a better +person overall. diff --git a/textfiles.com/reports/ACE/jordan.txt b/textfiles.com/reports/ACE/jordan.txt new file mode 100644 index 00000000..3a732799 --- /dev/null +++ b/textfiles.com/reports/ACE/jordan.txt @@ -0,0 +1,56 @@ + + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Micheal Jordan ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [ ]Essay/Report [ ] + [ ]College [x]Misc [ ] + + Dizzed:7/94 # of Words:393 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + The book The Jordan Rules, written by Sam Smith, was a biography about +the year Micheal Jordan led the Bulls to win the National Basketball +Association Championship. The Jordan Rules talks a lot about the tough +road that the Chicago Bulls had on their way to a championship. Jordan +might not be all the superstar that everyone says he really is according to +Sam Smith. The Jordan Rules describes the season and goes into depth in +the relationships that Micheal Jordan had with the rest of his teammates. +nineteen-ninety was finally the year that the Bulls would shine. That was +Jordan's dream before he retired: to win the National Championship, and he +did! The Bulls had a long schedule in the 90-91 year, away games, long +road trips, and back to back nights. Despite all of the hard times the +Bulls went through as a team they pulled through with it. Although there +was some other obstacles along the way such as Jordan's inability to get +along with all of the teammates. It is recorded that in one practice +session Bill Cartwright was hit in the face by Micheal Jordan. They were +in a disagreement as to if Micheal distributes the ball to the "bigmen" +enough. Sam Smith also says that Jordan is known throughout the Bull's +organization for not getting along very good with fellow players. Even +with all of the problems inside the club they still looked good on the +court and were good enough to win. The Jordan Rules did a very good job of +describing a whole year of basketball in one book. It had good, in depth, +logs of exactly what the players do on off days and before their games. +Although it tells that Jordan was very involved with community service he +had problems with the ballclub. He led the team to victory and he got what +he wanted, a championship.Micheal Jordan is still the superstar to me that +I have always thought he is. The book did not change any feelings I have +for him, although I do have more pity on the other Bulls players though. I +liked the book and I would recommend it to anyone who is interested in +basketball. I doubted some of the things in the book such as Jordan +hitting Cartwright, but other than that it was very good. + diff --git a/textfiles.com/reports/ACE/joyce.txt b/textfiles.com/reports/ACE/joyce.txt new file mode 100644 index 00000000..3b1ca2a9 --- /dev/null +++ b/textfiles.com/reports/ACE/joyce.txt @@ -0,0 +1,126 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Dante's "The Hermaphro- ] + [x]9-10 [ ]Cliff Notes [ditic Joyce" ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:1054 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +"The Hermaphroditic Joyce" + One of the most powerful nuances of any writing is the dialogue within +the story. In literature, it is all too often that characters live only in +the jaded voice of the author and never truly develop as their own, or are +not strongly opinionated in a manner which contrasts the opinions of the +writer. It is also unfortunately true that the women depicted in most +male-authored literature do not often sound realistic, or how most women +one would speak to in the course of the day tend to sound. All too often, +women are depicted on a lower level of speech than men. For instance, +Dickens and Arthur Miller both apparently subscribed to this notion, as the +women in their stories were usually more passive, and not as elaborate as +men in their speech, however, James Joyce did not see things in the same +light. The most developed female character in Joyces A Portrait of the +Artist as a Young Man, is one who speaks with dignity, passion, and the +female tact which is all too often ignored in the ch aracters of women. +Joyce's Dante Riordan's words and thoughts are true to those of literate +twentieth century women. + + Although a short-lived character in Portrait, Dante Riordan, in a brief +amount of time emits an apparently important and mysterious aura, the aura +of a woman. Judging from the studies of twentieth century linguists, +Joyce's brief representation of Dante through speech is nearly flawless. To +more lucidly understand this, one must carefully examine some of the +instances at which Dante speaks in her conversation with Mr. and Mrs. +Dedalus, Charles, and Mr. Casey, and re-examine the arguments she makes. +Dante is introduced into the dinner table conversation as a silent +character. However, when the men's conversation turns to the misuse of the +preacher's pulpit, Dante begins her interjections. + + All too often, women in literature remain linguistically dormant unless +called upon, however, studies conducted in the reality outside the covers +of a book have shown that women will interrupt a conversation to contradict +a previous speaker, and do so vehemently (Coates, 193). A nice answer for +any man calling himself a catholic to give to his priest, (Joyce, 273) +states Dante as her first response. + + At this point, Dante has drawn herself into the conversation. Never +speaking out of turn (as linguists are always quick to point out about +women), Dante's next few lines are responses to the rebuttals of Mr. +Dedalus and Mr. Casey. In these lines, she defends priests in that it is +their duty to teach, warn, and direct their flocks. According to the +findings of most linguists, strong beliefs in religion and authority are +held by women, and a desire to speak in favor of them is inherent to +feminine nature. The bishops and priests of Ireland have spoken, and they +must be obeyed (Joyce, 274). Linguist, Jennifer Coates states that +woman-speak is revolved around power, and, as Dante illustrates in this +quote, that women's conversational style, and topics of interest will +usually be subconcious admittances to the idea that women must obey men, +and remain socially submissive (Coates, 203). + +Joyce's realistic portrayal of Dante does not end there, however. In +studying the findings of linguists, it becomes clear that during the +Renaissance, it was proper for a woman to be silent and a man to be +eloquent. However, the increased level of female literacy in the late +nineteenth and early to present twentieth century, changed this philosophy, +and it is now expected that women be just as, if not more eloquent than +men. As Dante continues her conversation, she quotes the Bible in response +to the ongoing attacks of the men at the dinner table in the presence of +women and a child: Woe be to the man by whom the scandal cometh! It would +be better for him that a millstone were tied about his neck and that he +should scandalise one of these, my least little ones. (Joyce, 274) + +Even today, it is rare in literature to find a woman allude to, let alone +directly quote literature as a witty response to a verbal assault. Women +have an instinctive shrinking from coarse and gross expressions and a +preference for refined and (in certain spheres) veiled and indirect +expressions (Coates, Jesperson, 126). What better way is there to describe +Dante Riordan? Her primary reason for involving herself with the +conversation from the start is the vile blasphemy at hand. Of her sixteen +turns in the conversation, eight of them are devoted to reprimanding the +'language' that she hears from the mouths of the men. To assert the reality +of Dante's character even further, look to sociolinguist William Labov. He +writes that, in lower and middle-class groups, females are far less +tolerant of incorrect grammar and taboo (Labov, 207). This was made +pleasantly lucid in the character of Dante Riordan. In light of all of +this, it steadily becomes more apparent that Joyce had paid careful +attention to real conversational language. In the characters of the men, he +captured the competitive attitudes, vulgarity, and lack of tact which are +so often marks of men in English speaking societies. But more importantly, +through the character of Dante, he captured the fire, the respect, the +subconscious submission, and the maternal aversion for taboo that unite to +form the psyche of this century's woman. Joyce, in spite of his hatred of +the church, designed a character who's few spoken words do all they can to +uphold the honor of the imperfect institution, and aside from Mr. Dedalus's +final immature remark, Dante has the last word, and in effect wins the +conversation. This is literary genius. Developing thoroughly and +realistically the character of a non-existent person in the medium of text +alone is a monumental task, but one that appears so effortless in Joyce's +portrayal of Dante. A problem re mains, however where are all of the other +real women in dead white male literature? + + +Bibliography +1) Bloom, Harold. Modern Critical Interpretations: James Joyce's A Portrait + of the Artist as a Young Man. New York:Chelsea House Publishers, 1988. +2) Coates, Jennifer. Women, Men and Language. New York:Longman, 1993. +3) Labov, William. Variation in Language in Reed, C.E.O The Learning of + Language. National Council of Teachers of English, New York, 1971. + +Dante's voice in Portrait. + + diff --git a/textfiles.com/reports/ACE/jp.txt b/textfiles.com/reports/ACE/jp.txt new file mode 100644 index 00000000..f3d81c62 --- /dev/null +++ b/textfiles.com/reports/ACE/jp.txt @@ -0,0 +1,146 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Crichton's Jurassic ] + [x]9-10 [ ]Cliff Notes [Park ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:1405 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Jurassic Park - Summary + + Jurassic Park is divided into seven sections, each with a quote from +Ian Malcolm. He was a mathematician who specialized in the field called +chaos theory, which based itself mainly on nonlinear equations. The first +section follows the paths of several scenes, where in each one, there is +evidence pointing to the appearance of dinosaurs. One of these scenes +included in the very beginning, where a man was flown in to a doctor with +mortal wounds surrounding his body. One of his last words was "raptor", +which meant "bird of prey." Another was when a young girl was bit by a so +called lizard, but the lizard fit closely to the description of a dinosaur. + + The second section ties in with the first one, but now the reader is +presented with scientific evidence of living dinosaurs. Here the reader is +given a little insight of the background to the situation, as Bob Morris, +part of the EPA, reveals information that InGen had three Cray XMP's +shipped to Costa Rica, which were very powerful supercomputers, and 24 +Hoods, which were automated gene sequencers. Later on, the carcass of a +dinosaur, which was found near the sight where the young girl was bit, was +sent to a lab to be examined, and it was identified as a Procompsognathus, +thought to be extinct for millions of years. The scientists who witnessed +the evidence, Ellie Sattler and Alan Grant, both foremost in the fields of +paleontology, were soon requested to fly down to a private island off of +Costa Rica by John Hammond, founder of InGen. A little later on in the +second section, the story unfolds somewhat, when the scene shifts to a +meeting of the Biosyn Corporation of Cupertino, where they explain that +InGen was cloning dinosaurs. The Biosyn company then hires Lewis Dodgson, +an scientists who worked at InGen, to help them steal dinosaur embryo's for +them. He starts off toward Costa Rica as Ellie and Grant arrive in Jurassic +Park, and get their first glimpses of the dinosaurs. + + The third section begins with Ellie and Grant about to tour the park. +They are joined by two children, the grandchildren of Hammond, Tim and Lex +Murphy. Tim was only eleven but he knew a lot about dinosaurs because he +was very interested in them. The small group is first taken on a tour +through the main building of the park by Mr. Regis, head of Public +Relations. Here is when Regis explains the process in which the dinosaurs +where able to be cloned. He explained that to obtain full strands of +dinosaur DNA, they extracted the blood from ancient insects, hoping to find +biting insects which still had dinosaur DNA within them. Regis then takes +them to a room where the Cray super computers are busily working, repairing +broken DNA segments. Then they arrive in the fertilization room, and then +the hatchery. Later, they are taken to the control room, where almost all +the park functions could be maintained. The main computer sustained +accurate numbers and locations of all the dinosaurs in the park, motion +detectors where set up throughout the park, and video cameras. So it was +virtually a foolproof system. After leaving the control room, the visitors +climb aboard Toyota Land Cruisers, which acted as the mode of +transportation throughout the park. They move along the park, looking at +Dilophosaurus, Triceratops, and the ferocious Tyrannosaurus Rex. + + Everything was going all as planned, but as Ian Malcolm had predicted, +things started to go wrong. First, back at control, they did scans around +the park and found out that the dinosaurs were breeding, something they +were genetically not able to do. Next, Alan, and the kids saw that a group +of raptors, fierce predators, were about to board a ship headed toward the +mainland. But at that exact time it began to rain and Dennis Nedry, hired +by Lewis Dodgson to steal the embryo's, shut down the main power to the +main computer. This started a chain reaction that escalated to the +destruction of the entire park. + + And so begins the fourth section of the novel. When Nedry had shut off +the main computer, all the electricity in the park went down as well. This +was bad timing, because Alan, and the kids were trapped in the Land +Cruisers right next to the T-Rex pin. And because the electricity was out, +the fences all around the park were not electric, which allowed the animals +to get free. And this meant bad news for Alan and the group since they knew +that the Tyrannasaurus could get out at any time. Soon enough, it got out +of the pin and knocked over both of the Land Cruisers, injuring everyone +but luckily it didn't kill anyone. Back at control, Dr. Wu, head of +genetics, was trying to start the main computer back up again, but was +unable to crack the code that Nedry had put in. In the forest, Alan was +fortunate to find Lex and Tim, and they discovered a small feed building +where they decided to stay until morning. Dr. Wu finally cracked the code +and had the computer back on-line again. But then things went wrong again. +They had reset the main computer to access the phone lines but in doing so, +they failed to realize that after that, it began to run the park off of +auxiliary power. Back in the forest, Alan and the kids had found a raft, +and began to float down a river toward control. + + Now the fifth section begins as Alan is floating down the river, +trying to escape from the T-Rex, who was still trying to get at them. +Luckily the escaped it two times. They had floated down to a waterfall and +had escaped behind it when the T-Rex found them. It had a hold of Tim in +his tongue when it dropped into unconsciousness because of a tranquilizer +dart fired at it more than a hour ago. Now back at control, they had just +began to realize that they park was run off of auxiliary power. What they +needed to do to raise the main power back on-line was to go into the back +building where the switch was. Unfortunately, the raptors had gotten loose, +and were wrecking havoc all around. Already two people were killed when the +sixth section starts. + + Alan and the kids arrive in the lobby of the control station where +they found out that the raptors had trapped them in the building, and were +biting through the steel bars, able to get them in less than 15 minutes. +But Alan had a plan, and was able to get to the main power switch and turn +it back on. Meanwhile, Ellie and Wu were trying to provide distraction for +Allan, when one of the raptors killed Wu. Ellie escaped barely and Lex and +Tim had a adventure of there own while they waited for Allan to get back. +They were waiting in the kitchen when Tim saw a raptor in the darkness +through his night goggles. He fortunately was calm, and he devised a plan +that trapped the raptor in the freezer. Lex and Tim ran upstairs toward +control only to find it abandoned. They arrived right after Allan was able +to turn the main power back on. Now Tim had the great task of figuring out +how to get the security back on-line. Suddenly, the raptors jumped up into +the control room. Alan arrived with the kids though, and killed off three +of them by using deadly toxins stored in the labs. They arrived back in +control just in time to turn on the security and redirect the boat going +mainland back. + + The final section dealt with the destruction and final outcome of the +island. Ellie and Allan went off to search for the breeding grounds of the +dinosaurs. They had arrived at the breeding place of the raptors and +discovered that they wanted to migrate, when they were taken away by +helicopter and the island was destroyed behind them. And so ends the novel, +with an optimistic view of some dinosaurs in the jungles. + + Jurassic Park starts off with a brief history ofbiotechnology, and +first introduces the International GeneticTechnologies, Inc., known in the +story as InGen. Here, itexplains what happened to InGen and their genetic +crisis, andthen using a flashback method, it presents the rest of the +story.The boo diff --git a/textfiles.com/reports/ACE/jqadams.txt b/textfiles.com/reports/ACE/jqadams.txt new file mode 100644 index 00000000..10ae7926 --- /dev/null +++ b/textfiles.com/reports/ACE/jqadams.txt @@ -0,0 +1,95 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on John Quincy ] + [x]9-10 [ ]Cliff Notes [Adams ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 10/94 # of Words:876 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + + John Quincy Adams + + Hello, I'm John Quincy Adams. I grew up in Braintree, Massachusetts, +and when I became an adult I traveled with my father on his diplomatic +missions until I became interested in political journalism at Harvard and +eventually became he sixth president of the United States. During my +lifetime, from 1767 to 1848, the United States was desperately trying to +make allies, as the country was in it's infancy. I followed my father's +footsteps, as I was working in foreign relations before I became President. +I have experienced many great events, such as when I was appointed as +minister to the Netherlands, a mere three days later I witnessed the French +invade the country and overthrow the Dutch Republic. This was thought of +by many as an attempt for the French to show the United States how strong +it was, without exerting any force on them at all. On a different +occasion, when I was appointed minister to Russia, I was the leading +negotiator for the Treaty of Ghent with the British, which ended the War of +1812. These negotiations gained respect for the United States and me as a +diplomat. I am a likable person wherever I go. When I was a kid, our +family was very closely knit, as we all helped manage the farm, except for +my dad, who was usually away in foreign countries. This didn't affect me +very much since I joined up with him when I was 11 on his operations after +my persistent asking. As President, I worked scrupulously to work out +problems and provide leadership for the country. This was acknowledged by +my fellow officials in office and by the country, as I'm thought of as a +person with integrity and honesty. Louisa Catherine Adams, my wife, holds +a special place in my heart. She has always been trustworthy and nice. As +a child she had to deal with ill health frequently, (which often recurs), +and as First Lady she held brilliant parties for my Cabinet and friends. +Louisa and I had four children, but sadly they all died before they could +have children of their own, all for various reasons. My only real enemy to +speak of is Andrew Jackson. Before my administration, Jackson and his +followers accused me of promising Henry Clay a cabinet post in return for +his support. After I was elected, and I appointed Clay Secretary of State, +Jackson's strong followers in Congress called it a 'corrupt bargain'. This +dispute forever split the Democratic-Republican Party, and mine is now +known as the National Republicans. Throughout my life in politics, I was +just concerned with providing the country with leadership to the best of my +ability. I realized all my actions would influence everyone after me, so +it wasn't just my administration I was providing for. I'm very fortunate +to have a father like I did. I didn't have very many obstacles to overcome +on my way into the White House, since my father really led me into +position, right up to his support for me as President, which influenced +even more people to vote for me. I consider the split of the parties an +obstacle to overcome since if it weren't for the intense campaigning +afterward, I probably wouldn't have been elected since I lost much support +from that event. Nothing is really funny in my life since I am often +saddened by my wife's frequent illnesses and charges from Jackson. +Throughout my life in politics, it has usually just been being a different +minister for a different country before settling in the White House. I +have often been misunderstood, due to the fact of my philosophy to change +things for the better, which the people of this country aren't always ready +for. For instance, at my inaugural speech in front of Congress, I proposed +a plan for national improvements, such as highways, universities, and +weather stations. They didn't buy into it, but I have a feeling they will +realize one day that it needs to be done, but it's a shame not I don't +think they will in my lifetime. If I had my life to do over again, I would +probably not have appointed Henry Clay as Secretary of State. As much of a +dear friend he is, it caused much trouble throughout my political life. The +accusations started the minute I appointed him. I feel I deserve credit +for helping to set this country on the right path towards freedom, +prosperity, and loyalty to the country. Although they might not appreciate +it now, I'm confident future generations will follow my lead to make this +country the best it can be. For this generation I can offer this; Once you +set your goals, never give up. I had numerous jobs as minister and +ambassadors to many different countries before I finally won the election +to become the President. The path I traveled wasn't easy, but I believe my +hard work paid off. If I were alive today I would probably take revenge on +all those crooked politicians I've been hearing about who take bribes and +shred confidential documents. They deteriorate the fabric this country was +built on, and it will be a long time before it is fully repaired. diff --git a/textfiles.com/reports/ACE/judges.txt b/textfiles.com/reports/ACE/judges.txt new file mode 100644 index 00000000..67679767 --- /dev/null +++ b/textfiles.com/reports/ACE/judges.txt @@ -0,0 +1,225 @@ + + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Canadian judges ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed:7/94 # of Words:1976 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Career Essay on JUDGES + + The dictionary defines a judge as "a public officer authorized to hear +and determine causes in a court of law." The following essay will deal on +how to become a judge, the requirements to become a judge, salaries, and +the different types of judges and what kind of information they deal with. + + Judges are some of the most important people in Canada. They are the +men and women who sit on the benches in the courtrooms, whose +responsibility it is not only to decide the fate of human beings, like +themselves, but to steer and control the course of the law itself. The +arrival advent of the 1982 Charter of Rights changed many things for +judges. Since then, they have been handed the tasks of determining the +fundamental rights and freedoms of all Canadians. + + WHAT IS A JUDGE? + A judge basically decides on the fate of the person who stands before +him. He listens to the information presented from the defendant, who is +the accused, and the plaintiff, who is the accuser. Once all of the +information has been presented, either the judge makes a decision or the +jury does. In a small court, usually a judge makes the decision, but if +the defendant was a mass murderer, and had eye witnesses seeing him kill a +person, but had a virtual air-tight case for him that would get him out +scot-free because he was the prime minister's son, there would be a jury. + + A judge also passes sentence, which is how long the accused, if found +guilty, should be punished. A judge is looked upon as "god" to the accused +standing before him, the judge holds the fate of a person in his hands. +They command respect, and the job of a judge, if it is the supreme court or +a small claims court, the word "judge" holds special meaning. + + A judge also has the good fortune to see almost every type of person +living today, from killer to housewife, from jaywalker to terrorist. + +REQUIREMENTS TO BECOME A JUDGE AND HOW TO BECOME ONE + Only the best can become a judge. The word "best" does not apply to +the best at math, physics, or science, but the best that they can do. If a +judge only sits there, in a black robe, staring attentively at the wall, +then anyone could become a judge. To become a judge, you must have the +ability to think logically, fairly, and to listen to two sides of a story, +conflicting each other. One says guilty. One says mistake. The judge +must listen and make his decision. + +Research on fifty judges from around Canada showed up the following +information: + + All of them had a Law degree. + 60 percent said that they hadn't planned on being a judge + + The first step to becoming a judge is work. You have to work hard to +graduate from law school. Many judges said that they hadn't planned on +being a judge, and almost all of them said that it was the right job for +their abilities. Many say that emotion during a trial can kill a judge, +but to look at it from many different points of view to come up with a +decision actually helps the judge to make the correct decision. + + Many lawyers often become judges. It is a stereotype to say that +judges are all old, white haired men, because there are many, many women +judges. The information I have so far gathered says that a law degree is +the first step. There really is no other second step. You can't really +become a judge of a high court on just a law degree, so anything else which +will help. One judge surveyed has his law degree, MBA, a degree in +economics, and has gone to school for over half his life. He is seventy +three years old. He is now retired, after being on the bench at Provincial +Court for over 20 years. Provincial Court is where street level cases are +heard. + + To get into law school, you must have an average score of 94 percent or +better, (1987 figures) and to graduate you must have 95 percent or better +(again 1987 figures.) The first step is very tough. There are too many +lawyers out there, but not enough judges. Hundreds of cases have been +thrown out simply because they were waiting to be brought to trial. One +person was waiting for over a year, and the case was thrown out. + + Judges are selected to an appropriate court when they are needed. When +a major case comes up into the Supreme Court, a judge is selected. When a +new court opens up, a judge is selected. To become a judge, you have to +wait and be patient until a job comes, much like a lawyer. Many judges +sit, or work at a particular court. For example, there are fifty one +judges at the Supreme Court of Canada. + + A judge really boils down to a fancy lawyer. But not just any lawyer, +not a prosecutor or a defence attorney, but both rolled into one who must +make a decision for one of the two. + + TYPE OF JUDGES AND THEIR SALARIES + (Average approximate salaries from judges in Canada.) +Traffic Court 40,000+ +Provincial Court 50-60,000 +Supreme Court 70-90,000+ +Basic All-Around Judge Anywhere from 30-70,000 + + A Traffic Court judge deals with traffic accidents and offenses, +jaywalking (although jaywalking usually just has a fine,) parking tickets, +etc. + + A provincial Court judge is the kind of judge who deals with domestic +street violence. This is the type of judge seen on the TV show Night +Court. Almost anything is presented in provincial court, from assault to +arson, from second degree murder to littering. Most first degree murder +charges are sent here, or if they have very serious ramifications, they are +sent to the Supreme Court. Old City Hall is a Provincial Court. + + The Supreme Court judge has a tough job, but not the toughest. The +supreme court deals with reinterpretations of the law, changes of the law, +(like the abortion law,) mass murderers or serious arson or car accidents. + + A basic, all-around judge is the type of judge that deals with almost +everything. He/she is not exactly a Supreme Court judge, but more than a +Provincial Court judge. He/she deals with everything and probably has a +second job with a law firm or something else, like a lawyer. + + CASE HISTORIES + + The first case history presented will be of one of libel. The +plaintiffs, a man named Norris Walker and his company, Walker Brothers +Quarries, had sued CTV for libel. WBQ was a family operation that had been +in operation for several decades now, and for the past ten years or so most +of their business consisted of disposing industrial waste. In the spring +of 1980, W5, the investigative program on the CTV network, got some news +that Walker Brothers was lax, or even illegal, in its methods it used for +burying the industrial waste. W5 sent one of their reporters to get the +story, which he did, an 18 minute segment for the show. The film was more +for the idea of illegal burial methods. On October 26, 1980, W5 ran that +18 minute segment, and on january 1, 1981, Norris Walker, along with the +company, sued CTV for libel. + + The court consisted of a jury, since libel is one of the remaining +civil actions in which a jury is required. The six person jury consisted +of four women and two men. The plaintiff, Norris Walker and WBQ, kept +explaining that the W5 segment had created an untrue picture of the Walker +Brother's operations through biased film editing. Parts of the interviews +that didn't fit the program's thesis that the company was a dangerous +polluter were cut out. The show talked about in the community where the +Walker Brother's operations were situated about that the company was up to +no good, and in the interview with Norris Walker, no-one put the local +gossip to Walker. Unfair, libellous, said the plaintiffs. The plaintiffs +had enough witnesses to the stand to underline the point, but they weren't +sure that the jury was getting it. + + By the end of the trial, there could be a new record for the amount of +money awarded to damages for the plaintiffs, said the plaintiff's attorney. + + When the trial entered its third week, the defendants pressed that W5 +presented a straightforward, account of the situation at Walker Brothers, +as the facts revealed it to be. It was responsible journalism, as the +public had a right to know, said the defendants. Anyway, the law permitted +print and electronic media to comment fairly in matters of public concern. +If the situation were turned around, it would put a crimp in investigative +journalism. A noble defense from the defendants. + + By October 18, 1981, all of the witnesses had been heard, and the +plaintiffs made their address to the jury. He prowled in front of the jury +box, beginning light, with a joke, and then escalating to listing all of +the accusations W5 made at Walker Brothers, and after each accusation, he +said the same two words: Not True. He said them until he was screaming, +and until the words echoed off of the ceiling of the courtroom. A recess +was called so the jury could take its coffee break. + + When the jury came back, the plaintiffs resumed their address. The +plaintiffs argued that W5 got hours of tapes and cut them down into 18 +minutes, something that would make their show into something great and +popular, and something that would attract hundreds of viewers, and when it +was all finished, they said that Norris Walker was negligent and crooked. +Porter was building up to something huge. It was the last two lines of his +address: "When a man dies, all he leaves behind is his reputation and his +good name." Court was adjourned for two and a half hours. + + The jury retired to make its decision the next day. One person asked +the judge what the decision would be. He responded that they might give +the plaintiff something, maybe twenty five thousand dollars, no more, +because he was libelled and because W5 didn't really seem to have cost the +company any appreciable loss of business. + + The next day, the jury handed the court clerk its decision, on two +pieces of paper, which was handed to the judge. The judge studied it for a +moment, and was tempted to tell the counsel how many zeroes he was looking +at. Up until that moment the most money awarded for libel was $125,000. +The figure the judge was looking at topped that figure by over one million +dollars. + + The jury had found that W5 libelled Norris Walker and his company, and +it calculated the damages for libel in a number of categories. $25,000 in +personal damages, $50,000 in exemplary damages to W5 for its offensive +journalism, and an eye popping $883,000 in damages to the Walker Brothers +company computed at one dollar for every person who was watching W5 the +night W5 had broadcast that show, plus interest from January 1, 1981 when +the lawsuit was initiated. Grand total: $1,372,048. + + The preceding was an excellent example of how a judge must sit and +listen through over nine months of argument and testimony. Patience is a +virtue. Also, it was another good example of where slander can get you. +It can get you into the hole of more than a million dollars. And, finally, +it shows how competing with another TV show for your own gain, and hurting +someone else to gain that, can hurt you even more. A judge: The toughest +job in the business. + + + BIBLIOGRAPHY +1. JUDGES, Batten, Jack. Macmillan of Canada, 1986. Printed in Canada. ?? diff --git a/textfiles.com/reports/ACE/jung.txt b/textfiles.com/reports/ACE/jung.txt new file mode 100644 index 00000000..2b6b14ab --- /dev/null +++ b/textfiles.com/reports/ACE/jung.txt @@ -0,0 +1,407 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Gustav Jung and his ] + [ ]9-10 [ ]Cliff Notes [works in the field of ] + [ ]11-12 [x]Essay/Report [psychiatry. ] + [x]College [ ]Misc [ ] + + Dizzed:7/94 # of Words:3699 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ +Primer of Jungian Psychology +============================ + + Carl Gustav Jung (1875-1961) was a son of a minister in Switzerland. He +was born on July 26, in the small village of Kesswil on Lake Constance. He +was named after his grandfather, a professor of medicine at the University +of Basel. He was the oldest child and only surviving son of a Swiss Reform +pastor. Two brothers died in infancy before Jung was born. Jung's mother +was a neurotic and often fought with his father. Father was usually lonely +and very irritable. When the child could not take his mother's depressions +and his parents' fights, he sought refuge in the attic, where he played +with a wooden mannikin. Carl was exposed to death early in life, since his +father was a minister and attended many funerals, taking his son with him. +Also, Jung saw many fishermen get killed in the waterfalls and also many +pigs get slaughtered. When he was eleven, he went to a school in Basel, met +many rich people and realized that he was poor, compared to them. He liked +to read very much outside of class and detested math and physical education +classes. Actually, gym class used to give him fainting spells (neurosis) +and his father worried that Jung wouldn't make a good living because of his +spells. After Carl found out about his father's concern, the faints +suddenly stopped, and Carl became much more studious. + + He had to decide his profession. His choices included archeology, +history, medicine, and philosophy. He decided to go into medicine, partly +because of his grandfather. Carl went to the University of Basel and had +to decide then what field of medicine he was going to go into. After +reading a book on psychiatry, he decided that this was the field for him, +although psychiatry was not a respectable field at the time. Jung became +an assistant at the Burgholzli Mental hospital in Zurich, a famous medical +hospital. He studied under Eugen Bleuler, who was a famous psychiatrist +who defined schizophrenia. Jung was also influenced by Freud with whom he +later became good friends. Freud called him his crown-prince. Their +relationship ended when Jung wrote a book called "Symbols of +Transformation." Jung disagreed with Freud's fundamental idea that a symbol +is a disguised representation of a repressed wish. I will go into that +later. After splitting up with Freud, Jung had a 2 year period of +non-productivity, but then he came out with his "Psychological Types," a +famous work. He went on several trips to learn about primitive societies +and archetypes to Africa, New Mexico to study Pueblo Indians, and to India +and Ceylon to study eastern philosophy. He studied religious and occult +beliefs like I Ching, a Chinese method of fortune telling. Alchemy was +also one of his interests. His book, "Psychology and Alchemy," published +in 1944 is among his most important writings. He studied what all this +told about the human mind. One of his methods was word association, which +is when a person is given a series of words and asked to respond to them. +Abnormal response or hesitation can mean that the person has a complex +about that word. + + His basic belief was in complex or analytical psychology. The goal is +psychosynthesis, or the unification and differentiation of the psyche +(mind). He believed that the mind started out as a whole and should stay +that way. That answered structural, dynamic, developmental questions. I +will attempt to restate the major ideas and terms in this book in a +pseudo-outline. It will make the understanding a bit more clear. + +STRUCTURE +--------- + + Jung said that there are three levels of mind. Conscious, Personal +Subconscious, and Collective Subconscious. The conscious level serves four +functions. The following are the functions of people (not types!): + +A. Thinking: connecting ideas in ordered strings. +B. Feeling: evaluating ideas upon feelings about them. +C. Sensing: wanting to get experiences. +D. Intuiting: following unfounded ideas. + + A & B are called rational, and C & D are called irrational. If they +don't make much sense, they will be explained in more detail after +explaining Types. + +There are also 2 classes of conscious behavior: + + A. Introverted, which are people who are content to stay within their + own psyche. They base their whole life on analyzing their mind. + + B. Extroverted, which are people who seek out other people. They care + about the outside world and adjust to it. + + Also, one of the two classes usually dominates, and rarely does one see +an individual with perfectly balanced classes of behavior. Jung said that +an ego is a filter from the senses to the conscious mind. All ego +rejections go to the personal subconscious. The ego is highly selective. +Every day we are subjected to a vast number of experiences, most of which +do not become conscious because the ego eliminates them before they reach +consciousness. This differs from Freud's definition of ego, which we +studied in class. The personal subconscious acts like a filing cabinet for +those ego rejections. Clusters of related thoughts in the personal +subconscious form Complexes. One type of complex we have talked about in +class is the Oedipus Complex. For example, if one has a mother complex, +(s)he can not be independent of his/her mother or a similar figure. +Complexes are often highly visible to people, but unfelt by the individual +who has the complex. As already mentioned, complexes can be revealed by +word association, which will cause hang-ups, if mentioned. A strong or +total complex will dominate the life of a person, and weak or partial +complex will drive a person in a direction of it, but not too strongly. A +complex, as Jung discovered, need not be a hindrance to a person's +adjustment. In fact, quite the contrary. They can be and often are +sources of inspiration and drive which are essential for outstanding +achievement. Complexes are really suppressed feelings. Say you want to be +a fireman, but your parents don't let you, so you might have suppressed +feelings about it and let it drive you, so you might think that firemen are +heroes, because you never could be one. + + The Collective Subconscious is hereditary. It sets up the pattern of +one's psyche. A collection of so called primordial images which people +inherit, also called archetypes are stored here. They are universal +inclinations that all people have in common somewhere by means of heredity. +The four important archetypes that play very significant roles in +everyone's personality are Persona, Anima(us), Shadow, and the Self. Here +is a brief explan ation of each. + +Persona - from Latin word meaning "mask." Something actors wore to portray + a certain personality. In Jungian psychology, the persona + archetype serves a similar purpose; it enables one to portray a + character that is not necessarily his own. The persona is the + mask or facade one exhibits publicly, with the intention of + presenting a favourable impression so that society will accept + him. This is necessary for survival, for the reason that it + enables us to get along with people, even those we diskike, in an + amicable manner. Say, you have to get a job, and what is expected + of you is such personal characteristics such as grooming, + clothing, and manners, so even if you don't exhibit those at + home, you have to demonstrate them at work, in order to get this + job. A person may also have more than one persona. + +Anima, Animus - Jung called the persona the "outward face" of the psyche + because it is that face which the world sees. The "inward face" + he called the anima in males and the animus in females. The anima + archetype is the female side of the masculine psyche; the animus + archetype is the masculine side of the female psyche. Man has + developed his anima archetype by continous exposure to women over + many generations, and woman has developed her animus arch etype + by her exposure to men. Anima and animus archetype, like that of + the persona, have strong survival value. If a man exhibits only + masculine traits, his feminine traits remain unconscious and + therefore these traits remain undevel oped and primitive. This, + if you will remember, is like Jack, who was a macho guy, and was + encouraged to discard all feminine traits. Jung said that since + this image is unconscious, it is always unconsciously projected + upon the person of the beloved, (i.e. girlfriend) and is one of + the chief reasons for passionate attraction or aversion. So, for + example, if I always thought that women were nagging, then I + would project that notion onto my wife, and think that she is + nagging, although she is perfectly customary. If he experiences + a "passionate attraction," then the woman undoubtedly has the + same traits as his anima-image of woman. Western civilization + seems to place a high value on conformity and to disparage + femininity in men and masculinity in women. The disparagement + beings in childhood when "sissies" and "tomboys" are ridiculed. + Peter was expected to be kind and gentle, which would bring deri + sion. Boys are simply expected to conform to a culturally + specified masculine role and girls to a feminine role. Thus, the + persona takes precedence over and stifles the anima or animus. + +The Shadow - This is another archetype that represents one's own gender and + that influences a person's relationships with his own sex. The + shadow contains more of man's basic animal nature than any other + archetype does. Because of its extremely deep roots in + evolutionary history, it is probably the most powerful and + potentially the most dangerous of all the archetypes. It is the + source of all that is best and worst in man, especially in his + relations with others of the same sex. In order for a person to + become an integral member of the community, it is necessary to + tame his animal spirits contained in the shadow. This taming is + accomplished by suppressing manifestations of the shadow and by + developing a strong persona which counteracts the power of the + shadow. For example, if a person suppresses the animal side of + his nature, he may become civilized, but he does so at the + expense of decreasing the motive power for spontaneity, + creativity, strong emotions, and deep insights. A shadowless + life tends to become shallow and spiritless. The shadow is + extremely persistent and does not yield easily to suppression. + Say, a farmer was in spired to be a psychology teacher. + Inspirations are always the work of the shadow. The farmer does + not think this inspiration is feasible at the time, probable + since his persona as a farmer is too strong, so he rejects it. + But the idea keeps plaguing him, because of the persistent + pressure exerted by the shadow. Finally, one day he gives in and + turns from farming to teaching psychology. When the ego and the + shadow work in close harmony, the person feels full of life and + vigor. + +The Self - The concept of the total personality or psyche is a central + feature of Jung's psychology. This wholeness, as pointed out in + the discussion of the psyche, is not achieved by putting the + parts together in a jigsaw fashion; it is there to begin with, + although it takes time to mature. It is sometimes manifested in + dreams, it leads to self realization, its the driving force to be + a complete person! The self is the central archetype in the col + lective unconscious, much as the sun us the center of the solar + system. It unites the personality. When a person says he feels + in harmony with himself and with the world, we can be sure that + the self archetype is performing its work effectively. + + There are three ways how your psyche works together. One structure may +compensate for the weakness of another structure, one component may oppose +another component, and two or more structures may unite to form a +synthesis. Compensation may be illustrated by the contrasting attitudes of +extraversion and introversion. If extraversion is the dominant or superior +attitude of the conscious ego, then the unconscious will compensate by +devel oping the repressed attitude of introversion. Compensation also +occurs between function, which I briefly mentioned earlier. A person who +stresses thinking or feeling in his conscious mind will be an intuitive, +sensation type unconsciously. As we studied in class, this balance, which +compensation provides us with, is healthy. It prevents our psyches from +becoming neurotically unbalanced. We need to have a little Peter and Jack +in all of us. Opposition exists everywhere in the personality: between +the persona and the shadow, between the persona and the anima, and between +the shadow and the anima. The contest between the rational and irrational +forces of the psyche never ceases either. One's integrity of "self" can +actually determine whether or not this opposition will cause a shattering +of a personality. Must personality always by a house divided against +itself, though? Jung thought not. There can always be a union of +opposites, a theme that looms very large in Jung's writings. + + +DYNAMICS +-------- + + The psyche is a relatively closed system that has only a fixed amount of +energy also called Values, which is the amount of energy devoted to a +component of the mind. There are some channels into the psyche through +which ene rgy can enter in form of experiences. If the psyche were a +totally closed systems, it could reach a state of perfect balance, for it +would not be subjected to interference from the outside. The slightest +stimulus may have far-reaching consequences on one's mental stability. +This shows that it is not the amount of energy that is added, but the +disruptive effects that the added energy produces within the psyche. These +disruptive effects are caused by massive redistributions of energy within +the system. It takes only the slightest pressure on the trigger of a +loaded gun to cause a great disaster. Similarly, it may take only the +slightest addition of energy to an unstable psyche to produce large effects +in a person's behavior. Psychic energy is also called Libido. It is not +to be confused with Freud's definition of libido. Jung did not restrict +libido to sexual energy as Freud did. In fact, this is one of the +essential differences in the theories of the two men. It can be classified +as actual or potential forces that perform psychological work. It is often +expressed in desires and wants for objects. The values for things are +hidden in complexes. + + The psyche is always active, yet it is still very difficult for people to +accept this view of a continuously active psyche, because there is a strong +tendency to equate psychic activity with conscious activity. Jung, as well +as Freud, hammered away at this misconception, but it persists even today. +The source of psychic energy is derived from one's instincts and diverted +into other uses. Like a waterfall is used to create energy, you have to +use your instincts to turn into energy as well. Otherwise, just like the +waterfall, your instincts are completely fruitless. For example, if you +think that to get a beautiful wife, you have to be rich, so you direct your +sexual drive into a business persona, which will bring you money. + + There are two principles of psychic dynamics. What happens to all that +energy? + + 1. Principle of Equivalence. Energy is not created nor destroyed. If +it leaves something, it has to surface. For example, if a child devoted a +lot of energy to reading comics, it might be redirected into a different +persona, som ething like being Mr. Cool Dude! He then will loose interest +in reading comics. Energy also has an inclination to carry tendencies of +its source to its destination. + + 2. Principle of Entropy. Energy usually flows from high to low. If you +have a highly developed structure (persona, for example), instead of +equalizing, it may start drawing values from other systems to boost itself +even higher. Such highly energized systems have a tendency to go BOOOOM! +So, entropy can destroy those high energy systems if they get too big. The +operation of the entropy principle results in an equilibrium of forces. +Just like two bodies of different temperatures touching each other would +soon equalize temperatures. The hotter one will transfer heat to the +cooler one. Once a balance is reached in your psyche, according to Jung, it +will be then difficult to disturb. Tho se two principles influence the +following: + + Progression and Regression. Progression is the advance of psychological +adaptation. For example, if you need a shadow (creativity, perhaps), you +will try to develop one. When conflicting traits loose power, your psyche +enters regression. Say, your persona and shadow are in opposition and +because they are in opposition, they both would be suppressed, because +neither would get enough libido, or energy. + + +DEVELOPMENT +----------- + + Jung stated that there are basically four stages of life. They are +Childhood, Youth and Young Adulthood, Middle Age, and Old Age. In the +beginning (childhood), a person's psyche is undefferentiated and this +person becomes a projection of the parents psyche. Children are not +individuals in the beginning of their life, because their ir memories don't +have too much stored in them and they lack a sense of continuity because of +that. As they gain experience, they realize that they are their own person +and not their parents' projection. The stage of youth and adulthood is +announced by the physiological changes that occur during puberty. During +this stage, an individual establishes his/her position in life. His +vocation and marriage partner are determined. A person usually uses his +Anima and Shadow to d ecide those things. Values are channeled into his +establishment in the outside world. Once one is independent, even a small +experience can influence him greatly. The Middle Age is the one often +neglected by psychiatrists. Lots of people have problems in this stage. +They usually don't know what to do with the energy left over that was +devoted to establishing positions in society as youth. As the principle of +entropy suggests, the energy is conserved, so once an adult put it to use, +he must redirect it elsewhere. Jung stated that those left-over energies +can be usefully diverted into spiritual contemplation and expansion. +Nothing much happens in old age. People have so much energy of experiences +in their psyche that even a major experience won't upset their +psychological balance. + + Often, society will force people to assume prefered types. Types are +categories of classifications of psyches which are non-absolute and have no +definite boundaries. There are eight "types." Types are combinations of +functions and attitudes (page 3). The following are the eight main types: + + 1. Extraverted Thinking Type. This type of man elevates objective + thinking into the ruling passion of his life. He is typified by the + scientist who devotes his energy to learning as much as he can about + the objective world. The most developed extraverted thinker is an + Einstein. + + 2. Introverted Thinking Type. This type is inward-directed in his + thinking. He is exemplified by the philosopher or existential + psychologist who seeks to understand the reality of his own being. + He may eventually break his ties with reality and become + schizophrenic. + + 3. Extraverted Feeling Type. This type, which Jung observes is more + frequently found in women, subordinates thinking to feeling. + + 4. Introverted Feeling Type. This type is also more commonly found + among women. Unlike their extraverted sisters, introverted feeling + persons keep their feelings hidden from the world. + + 5. Extraverted Sensation Type. People of this type, mainly men, take an + interest in accumulating facts about the external world. They are + realistic, practical, and hardheaded, but they are not particularly + concerned about what things mean. + + 6. Introverted Sensation Type. Like all introverts, the introverted + sensation type stands aloof from external objects, immersing himself + in his own psychic sensations. He considers the world to be banal + and uninteresting. + + 7. Extraverted Intuitive Type. People of this type, commonly women, are + characterized by flightiness and instability. They jump from + situation to situation to discover new possibilities in the external + world. They are always looking for new worlds to conquer before they + have conquered old ones. + + 8. Introverted Intuitive Type. The artist is a representative of this + type, but it also contains dreamers, prophets, visionaries, and + cranks. He usually thinks of himself as a misunderstood genius. + + Variations in the degree to which each of the attitudes and functions are +consciously developed or remain unconscious and undeveloped can produce a +wide range of differences among individuals. + + This book is an extremely valuable source of thought provoking logic. +Jung wrote with common sense, passion, and compassion, and the reader +experiences a "shock of recognition"; he will recognize truths he has +known, but which he has not been able to express in words. This book made +me think about myself, and people in general. How people's minds work, +including my own. I found a lot of "truth" or at least I though I did in +Jung's teachings. I could relate some of the reading material to elements +studied in class. One will be astounded by the number of Jung's ideas that +anticipated those of later writers. Many of the new trends in psychology +and related fields are indebted to Jung, who first gave them their +direction. The book is also interesting, because of its challenging +nature. I suppose that not all people would enjoy reading such type of +literature, since many people in this world are sensational types. I +certainly did enjoy it, and have found out some things about myself in the +process. The book is very well written. It has many good analogies and +explanations which even the most sensational type would understand. The +collection of information is tremendous. There is so much information +bundled in 130 pages, that it makes you think that 500 pages would not be +enough to really explain deeply the subject matter. This book can be +faultlessly us ed as a textbook, which could prove to be salutary in +psychology classes. I strongly recommend reading this book to all +audiences that want to. A person, content with the world around him, not +wishing to challenge the puzzles of nature, should not. This book is a +treasure for all who seek to explore the human mind. + + Ilya Shmulevich diff --git a/textfiles.com/reports/ACE/kane.txt b/textfiles.com/reports/ACE/kane.txt new file mode 100644 index 00000000..1bb7df28 --- /dev/null +++ b/textfiles.com/reports/ACE/kane.txt @@ -0,0 +1,375 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Citizen Kane and it's ] + [x]9-10 [ ]Cliff Notes [accurate Portrayal of ] + [ ]11-12 [x]Essay/Report [William Randolph Hearst.] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:4227 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + +Citizen Kane: An Accurate Portrayal of +William Randolph Hearst? + + Many have called Citizen Kane the greatest cinematic achievement of all +time. It is indeed a true masterpiece of acting, screen writing, and +directing. Orson Welles, its young genius director, lead actor, and a +co-writer, used the best talents and techniques of the day (Bordwell 103) +to tell the story of a newspaper giant, Charles Kane, through the eyes of +the people who loved and hated him. However, when it came out, it was +scorned by Hollywood and viewed only in the private theaters of RKO, the +producer. Nominated for nine Academy Awards, it was practically booed off +the stage, and only won one award, that for Best Screenplay, which Welles +and Herman Mankiewicz shared (Mulvey 10). This was all due to the pressure +applied by the greatest newspaper man of the time, one of the most powerful +men in the nation, the man Citizen Kane portrayed as a corrupt power +monger, namely William Randolph Hearst. + + One cannot ignore the striking similarities between Hearst and Kane. In +order to make clear at the outset exactly what he intended to do, Orson +Welles included a few details about the young Kane that, given even a +rudimentary knowledge of Hearst's life, would have set one thinking about +the life of that newspaper giant. Shortly after the film opens, a reporter +is seen trying to discover the meaning of Kane's last word, "Rosebud." He +begins his search by going through the records of Kane's boyhood guardian, +Thatcher. The scene comes to life in midwinter at the Kane boarding house. + + Kane's mother has come into one of the richest gold mines in the world +through a defaulting boarder, and at age twenty-five, Kane will inherit his +sixty million dollars (Citizen Kane). His mother is doubtful of the +quality of the education her son will receive in Colorado, and therefore +wishes to send her son to study with Thatcher. Hearst's parents came by +their money through gold mines (Swanberg 5), so both Hearst and Kane were +raised with "golden" spoons in their respective mouths. Kane is unusually +devoted to his mother, as shown when he turns away from his father to +listen to his mother, and when he only pays heed to his mother's answers to +his questions (Citizen Kane). Hearst likewise was completely devoted to +his mother. He was sheltered from the real world by his mother and her +money for most of his young life, rarely even seeing his traveling father +(Swanberg 25). Also, Kane's dying word and the name of his childhood sled, +"Rosebud," (Citizen Kane) was the name of a town twenty miles east of where +Hearst's parents were born and grew up (Robinson 13). Everything from the +newsreel at the start of the film on Kane's life matches Hearst's almost +perfectly. Kane ran over thirty newspapers, radios, and syndicates, had a +well publicized romantic affair, tried in vain to be elected to public +office, was totally and completely careless with his money, (always +expecting there would be much more coming), and built himself a pleasure +palace called Xanadu, which included a gigantic collection of statues and +animals (Citizen Kane). Hearst also did all these things over the course +of his life, which further served to convince movie viewers of Welles' +libelous intentions in the making of the movie. (Swanberg). + + After the opening newsreel on Hearst's life, the movie goes through the +boyhood scene where Thatcher takes Kane away from his parents. It then +quickly shifts to a point twenty years later, when Kane is about to inherit +the sixth largest private fortune in the world. Thatcher is concerned that +Kane won't know his place in the world, and his fears are affirmed when +Kane sends a telegram saying that he has no interest in gold mines or +banks, but, rather, he would like to take over a small newspaper of which +Thatcher has taken possession, the Morning Inquirer, because, "I think it +would be fun to write a newspaper." (Citizen Kane) The circumstances under +which Hearst entered the newspaper world were very similar. Hearst's +father, a nearly illiterate mining tycoon, owned a newspaper in San +Francisco, The Examiner, which he used as nothing more than a political +organ to further his candidacy for a seat in Congress (Swanberg 26). +Against his father's wishes for him to enter the world of mining, young +Hearst took control of the paper to try to reverse his father's enormous +losses on it (Swanberg 47). + + Both Hearst and Kane immediately began to revolutionize everything +about their respective papers. Kane literally moved in to the office so +that he might be constantly around his paper, constantly able to redo it at +any hour, night or day. He makes it quite clear that, from now on, The +Examiner was going to do more than just report what the current editor +considered "newsworthy." It was going to report all news, large or small, +especially if it could be made into a sensation and sell newspapers. And +if there was no current sensation, Kane would create the news. Hearst did +the same thing, revolutionizing his paper to take on "undignified topics" +to gain circulation, sporting shocking headlines and stories of "crime and +underwear." In a classic example of similarity, Kane nearly quoted Hearst +exactly: "You supply the prose and poems, I'll supply the war," (Orson +Wells, Citizen Kane) as Kane discussed what to telegram back to a man in +Cuba. Hearst was very much anti-Spanish dur ing the Cuban revolution, and +if not for his efforts, it is probable that the war would not have even +been fought. But Hearst, who would do anything for a headline, cooked up +incredibly falsified tales of Spanish brutality. As stories of Cuban +injustice became old news to the public, especially as there was no real +war, a reporter telegraphed Hearst that he would like to leave. Hearst +replied, "Please remain. You furnish the pictures, I'll furnish the war." +(Swanberg 127) Such an obvious similarity can only have been deliberate, +as Kane practically quoted Hearst. + + In the movie, Thatcher was furious with Kane's success in attacking +trusts in defense of "the people" and providing false headlines such as +those about the Spanish Armada being anchored off of the Jersey coast, a +headline printed with virtually no proof to substantiate it. Kane even used +his paper to attack a company of which he himself, along with Thatcher, was +the major shareholder. As Thatcher prepared to leave after his discussion +with Kane on what new is, he mentioned to Kane his enormous losses, which +totaled one million dollars for the year, a staggering sum to have been +lost by one person, especially at that time. Kane,. however, laughed it +off, joking that, at that rate, he'll have to close down in sixty years +(Citizen Kane). All these things were characteristic of Hearst as well. +He attacked the trusts in favor of "the people" (a favorite phrase of +Hearst's) and hired lawyers to try to get injunctions against the trusts +and eventually destroy them. He supported the eight hour workday and the +labor unions (Swanberg 235). He made up headlines preying on people's fear +and hatred of Spain and Japan which, not coincidentally, he had aroused by +previous articles in The Examiner and other publications of his about +Spanish atrocities in Cuba and the "yellow menace" of Japan (Swanberg 122, +352) Hearst threw money away as though to him it literally grew on trees. +A man with an income of fifteen million dollars a year at the height of his +power, he had almost no savings and sometimes had to borrow money (Swanberg +88). + + Right after taking over The Inquirer, as told now by Bernstein, Kane +ordered the editor to play up less "important" stories for the paper, the +kinds of things that the nation wanted to see and read about, not just +boring, plain "news." He became very involved in the editorial content of +his paper, constantly trying to make it better that the rest, staying up +late, thinking of headlines and ideas for scoops. Kane went to the office +of The Chronicle, his main competition, to admire the best newspaper staff +in the world and its gigantic circulation, and soon after he bribed those +same men with large sums of cash to move from The Chronicle to his +newspaper, achieving in six years what it took The Chronicle twenty years +to accomplish. He married the president's niece, Emily. (Citizen Kane) + + These were very Hearst-like maneuvers in many ways. First, as stated +before, Hearst loved to embellish and exaggerate the news to get +circulation. Second, Hearst was constantly stealing talented newspapermen +from other newspapers, a practice which annoyed such men as Joseph Pulitzer +to no end. (Pulitzer's World was Hearst's favorite publication) (Swanberg +95). Hearst paid any salary he had to without a care, for he had millions +his disposal, since his father was still funding the enterprise. Hearst +married young Millicent Willson, a parallel to Kane's Emily (Swanberg 246) + + Bernstein's narration ended with a telegram from Kane announcing his +purchase of the largest diamond in the world. Bernstein commented to +Leland, Kane's best friend, that Kane was not collecting diamonds, but +collecting someone else who was collecting diamonds (Citizen Kane). This is +an early hint at Kane's belief that one could buy love like anything else, +which is one of Welles' main criticisms of Hearst, and is shown as Kane's +fatal flaw. It is certainly one of the main reasons Welles made the movie +about Hearst in the first place. + + The next scene opens with Leland, one of Kane's only friends. Leland +continued Bernstein's stories of Kane's belief in the ability to purchase +love, and hinted at the one overwhelming thing about him, the absolute +enigma he posed to even his closest friends. Leland explained how no one +could understand Kane because of the contradictions in his beliefs and +life. He said that, "Maybe Charlie wasn't brutal, he just did brutal +things," (Citizen Kane) explaining how Kane, while a firm believer in the +government and law, couldn't see how it applied to him. Hearst, who was an +incredible egomaniac, shared the same beliefs. He was in constant conflict +with himself. For instance, he supported the coal strikers while being +backed by Tammany Hall, the very head of the Democratic party machine with +close ties to big business (Swanberg 238-245). This trait is the one which +Kane played out to full effect in his movie. Once the audience was sure +that they were seeing Hearst up there, Welle s could explain the problems +of a man like Hearst, a man who had to have his own way. His want at the +moment was the largest paper in New York, but that would soon change. + + Leland told of Kane's arguments with his wife, which climaxed with +Kane's ultimate statement of his belief in his own omnipotence. When Kane's +wife begins, "People will think," he completes the sentence for her with, +"What I tell them to think!" (Citizen Kane) Everything about Hearst's +manner of speaking and his beliefs pointed to that fact that he was an +egomaniac as well, a firm believer in his own power. + + The one thing Kane wanted in his life, Leland explained, was love, but +it was the one thing he never found. He wanted the people to love him just +as his newspaper staff did, and he went about making sure that it occurred +by entering the world of politics. Right before his campaign for governor, +Kane met a pretty, young opera singer named Susan Alexander and entered +into a relationship with her. Then he made his incredible bid for +governorship on an independent ticket, an office which, for him, would have +been the easy first step to the White House (Citizen Kane). Once again, +the detailed similarities to Hearst's life were astounding. Hearst sought +public office after his dominance over the newspaper world was assured. +The key office he sought, and which was denied to him by attacks by +Theodore Roosevelt, was the governorship of New York on an independent +ticket. Both of the men used dirty and abusive campaigning methods, +portraying their opponents as jailbirds in their publ ications. Had Hearst +been elected, he would most likely have become president soon after. Here, +however, both in the movie and in Hearst's life, the family obsession about +the newspapers began to dissolve. Kane left the running of his newspapers +to other men, not taking as much of an interest in them anymore. Hearst did +likewise, ending his earlier practices of obtaining good men at any cost. +A man had to work to keep his job, and it could be snatched away at any +moment by "The Chief" (Swanberg 263). Hearst also met a beautiful young +actress, Marion Davies, and took her as his mistress (Swanberg 402). At +this point, however, the two tales differ. + + Kane was defeated in the election when his affair with Ms. Susan +Alexander was exposed by his opponent, Jim Gettys, who basically ordered +Kane and Emily to come to see Ms. Alexander. Again Kane's towering +egocentricity showed through when he completely disregarded everyone else's +wishes and declared that only he decided what C.F. Kane did. As Gettys +left, Kane flew into a rage and screamed, "I'm Charles Foster Kane, and I'm +going to send you to Sing Sing, Gettys, Sing Sing!" The next day, the +papers were filled with the story, and Kane lost the election. (Citizen +Kane) Hearst, on the other hand, was defeated by the president himself and +people using his own newspapers against him, but it served Welles' purpose +better to have Kane defeated by his own greed. + + Kane went on to divorce Emily and marry Susan. Having failed in his +own right, he heaped his ambition on Susan. This was most clearly seen +with his statement, "We're (italics added) going to be a great opera star." +(Citizen Kane) + + The movie then shifted easily to Susan Alexander's portrayal of Kane as +her own personal ambition factory. Whatever she was lacking, he supplied +it for her and threw his papers heart and soul into backing her, even +though she was a terrible opera singer. Hearst did the same for Davies, +each movie of hers a greater triumph than the last, according to his +reviewers. Although Marion Davies, unlike Susan, was a genuinely talented +individual, there were enough similarities between the two women. Both +women loved jigsaw puzzles (Reflections on Citizen Kane), both were +singers, both were well publicized affairs. However Kane married Susan, +while Hearst never divorced his wife. Both men pushed and pushed and +pushed their mistresses to the breaking point and ran their mistress's +lives (Swanberg 585), at which point Susan attempted suicide and Kane found +her lying in bed unconscious. Davies never went to such lengths, but found +the pressure somewhat hampering. When Susan awoke, Kane was so grateful, +he let her have her way; she would not sing again even though it meant the +end of Kane's hopes for greatness. Kane began to build Xanadu for them, a +gigantic castle with a gigantic collection of animals from all over the +world (Citizen Kane). Hearst built San Simeon for Davies, to whom he was +truly devoted (Swanberg 447), unlike Kane and Susan. The latter couple +eventually divorced after Susan's speech in which she says that Kane had +never giver anything to her, he had just tried to buy her into giving him +something. + + Finally, with the point of view of Kane's butler come two more +similarities. Kane flew into violent rages when he didn't get something he +wanted, as when Susan left him and he said that fateful word for the first +time, "Rosebud." Kane was also a collector of everything, he threw nothing +out, and was always buying something. (Citizen Kane) Hearst had the same +bizarre practice. He would destroy thousands of dollars worth of antiques +in a fit of anger and then spend one hundred thousand dollars on a passing +whim. He never, however, threw anything out (Swanberg 585). + + The movie closed on the scene of the resolution of the Rosebud puzzle. +Among all the junk Kane had collected, lay a tiny wooden sled, the one from +the day when Thatcher took him away from his mother, which was hauled off +and thrown into the fire. Upon closer examination, the word "Rosebud" can +be made out as it is slowly incinerated. + + Having taken into account the evidence presented above, it was clear +that Orson Welles had based his movie around the life of William Randolph +Hearst, a fact which upset Hearst to no end. In fact, a representative of +the Hearst Organization offered eight hundred and forty two thousand +dollars to RKO, the film's producer, if they would burn it. This plot +having failed, RKO was blacklisted by the gigantic Hearst press and had to +show the movie in private theaters. And yet, Welles still claimed that his +movie had no intention of being biographical. He said, It is not based +upon the life of Mr. Hearst or anyone else. On the other hand, had Mr. +Hearst and similar financial barons not lived during the period we discuss, +Citizen Kane could not have been made." (Zinmen 238) + + In his life, Hearst ran many newspapers, as of course, did Kane. When +he was still beginning, he owned four, and at the time he committed all of +them to warring with Spain, as mentioned above. This singular, small event +was the turning point in the life of a brilliant man and indeed the turning +point of a nation. He had almost single handedly, using his power of the +press, sent one of the most powerful nations in the world to war. The +people of the United States had been manipulated wonderfully by the press +to believe that Spain was such a menace that they must rally for war, even +though it was all an invention by Hearst and his constituents to promote +the newspaper's circulation. If the press could do that, he believed it +could do anything, even send a Mr. Hearst to the White House who had not +the slightest experience as a political leader. And it very nearly did +(Swanberg 245). + + When he realized that his newspapers were a source of infinite power, +that he could manipulate the people to get what he wanted, Hearst changed. +His goals changed. His fight went from one for larger circulation to one +for personal power, as much as he could get. He stopped being physically +involved in his papers, as mentioned before, instead directing from his +throne at San Simeon. He entered the political arena, where the ultimate +prize lay, the ultimate investment of power in a single individual, the +presidency. And yet again and again, by the voters or the corrupt bosses +at Tammany Hall or by his many political enemies, he was defeated. His, +like the story of Kane, was a story of constant personal failure due, as +often as not. to his own faults + + However, things for Hearst were not always as bad as they were for +Kane. Hearst did actually win public office once. He became a state +representative of New York. This he accomplished with the backing of the +Tammany Hall bosses and a Democratic constituency in the district. Beyond +that he hurled his newspapers and money into the effort, earning a colossal +victory over his opponent. However, Hearst was not content to be a +Representative. He wanted to be president, had wanted to be president ever +since he realized that he had a chance. He had wanted to be the biggest +newspaper publisher in America, and he was. He had wanted Ms. Davies, and +he had her and was devoted to her and spent millions for her entertainment. +Everything which he had wanted he had received, in any way that he could +think of at the moment. + + Orson Welles' criticism of Hearst was the way in which he went about +getting what he wanted, using his immense power over the people of the +country simply to gain personal power. This is the overarching theme, +portrayed so powerfully, in Citizen Kane. When Welles disclaimed any +biographical intent, he did not pretend he was not depicting the forces +that governed Hearst's life. His newspapers changed drastically, and men +spoke to him with reverence and fear, for his darker side had come to +light. He enjoyed being king over his empire, watching his subjects squirm. +With the building of his palace at San Simeon he only made concrete what +many had known for a long time: William Randolph Hearst sat on a throne as +the king of an empire which controlled the country's information. + + As brought out explicitly by the movie, Hearst wanted love, but not +just the love of a few, the love of all. He needed whatever he wanted, and +he wanted the people's love. While Hearst was not the loveless monster +Kane is portrayed as, he had many faults, the main one being that he often +seemed to believe he could buy love. Welles attacked this belief heart and +soul, claw and tooth in such scenes as when Leland returns the check with +which Kane had hoped to preserve their friendship, now torn into shreds. +Kane simply cannot fathom why he returned it, because he doesn't realize +that there is more to loving that gifts. (Cowie 37) + + Hearst gave lavish parties and demonstrations to try to win people over +to his side, and it often worked. He assailed his political opponents with +his newspapers, attacking them in whatever way he could, transforming the +newspapers from something he thought he loved into a tool with which he +could get things, a bat he could swing at his opponents, a way to quench +his thirst for money and power. Hearst was a man who discovered the power +he controlled and then proceeded to abuse it, a practice Welles found +intolerable. + + All in all, Orson Welles directed, starred in, and helped to write +possibly the greatest film of all time, all to one purpose, to denounce +William Randolph Hearst and all men who were abusive of power and the +public trust. Why did he spend all this effort on this one man, an +apparent crusader for the people, for the working man? Simply, it was +because Hearst, for all his apparent love of the people, was only trying to +get love and power for himself by abusing the most potent weapon and shield +of his day, the free press. "If I hadn't been very rich, I might have been +a really great man." (Orson Welles, Citizen Kane) + + +Bordwell, David. "Citizen Kane," Focus on Orson Welles. Prentice-Hall,1976. +Cowie, Peter. The Cinema of Orson Welles. De Capo Press, 1973. +Citizen Kane. dir. Orson Welles. With Orson Welles, Joseph Cotten, Dorothy + Comingore. RKO, 1941. +Mulvey, Laura. Citizen Kane. BFI, 1992. +Reflections on Citizen Kane. dir. Unknown. Turner Home Entertainment,1991. +Robinson, Judith. The Hearsts: an American Dynasty. Avon Books, 1991. +Swanberg, W.A. Citizen Hearst. Scribner, 1961. Bantam Matrix Edition, 1967. +Zinman, David. Fifty Classic Motion Pictures: The Stuff that Dreams are + Made Of. NY Crown Publishers, 1970. NY Limelight Editions, 1992. diff --git a/textfiles.com/reports/ACE/killer.txt b/textfiles.com/reports/ACE/killer.txt new file mode 100644 index 00000000..124e1e6b --- /dev/null +++ b/textfiles.com/reports/ACE/killer.txt @@ -0,0 +1,245 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Creative Story: Killer ] + [ ]9-10 [ ]Cliff Notes [Instinct ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:2289 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Killer Instinct + by + Jim Adams + + Over 800 people attended the funeral, according to the local +newspaper's estimate..... + + The cloudless day, lit by an early morning sun that cast soft shadows +among the mourners, was disturbed only by the gentle murmur of the +preacher's voice and the distant hum of traffic racing past on Hwy 401. +Off-duty Durham Regional Police officers received an unexpected bonus that +morning, when they were called in to handle parking problems around the +cemetery and direct the seemingly endless flow of floral tributes. + + "Black Billy" he'd called himself. He'd appeared in Pickering one +unremarkable day, just as suddenly as he'd departed this life. No fanfare +of trumpets, no grandiose announcements, no pre-fight publicity. He simply +showed up at Mulligan's Bar one Sunday afternoon when the regulars were +discussing the merits of the Tyson/Doakes fight, and settled in the far +corner next to the miniscule stage, nursing a half-pint of beer. Mulligan's +being the type of place it is, he wasn't alone too long. + + "Useta call me Black Billy," he growled, lumbering to his feet. His +head ducked and dodged, body swayed, as he danced on his toes, shooting +lefts and rights at an imaginary opponent. His scarred face looked troubled +for a moment. "Coulda been the Champ. Didn' get a chance. Said I don' got +the killer instinct. I know I got it. Jus' need a chance." His audience +nodded appreciatively and exchanged understanding glances. Billy shuffled +to a stop and shook his big head as a huge grin split his battered face. +"No use cryin' over spilt milk. That was a long time ago. Yeah man, a long +time ago. He extended a large paw and shook each person's hand solemnly. +"Jus' call me Black Billy," he said, the infectious, innocent +grinencompassing the entire group, like a warming beam of sunlight after a +rain-storm. It was hard not to like him. + + Before too long, someone who knew someone who had a friend, had +arranged a job for Billy, in the Marina at the foot of Liverpool Rd. A +small housetrailer - "It was just rusting away, sitting up at the cottage," +according to the owner - was procured and installed in a corner, near the +parking lot. Billy spent a few days cleaning it up and airing it out, then +he moved his meagre belongings from his temporary home in the small motel +on Hwy #2. Pillows, blankets, drapes, cutlery and all of the things needed +to make a house a home were donated with quiet mutters of, "Here, Billy. +Maybe you can use this. Wife was gonna throw it out anyway, so you're +welcome to it." + + He became a fixture in Pickering. If he'd lived in some quaint country +village, he'd have been known as "a character." When he wasn't scraping +hulls, or painting the underside of yachts in the marina, he could be seen, +trotting around in a jogging suit, surprisingly light on his feet, as most +big men are, his sneakers gently slap-slap-slapping the sidewalk in a +steady, unbroken rythym. Occasionally, he'd drop into Mulligan's to nurse a +half- pint of beer, and despite repeated offers, was never seen to drink +more than one. "No, man. Gotta stay in shape," he'd grin. "Too much o' this +stuff slows the reflexes. Thanks anyway." He was a quiet man, keeping +himself very much to himself, unless invited to join a group, which he +invariably was. + + All attempts to extract information about his past life were met by +the same big grin, and the same stock answer. "Long time ago, man. Useta be +a fighter, long time ago....." In a moment of weakness, he confided to +someone that he hailed from Nova Scotia, and that he had no living +relatives. + + Initially, the more cautious parents in the neighbourhood instructed +their offspring not to talk to Billy, but as time progressed he became a +familiar figure. And he'd happily interrupt one of his endless jogging +trips to help a flustered young mother trying to cope with two kids and +armfuls of groceries, or lend a hand with a pile of lumber destined to +become a garden shed. He became accepted by everyone. + + He had a special affinity with little kids, though. They hung around +the marina, peering through the chainlink fence, watching Billy scrape +hulls, his huge, muscled body stripped to the waist in the summer sunshine, +the sweat beading, glistening and forming rivulets to soak his trackpants. + +"You a boxer, Billy?", some third-grader would squeak, initiating +the ritual that had been performed hundreds of times before. +"Yup! Useta be a fighter, long time ago. +"Could you beat up Mike Tyson?" +"Dunno. Sure woulda liked to try, though." Then the infectious grin +would make its appearance. "You think he's maybe afraid o' me?" +"Yeah! I bet he is." +"Well, he's a pretty big guy..." +"Big as you, Billy?" +"Uhhhh...Guess not, but he's fast." +"Fast as you, Billy?" +"Yeah. Maybe faster." +"You could beat him, though," the eight-year-old expert would +proclaim. "You're strong." +"Maybe. Too old now, though." +"How old are you, Billy?" +" 'Bout forty-two, I think." +"I'll be nine, next week!" +"Well... You don' say. You sure are big, for nine. But your Momma's +gonna be wonderin' where you are. Maybe she won' buy you any +presents if you don' hurry home for lunch." +"OK. But I brought something for you." +"Something for me? Well! Maybe it's MY birthday today," he'd +chuckle softly. + + Sometimes it was a child's painting, still damp from the excess of +watercolours used. Sometimes a treasured marble, a baseball card, or a +stick of gum, the wrapper sticky from being clutched too long on a warm +day. But Billy accepted any gift with feigned delight. Each painting would +be scrutinized closely, its artistic merits questioned and explained, and +the budding Picasso would head home, secure in the knowledge that at least +two people in the world understood art. Marbles and other childhood +artifacts were accepted by Billy only under the solemn understanding that +he would look after them until the rightful owner required their use again. + + One Friday around dinner time, Billy finished work for the day, had a +quick wash and changed into a fresh jogging suit. He set off on the path +along the beach, swapping "Hiya's" with just about everyone he passed, his +smile flashing on and off as regularly as Christmas tree lights. Someone +noticed that the time was 5:18 pm. Continuing along the beach, Billy swung +left into the Hydro Park and followed the gravel path, his sneakers making +a satisfying scrunch-scrunch as he picked the pace up a little. He +travelled the meandering walkway, and slowed to call a warning to two kids +who were playing a little close to the slippery edge of the lake. Moving +uphill now, he forced himself to a quick sprint, for the sheer joy of it, +before reaching the high plateau which afforded a panoramic view of the bay +below. The downhill portion was easier now and once through the park gates +and out on to Sandy Beach Rd, the going levelled out. + + He followed his usual course and was approaching the small strip plaza +when he recalled that he needed some vitamin pills. Only two left in the +bottle, this morning. Turning into the plaza, he began to slow down, coming +to a stop in front of the pharmacy. Old Manny, the owner, always offered to +armwrestle for the cost of the pills. Billy's face split into a +good-natured grin as he mopped his forehead with the waistband of his top. +Manny was five foot three and weighed 120 pounds, tops. + + He opened the door and stepped into the welcome chill of the air +conditioning, noticing that Janice, Manny's cashier, was not in her usual +position at the cash register. "Yo! Manny? You takin' a nap, back here?", +he called as he made his way to the rear counter where Manny could usually +be found, peering over the top of his bi-focals, tie askew and silvery hair +puffed up like a mad professor. "Hey! Manny? Janice? Is everything free, +today?" His questions were cut short as a ski-masked face shot up from +behind a display rack. "Shut up, mouthpiece. Get over here. Fast!" The gun +held in the robber's fist indicated that he meant business. Billy slowly +raised his hands and moved in the direction indicated. As he drew close to +the display rack, he saw Manny sitting awkwardly on the floor, one hand +pushed back to take his weight, the other clutching a blood- stained +handkerchief to his head. Janice, her long, blonde hair obscuring her face, +was bent forward, fiercely hugging two young children to her, as if by +holding them she could shut the horror from their minds. "Billy," gasped +Manny, "Do as he says. He's threatening to shoot everyone." "Shurrup old +man," snarled the ski-mask, "Or I'll blow you away first. You wanna die? +Huh?" His voice rose to a shriek. "Easy, man. Take it easy," said +Billy."They ain't gonna hurt you. What you want?" Ski-mask blinked rapidly +a few times then turned towards Billy. "I told him, man. I want the heavy +stuff. Valium. Percodan. Uppers, downers. Everything. And the cash, too. +He's stupid," he added, pointing in Manny's direction. "Billy, I've told +him," Manny groaned."I don't get a lot of call for that stuff, so I only +carry small quantities. He's got all I have, but he won't listen. +He....I....He hit me with the gun," Manny's voice trembled as he gestured +with the handkerchief. "Enough talking," snapped the gunman. He reached +over towards Janice, and before she could react, he grabbed the little girl +and pulled her towards him. "Billy," the child's voice rose to a terrified +wail."I want my Mommy." Billy knew her only as Karen. Just two days before, +she'd passed a bunch of dandelions to him through the marina fence. "It's +okay, honey. Mommy's gonna be here in a minute. Don't be...." "Hey!", +screamed the ski-mask. "Is anybody listening to me? You got five seconds, +you hear me? Five seconds to deliver, or the brat gets it." He aimed the +pistol at the struggling child's head. "Five.....four..." "Billy! I want my +Mommy. Please....." "Three......two....." Billy began his shuffling dance, +head bobbing and weaving, the familiar incatation rolling easily from his +lips... "Useta be a fighter. Coulda been the Champ. Didn' getta...". He +moved smoothly, on the balls of his feet, throwing jabs and hooks at his +phantom opponent, body swaying, ducking and dodging. He blocked imaginary +counterpunches with his forearms,, his own blows punctuated by sharp hisses +of expelled breath as he moved constantly. Circling, always circling. "Hey. +What's that freak doing?", yelled the gunman to no-one in particular. "Tell +him to quit!" ".....Coulda been the Champ..." "I said quit it! You want me +to off the kid? Huh?" Billy circled closer. Ski-mask was like a rabbit +hypnotised by a snake. He couldn't remove his eyes from the big man. "Is he +crazy? I gotta gun!" "Didn' getta chance....Know I got it....Jus' +needa...." Ski-mask removed the gun from the child's head and aimed at +Billy as he moved dangerously close. Too late,the robber realized his +error.Before he could return the gun to its former position, Billy lunged. +Karen fell to one side, unheeded for the moment. There was a flat crack and +Billy staggered, but kept coming. His left jab was slightly off-target as +he was off balance, but the looping right hook caught the gunman solidly in +the ribs, just as the gun spat for a second time, before flipping +end-over-end to land in the chest freezer. Billy grunted heavily, but +another right to the midsection of the gunman folded him up like an +accordion, and the crushing left, landed flush on the point of his chin +with a sound like a two-by-four slapping wet cement. The robber flew +backwards, his feet lifted from the floor by the force of the blow, and +crashed into a shelving unit before falling motionless. + + Manny, stunned by the speed of events, gawped at the +unconscious gunman for a few seconds. Then seeing Billy clutch at his chest +and sink slowly to a sitting position, he scrambled towards the big man. +"Billy, you crazy son of....are you alright? Janice! Get some surgical +dressings. Hurry! Call an ambulance - and the police too!", he added as an +afterthought. The front door opened, and in walked a harassed looking young +woman."Janice, did Robbie and Karen get their....Good God! What's +happened?" "Mommy! Mommy!", cried the kids, abandoning Janice and rushing +to their mother's outstretched arms. "Janice! Get those dressings. Now! +Hurry up!", Manny almost shouted. "Billy?..... Billy?" The big man toppled +over onto his side, and Manny scurried around to cradle the fighter's head +in his lap. "Can you hear me, Billy?" The eyes opened. "Sure, I hear you." +His voice was slurred and he frowned slightly, then his eyes lit up. "Hey, +Manny? Didya see the combination I threw?.... Two rights set 'im up, then +the left...... Hurt me bad twice, but I didn' quit.....Knew I got the +killer instinct...Y'saw that Manny, huh? Y'saw my killer instinct, didn' +ya?" His voice tailed off for a few seconds. "Didn' getta chance...Was +gonna give you...chance, today.... Armwrestle for vitamins....Wanna +try?..." A faint grin appeared and a huge paw rose slowly, unsteadily, then +dropped back to the floor. + + At 5:31 pm, the police arrived with drawn guns. They found Manny still +cradling Billy's head, tears trickling unashamedly down his cheeks as he +crooned softly to the fallen fighter, "....You could've been the Champ, +Billy. You would've been a great Champ..." + + Over eight hundred people attended the funeral, by the local +newspaper's estimate.... diff --git a/textfiles.com/reports/ACE/killmock.txt b/textfiles.com/reports/ACE/killmock.txt new file mode 100644 index 00000000..7d6593ea --- /dev/null +++ b/textfiles.com/reports/ACE/killmock.txt @@ -0,0 +1,67 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [x]6-8 [ ]Class Notes [Report on the Story To ] + [ ]9-10 [ ]Cliff Notes [Kill A Mockingbird ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:479 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + There Are Five Literary Conflicts In literature, Man Versus Man, Man +Versus Nature, Man Versus The Supernatural, Man Versus Society, Man Versus +Himself. There Is A New Literary conflict in literature, It's Man Versus +Technology, Therefore, Known As the conflict on the 20'th century. A +symbolic meaning of this conflict is franticness. Literature, is a type of +communication. Poetry is written In lines, standers, and prose., Otherwise +wish The Separate Piece was written with sentences and paragraphs. + + To Kill A Mockingbird Is 'Man Versus Society'. It Was Written by a +fourteen year old girl, in the south during the 1930's. The story is a +flashback when she was six to nine years old. This is a mini-novel by the +author Harper Lee. The story took place in the very deep part of the south +during the 1930's when the country was in a ecomincal depression in a town +called Maycomb. This novel was written in the first person, therefore we +know that the narrator is a character in the story. This story is a +flashback that covered around three years. He father Atticus that treat her +as an invitingly. In the south the tradition and society is more important +which is the individual is more important! He makes them learn everything +by themselves, Therefore she tells us how she is getting educated. + + Jim was a very active boy, He has manners. He was the son of atticus. +Scott was the daughter and narrator of Atticus. Atticus was a well known +man. He was brave because he shot the dog. He was a lawyer. Calpurnia was +the housekeeper of atticus, always helping out the kids when they needed +them. Boo Radley was given a monster image by the kids. He is one of the +true mocking birds in this story. He said Scott at the end. Tom Robinson, +He was another Mockingbird. He used to help out people. He felt pity for a +white woman. He was charged for rape -- That he never committed. Mr. Slady, +She was a Old woman that was trying to 'Kick' The habit. that's why she +died. There are four types of classes known at this time in the south. +Blacks, Calpurnia And Tom Robinson. White Trash, Ewells. Poor Whites, The +Cunninghams. And The Average Southern,Atticus and its neighbors. Education +separate every. The average are the only to go to High School, College. + +At this time there where three myths known that separated the blacks. +1. Blacks where like little children and had to be taken care of them. - +Inferior + +2. Blacks, Had sexually intimate to rape a white woman. They had to be kept +in a place. + +3. White women where treated as goddesses. +The lessons learn in the south, where Things never change. diff --git a/textfiles.com/reports/ACE/kinglea2.txt b/textfiles.com/reports/ACE/kinglea2.txt new file mode 100644 index 00000000..439d29d5 --- /dev/null +++ b/textfiles.com/reports/ACE/kinglea2.txt @@ -0,0 +1,133 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Shakespeare's King Lear ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:1181 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + There has been many different views on the plays of William +Shakespeare and definitions of what kind of play they were. The two most +popular would be the comedy and the tragedy. King Lear to some people may +be a comedy because they believe that the play has been over exaggerated. +Others would say King Lear was a tragedy because there is so much suffering +and chaos. + + What makes a Shakespearean play a comedy or a tragedy? King Lear +would be a tragedy because it meets all the requirements of a tragedy as +defined by Andrew Cecil Bradley. Bradley states that a Shakespearean +tragedy must have to be the story of the hero and that there is exceptional +suffering and calamity slowly being worn in as well as it being contrasted +to happier times. The play also depicts the troubled parts in his life and +eventually his death that is instantaneous caused by the suffering and +calamity. There is the feeling of fear in the play as well, that makes men +see how blind they are not knowing when fortune or something else would be +on them. The hero must be of a high status on the chain and the hero also +possesses a tragic flaw that initiates the tragedy. The fall of the hero +is not felt by him alone but creates a chain reaction which affects +everything below him. There must also be the element of chance or accident +that influences some point in the play. + + King Lear meets all of these requirements that has been laid out by +Bradley which is the most logical for a definition of a tragedy as compared +to the definition of a comedy by G. Wilson Knight. + + The main character of the play would be King Lear who in terms of +Bradley would be the hero and hold the highest position is the social +chain. Lear out of Pride and anger has banished Cordelia and split the +kingdom in half to the two older sisters, Goneril and Regan. This is +Lear's tragic flaw which prevents him to see the true faces of people +because his pride and anger overrides his judgement. As we see in the +first act, Lear does not listen to Kent's plea to see closer to the true +faces of his daughters. Kent has hurt Lear's pride by disobeying his order +to stay out of his and Cordelia's way when Lear has already warned him, +"The bow is bent and drawn, make from the shaft." Kent still disobeys Lear +and is banished. Because of this flaw, Lear has initiated the tragedy by +disturbing the order in the chain of being by dividing the kingdom, +banishing his best servant and daughter, and giving up his thrown. + + Due to this flaw, Lear has given way to the two older daughters to +conspire against him. Lear is finally thrown out of his daughters home and +left with a fool, a servant and a beggar. This is when Lear realizes the +mistake that he has made and suffers the banishment of his two eldest +daughters. Lear is caught in a storm and begins to lose his sanity because +he can not bear the treatment of his two daughters as well as the error he +has made with Cordelia and Kent. Lear also suffers from rest when he is +moving all over the place and the thing that breaks him is the death of his +youngest daughter Cordelia. This suffering can be contrasted with other +happier times like when Lear was still king and when he was not banished by +his two daughters. + + The feeling of fear is when Lear is in the storm raging against the +gods, + +"I tax not you, you elements, with unkindness. I never gave you kingdom, +called you children, you owe me no subscription.", + +telling them to rage harder since he has not done anything for them and +that he didn't deserve what he has received from his two daughters. The +fear is how Lear in a short period of time went from king to just a regular +peasant and from strong and prideful to weak and unconfident. This shows +that men do not hold their own destiny and that even though things may be +great now you can be struck down just as fast as was to Lear. + + The fall of Lear is not just the suffering of one man but the +suffering of everyone down the chain. Gloucester loses his status and +eyes, Cordelia and Kent banished, and Albany realizing his wife's true +heart. Everything that happened to these characters are affected by Lear +in one way or another and that if Lear had not banished Cordelia and Kent +then the two sisters would not be able to plot against their father. +Without the plot of the two sisters then Gloucester would not of lost his +eyes to Cornwall and his status because he was guilty of treason. + + There is an element of chance in the play in which Edgar meets Oswald +trying to kill his father because he is a traitor. Oswald is slain asks +Edgar, + +"And give the letters which thou find'st about me to Edmund Earl of +Gloucester. Seek him out upon the English party." + + Edgar finds a letter to Edmund from Goneril about the conspiracy to kill +Albany. This part in the play affects the outcome of Goneril and Edmund in +which will lead to both of their deaths. + + The pain and suffering endured by Lear eventually tears down his +strength and sanity. Lear is not as strong, arrogant, and prideful as he +was in the beginning of the play instead he is weak, scared, and a confused +old man. At the end of the play Lear has completely lost his sanity with +the loss of his daughter Cordelia and this is the thing that breaks Lear +and leads to his death. Lear dies with the knowledge that Cordelia is dead +and dies as a man in pain. + +"And my poor fool is hanged! No, no, no life! Why should a dog, a horse, a +rat, have life, And thou no breath at all? Thou'lt come no more, never, +never, never, never, never!" + + King Lear has met all the requirements that Bradley has stated as a +Shakespearean tragedy. Lear has a tragic flaw which is his pride that +prevents him to see the true faces of people. He also initiates the +tragedy by the banishment of Cordelia and Kent as well as dividing the +kingdom. Lear has also suffered and endured the pains of his error which +leads to his death and which is contrasted to that of happier times. There +is the feeling of fear in the play which is of a King losing his crown and +becoming a peasant. Lear has also created a chain reaction that affects +everything down the chain. The element of chance is also introduced in the +play with Edgar and Oswald, Oswald possessing the letter to Edmund. And +the final part is the death of King Lear dying in suffering of the death of +his daughter Cordelia. diff --git a/textfiles.com/reports/ACE/kinglear.txt b/textfiles.com/reports/ACE/kinglear.txt new file mode 100644 index 00000000..de46e5aa --- /dev/null +++ b/textfiles.com/reports/ACE/kinglear.txt @@ -0,0 +1,292 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Shakespeare's King Lear ] + [ ]9-10 [ ]Cliff Notes [ ] + [x]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:2284 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Humans, like all creatures on the earth, have the privilege of the +freedom of choice. There are two broad ranges of factors that affect the +decisions a person makes. The first factor that affects decision making is +internal and includes a person's character and intellect. The second +factor is external such as environment and interaction with other people. +Naturally, each decision a person makes results in a repercussion of some +degree, usually either helpful or hindering, and rarely inconsequential. +The concept of justice is based on the fact that decisions are always +followed by consequences. It strictly adheres to the rewarding of good +deeds and the punishment of evil. King Lear, a play by William +Shakespeare, is a grave tragedy that is a prime example of the Elizabethan +conception of justice. Lear's kingdom turns to chaos because of a break in +the "Great Chain of Being" and restores to order when justice prevails. +Its tragic labelling stems from the prevalence of death the just punishment +for many of its characters. The deaths of Lear, Goneril, and Edmund are +prime examples of justice prevailing for evil, and in Lear's case +unnatural, acts. + + Lear's ultimate fate is death. His early demise is a direct result of +breaching the "Great Chain of Being" which states that no mortal will +abandon his position in the hierarchy of ranking set by God. Lear's +intention of abdicating his throne is apparent from the outset and is seen +in the following speech spoken during the opening scene of the play: + + . . . 'tis our fast intent + To shake all cares and business from our age, + Conferring them on younger strengths while we + Unburdened crawl toward death. . .1 + + Evidently the splitting of Lear's kingdom and abdication of his throne +is not an act of necessity, but an act toward easing the remainder of his +life. Lear's disruption of the "Great Chain of Being" is in an unnatural +fashion because the abdication of his kingship is without dire or mortal +cause. The method of passing down his land to his heirs is also unnatural, +as seen in the following excerpts: + + + . . . Know that we have divided + In three our kingdom. . . + . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . + We have this hour a constant will to publish + Our daughters' several dowers. . . + . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . + Which of you [three daughters] shall we say doth love us most? + That we our largest bounty may extend + Where nature doth with merit challenge. . . .2 + + Lear does not bestow his kingdom upon his eldest son, nor is he even +going to bestow the largest portion of the divided kingdom upon his eldest +son. He expresses his intent to split his kingdom and grant the pieces as +his daughters' dowers, the largest piece being granted to whichever of the +three professes to love him most. This is a violation of the natural order +of commonly accepted hierarchy that states a father's estate be endowed +upon his eldest son. An error in judgement and untempered release of anger +are also factors contributing to Lear's downfall. Lear listens to flattery +from Goneril, "I love you more than word can wield the/matter;"3 and Regan, +"I find she [Goneril] names my very deed of love,/Only she comes too short. +. ."4 in their bidding to profess they love Lear the most among the three +daughters, but Cordelia does not compete with their flattery: + + Cor. Unhappy that I am, I cannot heave + My heart into my mouth. I love your Majesty [Lear] + According to my bond [filial], no more nor less.5 + + Cordelia cannot flatter Lear with praise and states that she merely +loves him as a daughter should love her father, with respect and obedience. +Lear is so heartbroken by his youngest, and until then his most beloved, +daughter's refusal to praise him with her love that a rage ensues: + + Lear. Let it be so! thy truth then be they dower! + For, by the sacred radiance of the sun, + The mysteries of Hecate and the night; + By all the operation of the orbs [stars] + From whom we do exist and cease to be; + Here I disclaim all my paternal care, + Propinquity and property of blood, + And as a stranger to my heart and me + Hold thee from this for ever. . .6 + + Lear acknowledges that Cordelia s speaking the truth. Although +confessions of filial love are not inappropriate or evil, Lear's judgement +is clouded by anger at Cordelia's refusal to praise him with flattery as he +had planned and he swears by the gods that Cordelia is no longer his +daughter and chooses not to give any portion of land as her dower. Lear's +disowning of his daughter for refusing to participate in his unnatural +rites of determining which daughters receive which lands has proved that +his judgements are misguided. Finally, justice is fulfilled when Lear dies +at the end of the play. The justice is in response to actions that he +commits which are not necessarily evil-hearted, but for the refusal to +abide by the "Great Chain of Being" and his irrational and cruel disowning +and banishment of Cordelia. + + Goneril suffers the same fate as Lear. However, Goneril's death is a +direct result of a series of vile, ruthless, and despicable actions, +whereas Lear's death was a result of irrational judgements and unnatural +actions. The first instance that hints at Goneril's evil nature appears in +a conversation between her and Regan as soon as Lear hands down his power +of state to them: + + Gon. There is further compliment of leave-taking be- + tween France and him. Pray you let's hit together. If our + father carry authority with such disposition as he bears, + This last surrender of his will but offend us.7 + + Goneril proposes to Regan that they join forces in stripping Lear of +his authority because she views it as a threat. This would be considered +an evil act if Goneril was just a peasant or vassal, to plot treason +against the king, but it is worse since Goneril is plotting against her own +father. Clearly she has no respect for Lear as king, superior, or father. +The extent of Goneril's disrespect for hierarchical bonds and her evil +nature is further revealed in the following letter: + + + + + Let our reciprocal vows be remembered. You [Edmund] have + many opportunities to cut him [Cornwall] off. If your will want not, + time and place will be fruitfully offered.8 + + The letter is from Goneril to Edmund. It details Goneril's wish for +Edmund to kill her husband, Cornwall. Not only has Goneril disregarded her +filial bond with Lear by disrespecting him and going against his wishes, +but she does worse than that by disregarding her marital bond with Cornwall +and plotting his murder. Finally, passing the point of plotting murder, +Goneril commits the act herself: + + Edg. What means this bloody knife? + + Gent. 'Tis hot, it smokes. + It came even from the heart of--O, she's dead! + + Alb. Who dead? Speak, man. + + Gent. Your lady [Goneril], sir, your lady! and her sister [Regan] + By her is poisoned; she hath confessed it.9 + + Goneril admits having administered a poison to Regan. Her main purpose +was to have Edmund for herself and he would not have to choose between +them. However, after Edmund is slain by Edgar and Cornwall has proof in the +form of the letter that Goneril plotted against him, Goneril decides there +is no course of action other than to take her own life. There is no more +evil a person than someone who turns against a parent that gave her life, +plots to take the life of her eternally vowed husband, and finally takes +the life of another human being. Goneril proves to be the basest evil by +fulfilling all the aforementioned symptoms and there is no more just +punishment for Goneril than her death. + + Edmund is a character whose death is a befitting justice for his acts +of betrayal throughout the play. The illegitimate son of Gloucester, +Edmund seeks his father's lands through scheming and deception. His +motives are first made clear in the following soliloquy: + + Edm. Thou, Nature, art my goddess; to thy law + My services are bound. Wherefore should I + Stand in the plague of custom and permit + The curiosity of nations to deprive me, + . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . + Legitimate Edgar, I must have your land.10 + + Edmund's thoughts are of his illegitimacy. He proclaims that as +Gloucester's son, he is entitled to his lands, and customs of the realm +should not be able to keep them from him. The last sentence of the +quotation shows that he views the lands as Edgar's already, even though +Gloucester is far from retiring and passing them on to his heir, and it is +against Edgar that he must plot to receive those lands. Edmund's scheming +against Edgar is made clear in the latter part of the soliloquy: + + Well, my legitimate, if this letter speed + And my invention thrive, Edmund the base + shall top the legitimate; I grow; I prosper.11 + + Edmund has, cunningly, conceived a letter that will put him above Edgar +in Gloucester's favour. The letter reads, "If our father would sleep till +I waked him, you should/enjoy half his revenue for ever,"12 and is written +in the likeness of Edgar's script and signed by his name. It seems to +Gloucester that Edgar would kill him to enjoy his revenue and estate with +Edmund. The ploy Edmund initiated makes Edgar look like a traitor. In a +hurried and hectic conversation Edmund confuses Edgar, who is ignorant to +Edgar's ambitious scheming, into fleeing from Gloucester, making him look +guilty of Gloucester's suspicions: + + Edm. . . . O sir, fly this place! + Intelligence is given where you are hid. + You have now the good advantage of the night. + Have you not spoken 'gainst the Duke of Cornwall? + He's coming hither; now, i' the night, i' the haste, + And Regan with him. Have you nothing said + Upon his party 'gainst the Duke of Albany? + Advise yourself. + + Edg. I am sure on't, not a word. + + Edm. I hear my father coming. Pardon me! + In cunning I must draw my sword upon you. + Draw, seem to defend yourself; now quit you well.-- + Yield! Come before my father. Light, ho, here! + Fly, brother.--Torches, torches!--So farewell.13 + + Edmund asks Edgar if he has offended the Dukes of Cornwall or Albany +that would provoke Cornwall to come to Gloucester's castle with such haste +in the middle of the night. Edgar pleads innocence, forcing Edmund to +enhance his deception. He tells Edgar that he must draw his sword as if +defending himself or trying to capture a wanted man. Edgar flees, and to +enhance the deception in Gloucester's eyes even further Edmund stabs +himself. "Bringing the murderous coward [Edgar] to the stake;/He that +conceals him, death."14 Gloucester, arriving on the scene, is convinced of +Edgar's treason. Edmund has removed Edgar from his father's favour, but +does not yet possess Gloucester's lands or wealth. An opportunity presents +itself which Edmund plans to take advantage of: + + Glou. . . .I have + received a letter this night--'tis dangerous to be spoken--I + have locked the letter in my closet. These injuries the + King now bears will be revenged home; there is a part of a + power already footed. . .15 + + Gloucester reveals to Edmund a letter he received. It entails that a +secret power, France, has landed in the realm to revenge disrespect toward +Lear. Edmund says: + + + Edm. This courtesy, forbid thee, shall the Duke + Instantly know, and of that letter too. + Seems a fair deserving, and must draw me + That which my father loses--no less than all. + The younger rises when the old doth fall.16 + + Edmund plans to tell the Duke of Albany of the letter Gloucester has +received and of his journey to inform Lear of the French forces coming to +aid him. The information makes Gloucester look like a traitor in the +Duke's eyes and Edmund realizes he will be rewarded with his father's lands +since they will be stripped from him for treason. Edmund's evil +heartedness and willingness to sacrifice his family for status and wealth +clearly demands some sort of punishment as justice. It is only fitting +that the betrayal of his own blood, both his father and brother, is +answered by justice in his death at Edgar's hands. + + Lear, Goneril, and Edmund were each motivated in different ways. Lear's +was an unnatural and irrational motivation. Greed and selfishness moved +Edmund to the decisions he made. Lastly, Goneril's heart was of the basest +evil and jealousy. Although the methods and paths of their downfall were +different, each person suffers the identical fate as decided by justice. +It is debatable whether each decision we make is weighed on a cosmic scale +with justice waiting to punish the evil or reward the good, but what is +certain is that each decision we make plays a direct role in our futures. + +NOTES + + 1William Shakespeare, King Lear (New York: Washington Square Press, 1957), I.i..38-41. + 2Ibid., I.i.37-54. + 3Ibid., I.i.56-57. + 4Ibid., I.i.75-76. + 5Ibid., I.i.96-98. + 6Ibid., I.i.115-123. + 7Ibid., I.i.331-334. + 8Ibid., IV.vi.287-289. + 9Ibid., V.iii.266-271. + 10Ibid., I.ii.1-16. + 11Ibid., I.ii.19-21. + 12Ibid., I.ii.52-53. + 13Ibid., II.i.20-33. + 14Ibid., II.i.68-69. + 15Ibid., III.iii.8-13. + 16Ibid., III.iii.20-24. + +REFERENCES + +Shakespeare, William. King Lear. New York: Washington Square Press, 1957. diff --git a/textfiles.com/reports/ACE/kingler2.txt b/textfiles.com/reports/ACE/kingler2.txt new file mode 100644 index 00000000..85c0ef18 --- /dev/null +++ b/textfiles.com/reports/ACE/kingler2.txt @@ -0,0 +1,162 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Shakespeare's King Lear ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:1484 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + King Lear had been discussed by many critics of the play of this name, +with some taking the position that he was a tragic hero. However, there +are a few who believe that he was not, and that in effect, he might even be +a comic figure. This paper attempts to discuss whether King Lear is a +tragic hero or not, looking at the works of two critics, each taking +opposite sides. On the one hand, there is A.C. Bradley, who takes the +position that King Lear is a tragic hero because he demonstrates all the +characteristics of a tragic hero as Bradley saw it. On the other hand, G. +Wilson Knight believes that the play King Lear is really a comedy of the +grotesque, and that King Lear is really a comic figure. The position that +I am taking is this paper is that King Lear is a tragic hero, because he +fits all the characteristics that Bradley identifies as belonging to a +tragic hero, and more than that although there might appear to be comic +elements in the play King Lear that the tragic elemen seem to outweigh the +comic. Therefore, the position taken by Knight is not accurate in +describing King Lear. + + The tragic hero, according to Bradley, is a person who suffers +tremendously, whose suffering goes beyond him. The tragic hero also takes +the action that produces the suffering and calamity which leads to death. +Other characteristics of a tragic hero are as follows. The tragic hero is +a person who is of high degree, and his welfare is intimately tied up with +the welfare of the state. The hero is an exceptional being, of high +degree, whose actions and sufferings are of an unusual kind, who possesses +and exceptional nature. His nature is exceptional in the sense that it is +very much like our nature, except that it is intensified. + + The tragic hero is also involved in conflict, which could be either +conflict with someone else, or conflict within himself. The tragic hero is +also described as inspiring pity on the part of the viewer because of the +intensity of the suffering that the tragic hero is undergoing. +Furthermore, the tragic hero is seen as wretched, nevertheless, the +audience does not see him as contemptible. Instead, the audience sees the +tragic hero as suffering and the order in the world as destroyed. The only +way that order would be restored is through the death of the tragic hero. +(Bradley) + + Knight, on the other hand, takes a different perspective of the play +King Lear. This author points out that tragedy and comedy are very close +to each other. "Humor is an evanescent thing, even more difficult of +analysis and intellectual location than tragedy. To the coarse mind +lacking sympathy an incident may seem comic which to the richer +understanding is pitiful and tragic." (Knight 1949, 34) In other words, +tragedy and comedy seem to involve the process of invoking tension, and the +relief of that tension could be either through the pain of tragedy or the +humor of comedy. This is why there are situations where a person may cry +or laugh at a similar set of circumstances. It just depends on how the +idea is developed. "The comic and the tragic rest both on the idea of +incompatibilities, and are also, themselves, mutually exclusive; therefore +to mingle them is to add to the meaning of each; for the result is then but +a new sublime incongruity." (Knight 1949, 34) + + The reason that people laugh at situations is that there is a +juxtaposition of things that are incongruous. At the same time, the tragic +does involve incompatible things taking place, and thus leading to a +resolution of the pressure that is created through pain or crying. Knight +does not see tragedy and comedy as being very different in the sense that +they both view incongruity. + + In the case of King Lear, Knight believes that while the character of +King Lear is tragic in the sense that he suffers that there is something +comic in the situation because King Lear brings it upon himself because of +the incongruity of King Lear's behavior. King Lear is mad, and his +behavior from the very beginning of the play, where he tries to see which +one of his daughters loves him more is incongruous. Knight sees this +situation as comic, where King Lear has " . . . staged an interlude, with +himself as chief action. . . . It is childish, foolish - but very human." +(Knight, 35) As far a Knight is concerned, King Lear's behavior is +incongruous, because he is a king and not a child. + + Knight believes that the difference between the comic and the tragic is +that in the case of the former the oncongruities stand out more noticeably, +whereas in the tragic " . . . the dualism of experience is continually +being dissolved in the masterful beauty of passion, merged in the sunset of +emotion." (Knight, 35) + + As I look at the ideas of Bradley and Knight, I tend to agree with +Bradley. King Lear is a tragic hero because he is king, he has undergone a +great deal of suffering, and in the end dies, being thrown out of his +kingdom by daughters he believed loved him. I think that the audience +pities King Lear, because he was unable to see that Cordelia, his last +daughter truly loved him, but could not flatter him as his other daughters +could. I believe that this was a pathetic sight and situation, and that +King Lear should be pitied and not laughed at. Knight believes that there +is something comic about King Lear wanting to be flattered, but I do not +agree with him. It is sad that an old king feels so lonely and unloved +that he has to try to create a situation where his daughters would tell him +that they love him to inherit his kingdom. + + Which of you shall say doth love us most? + That we our largest bounty may extend + Where nature doth with merit challenge . . . + (Shakespeare 1990, Act I, Scene I, 50-52) + + Knight argues that from Lear's madness and Gloucester's suicide that it +appears that what is being communicated is that "Mankind is, as it were, +deliberately and comically tormented by 'the gods'. He is not even allowed +to die tragically." (Knight, 48) In other words, Knight is trying to show +that the tragedy of King Lear is really a comedy of the gods. + + I disagree with him, because the action of the play does not involve in +any major way the gods. Had the gods had a play of their own within the +play, then I could have agreed that the tragedy of King Lear was really for +the entertainment of the gods, and therefore a comedy, from their +perspective. However, King Lear remains the main character and the action +is from his perspective. This being the case, I think that the +determination whether the play is a tragedy or a comedy should be viewed +from this perspective. + + My conclusion is that King Lear should be viewed as a tragic hero, +because he fulfills all the characteristics that Bradley outlines as +belonging to a tragic hero. On the other hand, the comic aspect of the +play that Knight tries to portray just does not seem real to me. It would +take "the coarse mind lacking sympathy" to see the comic aspect of King +Lear. From the play, King lear is of high estate: he is a king. His +actions cause the tragedy, because it is King Lear that called his +daughters together and had them tell him how much they loved him. It was +King Lear's actions that caused Goneril and Regan to strive to get as much +as they could and therefore to tell their father what he wanted to hear. +Since Cordelia could not flatter her father in the same way as her sisters, +she had the tragedy of her father's wrath. The suffering of a tragic hero +extends beyond himself, and it clearly did with respect to Cordelia, as +well as to Gloucester. Since there has to be a reordering the world within +the tragedy, King Lear must be gotten rid of. The audience sees the king +as an exceptional being in the sense that he is very much like us, except +that his emotions and behavior are intensified. He experiences both +internal and external conflict, and although he strikes us as being +wretched, we never see him as contemptible. Rather we pity him. It is on +these grounds that we consider King Lear a tragic hero. + +Reference List + +Bradley, A.C. Shakespearean Tragedy - General Characteristicts +- ideas taken from Bradley's work on Shakespeare's tragedy + +Knight, G. Wilson, 1949. The Wheel of Fire. Methuen & Co. Ltd. + +Shakespeare, William, 1990. King Lear. Oxford: Oxford University Press. diff --git a/textfiles.com/reports/ACE/kq5.txt b/textfiles.com/reports/ACE/kq5.txt new file mode 100644 index 00000000..f873c87e --- /dev/null +++ b/textfiles.com/reports/ACE/kq5.txt @@ -0,0 +1,59 @@ + + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Report on King's Quest V] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed:7/94 # of Words:378 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Magazine Reveiw + + +Spear, Peter (August, 1992). Kings Quest V: The Sound and the + Fury. PC WORLD. pp 240A-26-27. + + + Kings Quest V was probably the most advanced game that Sierra On-Line +put out in the last year. Well, now there is a new modified version of +Kings Quest V. It is a CD-ROM based game. It has great sound board +support. In fact, instead on there being words typed on the screen for +dialogue that characters speak, it is put out through which ever speakers +you wish to choose. You will actually hear differant voices. It gets so +involved that they even have ants singing their marching song, birds +chitter-chatter, and falling people screen until they fade away. There is +even a narrator through-out the game. The graphics on this game are very +good, even a little improvement since the last which was great. You will +get to see close-ups of differant people through-out the story. It will +support VGA (Video Graphics Array) or SVGA (Super VGA). It supports a +variety of differant cards, and 99.9% are accepted. I have played the older +version of Kings Quest V but after playing it for such a long time it kind +of gets boring. After reading this article I really am interested in this +game. There are not many games out there that are this sophisticated. This +game requires about 20 MB to run. Some of the larges applications such as +Word Perfect for Windows, EXCEL 4.0 for Windows don't even come close to +that much space required. You have to have a pretty good system and a +pretty large if you are interested in running this game. Critics felt this +had to be a game that you played off of the CD-ROM but it is just +originally on the CD-ROM then you install it onto the hard drive. I +don't think that the article helped me in any way. I was interested in the +game so I think that I might end up buying it. The article was written to +the general public owners of computers. The author wrote the article to +inform us of the new game. I thought the article was pretty good. I would +recommend this to a friend, becuase most of my friends like computers too. diff --git a/textfiles.com/reports/ACE/kruschev.txt b/textfiles.com/reports/ACE/kruschev.txt new file mode 100644 index 00000000..5b915ccd --- /dev/null +++ b/textfiles.com/reports/ACE/kruschev.txt @@ -0,0 +1,210 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Life History on ] + [x]9-10 [ ]Cliff Notes [Khrushchev ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: 06/94 # of Words:2024 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + His story is something like a fairy tale. A humble young peasant boy, +born to a world of famine and poverty with 100 million peasants just like +him, works and fights his way up the political ladder of Russia to one day +become its most powerful force, simultaneously holding the offices of +Premier of the U.S.S.R. and First Secretary of the Communist Party. It +seems incredible, but it should be remembered that Nikita Khrushchev did +not accomplish this feat without much sacrifice and hard work on his part. +Coming from virtually nothing, he struggled for many years to rise among +the ranks in Revolutionary Russia before he achieved the position of a +widely-loved ruler and powerful, determining force in international +affairs. And although, in the end, he was cast down from this climactic +position, it was not before this loquacious and personable man had employed +his keen and incisive mind toward making many gains for and improvements in +twentieth-century Russia. + + To truly understand how humble and common his beginnings were, one must +understand the situation in Russia toward the end of the nineteenth +century. Serfdom had only recently been abolished, and, as a result, there +was a severe shortage of land and widespread poverty and illiteracy. Only +the strongest and cleverest were able to make a living from their new-found +freedom; most just struggled to survive. It was among this majority, on +April 17, 1894, that Nikita Sergeievich Khrushchev was born. As a boy, he +lived in Kalinovka, a poor villiage in the Ukraine, in an izba, a mud hut +with a thatched roof, with his grandfather, a large family, and the +family's animals. His father, it is said, lived his life with the ambition +to buy a horse, but he never saved enough money to do so. In the end, the +family was forced to give up their home and move to Yuzovka in another part +of the Ukraine. + + Throughout his childhood, Nikita was forced to work to survive. His +education amounted to only two or three years in the village school, for he +was forced to go to work herding cows when he was nine. Following that, he +was em- ployed as many things, including a farm hand, a factory worker, and +finally a miner in the coal pits. It was at this time that his +determination to better himself was first made apparent, for, rather than +letting himself be destined forever to work in the pits, he offered his +services in all areas of the job, including the development of pit-heads, +elevators for the mines. This was also the time in which the young +Khrushchev's rebellious nature began to surface, but rather than to +striking or union-organizing, it was applied toward politics. It all began +with a visit to the mines in 1917 by a man called Kaganovich, who was sent +to recruit miners for the Revolution. Nikita, who was 23 and viewed this +man as both a romantic figure and an opportunity to break from his social +boundaries, joined his Bolshevik group and, by doing so, took his first of +many steps in his forthcoming rise to political power. + + Soonafter, Khrushchev, a loyal but not very active Bolshevik member, +became involved with the Communist party as well. Prior to this point, he +had been exempt from military service due to his indispensibility in the +local coal industry. Also, he had been responsible for a family, as he had +married his wife, Galina, during his years in the coal mines, and now had +two children (Leonid and Julia), which made him want to remain near +Yuzovka. However, in 1919, that rebellious, power-seeking inner sense of +Nikita's got the best of him, and he went off to join the Red Army. When +the war ended, Khrushchev, whose main objective had been to emerge as a +politician until he found how difficult it was to compete with the +"higher-born," at least had succeeded in proving himself to be a loyal and +useful figure. Soonafter, he returned home with the task of organizing a +local Communist party. + + When he arrived back in Yuzovka, however, he found the area, along with +much of the Ukraine, suffering due to a great famine. Peasants were forced +to eat bark, grass, leather and one another to survive, and many died, +including Khrushchev's wife. It was a very sad and difficult time for +Nikita, but he retaliated against his depression by devoting himself +wholeheartedly toward the reorganization of Russia. At once he set about +to restore local factories and increase coal production, steps he +considered vital in order to get the economy going. It took much toughness +and courage to get men to work under such conditions, but Khrushchev, +gifted with a talent for organizing and motivating people, was able to +succeed. In 1921, he sent his children to live with his parents and +enrolled in a mining technology school, where he further developed himself +in engineering and politics and learned how to read. A quick learner, +Khrushchev finished school in four years, literate and with a comprehensive +knowledge of Leninist views. He married again, this time to a +schoolteacher named Nina Petrovna, and, at the age 31, encountered the +first of a series of very rapid steps to the supreme position he would one +day hold as Premier of the U.S.S.R. + + In 1925, Khrushchev was appointed to his first full-time and very +important Party position, Party Secretary of Petrovsko, a district of about +400 square miles in the Ukraine. For the two years that he held that +office, Nikita encouraged peasants to work and reopened factories, +unemployment dropped and bands of mutinous peasants which roamed the +countryside were wiped out. In addition, bands of wild Russian children, +called besprisorni, were rounded up and either put to work or shot. By the +end of his term there, he had grown enough in importance to be a non-voting +member of the All Union Party Congress-in other words, in just seven years, +Krushchev had earned his way into the top 1300 of over one million Party +members. + + His next step was to go to Moscow, where he studied engineering and +worked actively in the Party cell of the Moscow Industrial Academy. +Working closely with important political figures, even including Stalin's +wife, Khrushchev continued to rise in importance and popularity. By 1932, +he had reached a point where he was second in command of the Party for all +of Moscow. With this power, he attempted to more or less renovate Moscow. +Its living conditions were deplorable and dreary. There was a severe +shortage of food, families lived huddled two or three to a room, buildings +were falling apart. As Peter the Great had done many years before, Nikita +attempted to "drag Russia into the twentieth century." He made many +reforms, including the construction of the Moscow Metro, and as a result +was soon appointed to the Central Committees of the All-Union Communist +Party and the Supreme Soviet. + + It should be noted that, having always concentrated on technical rather +than political accomplishment, Khrushchev was able to escape the Great +Purge, a period in the thirties in which those considered "enemies of the +people" according to Stalin were to be arrested, deported or even executed. +Rather, he was even rewarded for his service to the country. In 1938, +Khrushchev returned to the Ukraine as first secretary of he Ukrainian +Communist Party and focused his attention primarily on agriculture, in +which he gained a reputation as an expert. When he gained full membership +in the Politburo in March of 1939, Khrushchev became one of the most +powerful men in the U.S.S.R. + + With World War II came more accomplishments and recognition for +Khrushchev. He supervised the annexation of Polish territory, helped +supervise the evacuation of Ukranian industry when Germany attacked, and +eventually helped to expel the Germans from the Soviet Union. After the +war, he was brought again to Moscow, where he served in the Secretariat and +the Politburo and was again head of the Moscow regional committee. It was +those positions, and his reputation as an agricultural expert, that soon +propelled him to power. + + Upon Stalin's death, Khrushchev kept a place in power as "collective +leadership" came into being, which consisted primarily of him, Beria, +Bulganin, Malenkov, Kaganovich and Molotov. There were many problems with +this concept at first, and leadership changed hands frequently. Finally, +in 1957, Khrushchev himself was nominated for the top position as Premier, +despite the others' attempts to gain the position for themselves. When +problems arose due to this appointment, Khrushchev, who had previously kept +a low profile and not involved himself much in the power struggle, +suddenly, at the 20th Party Congress that year, gave his famous six-hour +"secret speech" denouncing the "crimes of the Stalin era." By doing so, +many old-time Party leaders felt that he had gone too far; there were two +attempts on his life later that year. However, Khrushchev remained strong +and exposed a plot by Malenkov, Molotov and Kaganovich to oust him from +leadership; in doing so, he solidified his power, becoming both Premier and +Party Secretary in 1958. + + It should be noted now that Khrushchev, although acting as supreme ruler +of the Soviet Union, possessed certain personal characteristics that made +him lesser in the eyes of the world. He was a stout, "bullet-headed" man +who liked to joke and talk, and, though his important positions had trained +him to carry himself as a supreme ruler would, he was still rough and a +countryman at heart. He often dressed in simple peasant smocks or plain +shirts, clothing he considered to be representative of what Communist stood +for, and he didn't see any harm in getting drunk in public. By many he was +nicknamed "the peasant ruler of backward Russia," and laughed at. An +example of this was Khrushchev's first trip outside the boundaries of +Russia, a visit to Marshal Tito of Yugoslavia in the late 50's that had +been to make peace after the damage Stalin had vainly sought to inflict. +The Premier, believing that he was making such a grand jesture of +reconciliation-having great Russia bow down to insignificant Yugoslavia, +was instead greeted by an arrogant ruler who intended to mock, ridicule and +disgrace him. Tito began by walking out during a speech in which +Khrushchev was apologizing for the actions of Stalin. He then proceeded to +parade the Russian ruler, who was used to bullet-proof cars, around in a +convertible. Finally, at what was to be an informal dinner, Tito had all +his officials wear full evening dress when he knew that the Russians would +arrive wearing their simple summer suitings, as an attempt to embarrass +them and make them look foolish. Khrushchev, though, surprised everyone by +overcoming this childishness and concentrating on the business at hand, +much to Tito's dismay. Events like this helped to gain this +grandfather-like ruler both popularity and great respect. + + Although for several years Khrushchev's popularity existed in Russia +also, several crucial incidents caused it to deteriorate just as quickly. +One such event was the "U-2 Incident" in 1960, when an American spy plane +was shot down over the Soviet Union. President Eisenhower, who was +considered by Khrushchev to be a trusted friend, took responsibility for +the affair and, by doing so, greatly embarrassed the Soviet Premier. Then, +just a few years later, when the Soviet Union was caught positioning +missiles in Cuba, Khrushchev was forced to remove them and leave Cuba. +Incidents like this began to mount, and many Party members sought to remove +him. Finally, in October 1964, he was forced out of office. His remaining +years were spent in "quiet retirement" in the outskirts of Russia. He died +on September 11, 1971. + + Although those who Khrushchev had once struggled to and succeeded in +overcoming were able to remove him from power in the end, the vast changes +this peasant-turned-Premier had unleashed in the U.S.S.R. could not be +undone, and his years in power have had a lasting effect on the Soviet +Union ever since. + diff --git a/textfiles.com/reports/ACE/kuwait.txt b/textfiles.com/reports/ACE/kuwait.txt new file mode 100644 index 00000000..b5ff84d8 --- /dev/null +++ b/textfiles.com/reports/ACE/kuwait.txt @@ -0,0 +1,119 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Essay on Kuwait ] + [x]9-10 [ ]Cliff Notes [ ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:917 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + THE MIDDLE EAST IN HISTORY + + To understand the Middle East is to understand our own origins, but +still it is much more. It is the land of the earliest civilizations brought +up on earth. An understanding of this area means the exploration of one's +past and ancestors. To understand this unique fertile land is to get to +know the pople and countries of this land, to trace their footsteps over +the centuries and to try and see the world through their eyes both in the +past and future. In the following pages I will talk about one of these +countries, Kuwait, and show it potential capability, what it has to offer +to it's people and how it struggles to get along day by day. + + Kuwait, a name that has resently benn known due to it's relationship to +the oil is situated at the western top of the Arabian Gulf. As seen on the +map, Kuwait is sorrounded by Iraq and Saudi Arabia, all of which seem to +occupy a bigger land area than this small helpful and peacful nation. +Kuwait's population exeeds 1.9 million people and covers a total land area +of more then 6 800 square miles. It's goverment is a constitutional +monarchy led by the Amir Jabir al-Ahmad al-Jabir Al-Sabah and his crown +prince Sheikh Sa'ad Al-Abdullah al-Salim Al- Sabah. + + Kuwait's major cities are Kuwait city, with a population of 46 00 +located at 29.20N,48.00E, Salmiyah, with a population of 154 000 located at +29.20N, 48.00E and Hawali, with a population of 152 000 located at 29.20N, +48.00E. Life expectancy of the average Kuwaiti male is 69 years while the +life expectancy for the female scored 74 years of age. + + The annual rate of growth for the GNP in kuwait is -0.6%. The GNP for +agriculture in Kuwait is 0%, for indusstry 73%, for services is 27% and for +defense is 6%. The major imports of this country are transsport equipment, +manufactured goods, foodstuffs, livestock and machinery. As for it;s +exports Kuwait almost entirley depends on it's crude oil both under the +ground and under the sea. + + Due to the prescense of the Arabian Gulf around and off the shores of +this country, it's fish and shrimp have almost filled the country. Kuwait's +agriculture is almost negligable but not it's industries. Inside Kuwait, +the country has developed industries for produsing oil, fertilizzers, +chemicals, building materials, construction, desalination and for food +processing. + + Inside Kuwait, the main languages to be spoken are Arabic and English. +Kuwait's ethnic groups are basiclly Kuwaiti's(39%),Other Arabs(39%), South +Asians(9%) and Iranians(4%) Sunni Muslims make up most of the country's +religion whils only 15% of the people are Christians and other religions. +During Ramadan(Muslim Holy month)most of the country shops +close................... + + A visa is required by any visitor approaching this country and a letter +of guaranty is required is required grom each buisnessperson. + + The temperature is very hot in Kuwait and this is largley due to the +desert covers this region. Lightweight clothing is best recommended except +in winter months. Only then are conservative clothes worth while wearing. +The currency of Kuwait is the Kuwaiti dinar and the goverment receives 110 +000 tourists yearly of which it earns more than 170 000 000 dinars. + + Having talked about Kuwait's geographical location and described it's +goverment, resources, religion destribution, ethnic groups and points of +interest, I will know take you back in time to the year 1931 and tell you a +brief plot of how this country was formed. + + Back in 1930 when Britain was in control of the Arabian Peninsula, +their never existed a country known as Kuwait. This land was a little +Emirate who's people lived largley on the seach for pearls and fish to eat. +It's inhabitant's were no more than 15 000 people and it was known for +being a stop route for people travelling by boat from India back to Jordon, +Saudi Arabia and Iraq. Quickly but gradually, Kuwait began building up it's +population and ocnurt.yI 't samnit aredw saw ti hrIqa , aengibhuo rhwso ec +vilizitaoi naw sht eofnuaditnoo fam'n sihtsro ynoe raht .nIt eh1 59'0,s + lAS-bahaf mali,yt ehd seneadtn sfoa l raegt irebi naSdu irAbaais teltde + htsil na.dF looliwgnt ehd siocevyro fio lnit ih saldn ,rBtiia nediced dot + elva etis'o ccputaoi nfot ehA ar bowlr dna dup tht eerpsnoisibilyto fg +voreingnt ih saptro fht eowlr dnot ehS bahaf mali.y + + nOJ nu efo1 69,2K wuia taw sobnr!! + + tIs'b rihtw sat ehs attro fetsnoi nnit ehA ar boWlr.dI ar,qt he long +time friend of Kuwait began claiming that Kuwait is his land and that it +was taken from him by force from Britain who is said to have threatened him +of either giving the north to Turkey or this peice of land to the Sabah +family. Thinking that the latter was less useful to Iraq, he was forced to +agree to give up Kuwait. In this sense, unstability remained in this region +and securiness still was not good enough. Although the country of Kuwait +continued to grow and develop the chance og an attack on it was very +likley. + + During the Iraq vs. Iran war, Kuwait kept taking oil out of a +transitional zone that yet had to be divided up between Iraq and Kuwait. In +the Islamic conferense of 1988, Iraq warned Kuwait that it will pay the +price but no response was heard. On August the second 1990, Iraq invaded +Kuwait......and yet, there was much to come. + + THE BATTLE FOR THE OIL SHALL CONTINUE.... + diff --git a/textfiles.com/reports/ACE/lab2-1.txt b/textfiles.com/reports/ACE/lab2-1.txt new file mode 100644 index 00000000..edec2fb8 --- /dev/null +++ b/textfiles.com/reports/ACE/lab2-1.txt @@ -0,0 +1,172 @@ + ммммммммммммм ммм мммм + мллллллллплпппппллм ммппппмммм млм мллллллллмммммлпп плл + пллллллллллллллм плл млллмллммм пллллм плллллллмллмммллн лп + пппллллллллллм он лллллллллллпплмоллл лллллм пплллоп +Mo.iMP мллм плллллллнл оллллллллл олллл олллллн плп + мллллллл ллллллллн оллллллллн ллл лллллл + млллллллн олллллллл олллллллл п оллллллм мл + млллллллн лллллллл ллллллллн оолллллллллп + млплллллл мм ллллллллн ллолллллн оллллллпп + млпллллллмллллмолллллллл ол пллллл м лнллллл м + мл оллллллллллп ллллллллл плм плллмм ммлллп ол олллн ммлл +лл ллллллллп ллллллллллм плм пплллллллллп мммп ллллмммммммлллллп + плм млллп пллллллллллм ппмм ппмллпп пллм ппплплллллллпп + ппппп ппллп ппппп ппппппппппппп + ARRoGANT CoURiERS WiTH ESSaYS + +Grade Level: Type of Work Subject/Topic is on: + [ ]6-8 [ ]Class Notes [Lab: Response Results ] + [x]9-10 [ ]Cliff Notes [from Stimulus ] + [ ]11-12 [x]Essay/Report [ ] + [ ]College [ ]Misc [ ] + + Dizzed: o4/95 # of Words:951 School: ? State: ? +ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>Chop Here>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ>ФФФФФФФФФ + Part 1 + In this signal detection experiment, there were 3 parts, each with 50 +trials. On half of the trials, a signal 'x' was presented along with +visual noise 'z'. The other half of the trials showed only visual noise. +The task was to locate the signal stimulus 'x' among all other noise +signals 'z' present. All this was done on a computer generated program. + Another 2 students' results of the experiment were obtained for +further analysis of signal detection. + During the trials there were many 'z' flashing on the screen. The +objective was to determine if the symbol 'x' was also flashed on the +screen. The responses to be given were : + If you are sure you saw 'x' press 5 + If you are fairly sure you saw 'x' press 4 + If you are unsure you saw 'x' press 3 + If you are fairly sure you didn't see 'x' press 2 + If you are sure you didn't see 'x' press 1 + The dependent variable in this experiment was the response in +pressing 1,2,3,4 or 5. The independent variable was the signal stimulus +'x' which flashed across the screen. + The design of this experiment is the within-subject design since the +conditions were randomized from trial to trial and students were tested +under mainly the same experimental conditions. + The Questions which can be addressed with this design are how would +the results have changed if the design had been a between- subject design? +Also what would happen if the trials were not randomized? How would this +factor distort the results in this within-subject design. + + + Part 2 + + Results + + Group 1 + + Condition 1 Condition 2 Condition 3 + 0.01 sec. 0.05 sec. 0.1 sec. +1+2+3+4+5 5 +1+2+3+4+5 5 +1+2+3+4+5 5 +Signal 20 13 29 + 29 25 24 +Noise 30 0 21 + 2 25 1 +P(Resp +/S) 0.6875 1 1 + +P(Resp +/N) 0 0.952 3.846 + +D' -4.7652 -1.374 -1.797 + + + + + + Group 2 + + Condition 1 Condition 2 Condition 3 + 0.01 sec. 0.05 sec. 0.1 sec. +1+2+3+4+5 5 +1+2+3+4+5 5 +1+2+3+4+5 5 +Signal 25 7 25 + 24 25 24 +Noise 25 0 25 + 6 25 1 +P(Resp +/S) 0.68 0.96 0.96 + +P(Resp +/N) 0 0.24 0.04 + +D' -4.794 -0.857 -1.752 + + + + + + + Group 3 + + Condition 1 Condition 2 Condition 3 + 0.01 sec. 0.05 sec. 0.1 sec. +1+2+3+4+5 5 +1+2+3+4+5 5 +1+2+3+4+5 5 +Signal 18 13 5 + 20 4 25 +Noise 19 0 25 + 0 20 0 +P(Resp +/S) 0.419 0.84 0.862 + +P(Resp +/N) 0 0 0 + +D' -4.491 -4.933 -1.602 + + + In group 1, the probability of the response signal stimulus 'x' was +the greatest in condition 2 and condition 3 where it was 1. The +probability of a noise signal was lowest in condition 1 where it was zero. +The distance between the means of the two distributions was closest in +condition 2. The value for D' in condition 2 was -1.374. So overall in +group 1, the best response for the signal stimulus is shown in condition 2, +where the stimulus flash duration was 0.05 seconds. + + In group 2, the probability of the response signal stimulus was +greatest in condition 2, with 0.96. The lowest probability of a noise +response was in condition 1, with the result of 0. The closest distribution +of the 2 means was in condition 2 with -0.857. + + The best response to the signal stimulus 'x' was again in condition 2 +with a stimulus flash duration of 0.05 seconds. + + In group 3, the highest probability of a response signal being a 'hit' +was in condition 3, which was 0.862. The lowest probability for a false +alarm was in all 3 conditions which equalled 0. The distance between the +means of the two distributions was the lowest in group 3. Therefore in +group 3 the best condition for responding to a hit was in condition 3, +which had a stimulus flash duration of 0.1 seconds. + + Signal detection approaches provide ways of examining sensory factors +and response bias. A hit rate in signal detection gives us an estimate of +the subjects sensitivity. The higher the hit rate is, the more sensitive +the subject. Also the higher the false alarm rate, the less the subject +is going to respond with a hit rate. In responding to the stimuli the +subject will either sense or not sense the stimuli, and in addition will +also decide what to report. So because the subject decides what to report +this is why all three groups had quite different results. + + + Part 3 + Two other variables that could influence the sensitivity dimension of +the subjects response are: + +1) The number of choices to be made if the signal stimulus was present. +Five choices are too many (1,2,3,4,5). It would have been better if there +were only three choices : sure you saw 'x', unsure, and sure you didn't see +'x'. + +2) The time when the signal stimulus appeared on the screen. If it was +the first or last signal shown, 'x' could be identified very easily. + Another variable that may influence the response-criterion dimension +of the subjects response was how dispersed the signals were on the screen. +Sometimes they were bunched together and so it was easier to locate 'x'. +But if the signals were all spread out across the screen then it was harder +to locate the signal stimulus. + A confounding variable in this signal detection experiment could be +how you were positioned in your distance from the computer screen. If you +were not positioned a constant distant away from the screen, this would +affect how you saw the signals. If the signals were spread out and you +were very close to the screen then you would not be able to clearly +recognize the signal stimulus 'x' among all the other noise signals 'z'.