...I’ve heard you ordered the use of the atomic bombs against Japan. After you’ve found out the Manhattan project had been successful, I know you had to make a decision to move forward with it or not. At first you and the Allies put out a demand for an immediate unconditional surrender, but Japan had refused. So since Japan had refused, you made a hard decision to drop the atomic bomb and put an end to the long four years of war with Japan. I understand why you strongly want to drop the bomb; however, for my sincere advice to you, I strongly suggest you don’t. Dropping to atomic bomb on Japan can lead to many disadvantages. For instance, when other countries realize that America had help this type of power, they will began the race to develop their own. Thousands of innocent Japanese people will die from the impact of this bomb and millions more will be affected by the residual radiation. Japan will be close to surrender anyways, and dropping the bomb will definitely insult in a major way. Most of all, it will forever create a great amount of animosity and anger between the two nations, that will exist for many years to come. Overall, the way you are using the atomic bomb is not justified because along with many others, we believe such...
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...military bases for imperial japan fighting with the axis powers; they declared war on American ground by bombing Pearl Harbor in 1941 in response we went to war with them. About 4 years later the U.S. have perfected the atomic bomb and dropped it on japan after Truman gave the ok, this bomb was a devastating blow to Imperial Japan taking out about 75,000 people at once. Shortly after Hiroshima we bombed Nagasaki to which japan decided to surrender to the allied powers. Why does any of this matter? Well in today’s world as an ongoing topic, everyone in both japan and today’s America ask why drop the bombs to begin with? Why kill so many to end a war...
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...victims to be right at Ground |http://www.bbc.co.uk/schools/gcsebitesize/science/ocr_gateway_pre_2011| |Zero? |/living_future/4_nuclear_radiation1.shtml | |Working Thesis Statement: Countries may use the nuclear weapons in |Oral Presentation Thesis Statement (must be based on PART of the | |future because of the possibility of religious war and the other |research project): The time between 1946 and 2012, no atomic bomb had| |reasons. |been used even as an overt thread threat in any warpolitical crisis, | |I will argue that there is a strong possibility that nuclear weapons |the reasons … (I will find by researching.) | |will be used in the near future. | | |Will the Bomb Be Used in the Future? | | |Keep it...
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...Michael Duffin History Persuasive Essay October 29, 2009 Atom Bomb Justified? War, death, and fire are the only smells around you. Hundreds of your allies are lying in a dead rotting heap. Enemies are blowing their selves up right in front of you, throwing their guts and scorched body parts all over. War isn’t a welcome sight in the eyes of people, but some had to live in it and survive. When the United States was at war with Japan, soldiers saw many things like what was described. Some even saw worse. I believe that dropping the two atomic bombs onto Japan was justified. Too many people were dying because of the war, the cost of the war was skyrocketing, and U.S soldiers were given the harshest and most unreasonable punishments by the Japanese. Some were beaten, some were forced to kill their own, and some were buried alive. Over all, the total number of people killed from both atomic bombs adds up to be about 240,000. Many people died instantly, some later died from radiation and burns or other wounds. It is indeed sad that 240,000 people had to die but, compared to how many would’ve died if the war continued, 240,000 is nothing. It is estimated that if we just continued fighting the war and didn’t drop the bombs, then another million or so people would’ve died. Other actions could’ve been taken like negotiation, but the fighting style of the Japanese spoke for itself. They would rather take a grenade strapped to their chest than be touched by an American. Negotiating...
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...History of International Relations – HIR THE ESSAY Student Name: Hoang Phuong Student ID: DVB07- 0097 - 2014 Tutor: Prof. John Welfield Topic: Why did the leaders of the Meiji government in Japan decide to construct a great empire in Asia? Analyse the implementation of Japan’s Imperial Grand Strategy during the Meiji, Taisho and early Showa eras (i.e 1868 – 1945). Why did Japan’s imperial project end in disaster? What lessons can be draw? Word count (excluding references): 3857 The world in 19th century had seen the breakdown and collapse of numerous empires and kingdoms of Europe and Asia: first The Holy Roman Empire in 1806, then the defeat of Waterloo (1815) - which marked the end of Napoleonic Era, moreover, 19th century also witnessed the decline of the Ottoman Empire. On the other hand, this paved the way for other nations like England, France, Russia or China, to rise as new powers. During that time, Japan had dynamic political changes - the hundred-years-peace concreted by the Tokugawa Shogunate could not last any longer as the spread of Western imperialism was becoming larger in Asia. Therefore, the government of the Meiji realized that: Japan should become an Empire and emerge as the paramount Asian power along with her European counterparts, to maintain the balance of power so as to develop its national interests–...
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...Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...
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...A TEACHER’S GUIDE TO THE SIGNET CLASSIC EDITION OF GEORGE ORWELL’S ANIMAL FARM By HAZEL K. DAVIS, Federal Hocking High School, Stewart, OH S E R I E S W. GEIGER ELLIS, ED.D., E D I T O R S : UNIVERSITY OF GEORGIA, EMERITUS and ARTHEA J. S. REED, PH.D., UNIVERSITY OF NORTH CAROLINA, RETIRED A Teacher’s Guide to the Signet Classic Edition of George Orwell’s Animal Farm 2 INTRODUCTION Animal Farm is an excellent selection for junior and senior high students to study. Although on one level the novel is an allegory of the 1917 Russian Revolution, the story is just as applicable to the latest rebellion against dictators around the world. Young people should be able to recognize similarities between the animal leaders and politicians today. The novel also demonstrates how language can be used to control minds. Since teenagers are the target not only of the educational system itself but also of advertising, the music industry, etc., they should be interested in exploring how language can control thought and behavior. Animal Farm is short and contains few words that will hamper the reader’s understanding. The incidents in the novel allow for much interactive learning, providing opportunities for students to dramatize certain portions, to expand on speeches, and to work out alternative endings. The novel can be taught collaboratively with the history department as an allegory of the Russian Revolution, allowing students to draw parallels...
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...Дневник читателя READER’S JOURNAL Ernest Hemingway. The Old Man and the Sea (1952). Joseph Heller. Catch-22 (1961). Tennessee Williams. A Streetcar Named Desire (1959). Iris Murdoch. The Black Prince (1973). Jerome David Salinger. The Catcher in the Rye (1951). Michael Ondaatje. The English Patient (1992). Ray Bradbury. Fahrenheit 451 (1953). Ken Kesey. One Flew Over the Cuckoo’s Nest (1962). Edward Albee. Who’s Afraid of Virginia Woolf? (1962). Arthur Miller. Death of a Salesman (1949). ------------------------------------------------- ------------------------------------------------- Ernest Hemingway. The Old Man and the Sea (1952). ------------------------------------------------- ------------------------------------------------- FULL TITLE · The Old Man and the Sea ------------------------------------------------- ------------------------------------------------- AUTHOR · Ernest Hemingway ------------------------------------------------- ------------------------------------------------- TYPE OF WORK · Novella ------------------------------------------------- ------------------------------------------------- GENRE · Parable; tragedy ------------------------------------------------- ------------------------------------------------- LANGUAGE · English ------------------------------------------------- ------------------------------------------------- TIME AND PLACE WRITTEN · 1951, Cuba ------------------------------------------------- ...
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...The Power of Logic The Power of Logic FOU RTH E DITION Frances Howard-Snyder Daniel Howard-Snyder Ryan Wasserman WESTERN WASHINGTON UNIVERSITY Published by McGraw-Hill, an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2009, 2005, 2002, 1999, by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGrawHill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOC/DOC 0 9 8 ISBN: 978-0-07-340737-1 MHID: 0-07-340737-2 Editor in Chief: Michael Ryan Editorial Director: Beth Mejia Sponsoring Editor: Mark Georgiev Marketing Manager: Pamela Cooper Editorial Coordinator: Briana Porco Production Editors: Melissa Williams/Melanie Field, Strawberry Field Publishing Cover Designer: Ashley Bedell Cover Photo: © Dan Trist/Corbis Media Project Manager: Thomas Brierly Production Supervisor: Louis Swaim Composition: This text was set in 10.5/12.5 Goudy by Aptara, Inc. Printing: Printed on 45# New Era Matte by R.R. Donnelley & Sons, Inc. Credits: The credits section for this book is on page 647, following the Answer Key in the back of the book, and is considered an extension of the copyright page. ...
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...learnatest.com About the Author Lauren Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 Getting to Know the Writing Section of the New SAT Old versus New Strategies for Test Taking Scoring SAT Study Timetable 1 1 2 4 5 11 12 32 45 55 56 58 59 59 65 68 69 CHAPTER 2 The Multiple-Choice Section Identifying Sentence Errors Improving Sentences Improving Paragraphs CHAPTER 3 The Essay Strategies for Timed Essays Understanding the Prompts The Art of Persuasion Anatomy of an Essay Planning Your Essay Drafting Your Essay Essay Writing Workshop vii – CONTENTS – CHAPTER 4 CHAPTER 5 CHAPTER 6 Practice Test 1 Practice Test 2 Practice Test 3 75 103 133 viii SAT WRITING ESSENTIALS C H A P T E R 1 Old versus New Getting to Know the Writing Section of the New SAT For over 80 years, high school...
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...Starkey is a writer and editor who specializes in educational and reference works. Her thirteen years of experience include eight years on the editorial staff of the Oxford English Dictionary. The author of more than ten volumes, Lauren lives in Essex, Vermont, with her husband and three children. v Contents CHAPTER 1 1 Old versus New 1 Strategies for Test Taking 2 Scoring 4 SAT Study Timetable CHAPTER 2 Getting to Know the Writing Section of the New SAT 5 11 Identifying Sentence Errors 12 Improving Sentences 32 Improving Paragraphs CHAPTER 3 The Multiple-Choice Section 45 The Essay 55 Strategies for Timed Essays 56 Understanding the Prompts 58 The Art of Persuasion 59 Anatomy of an Essay 59 Planning Your Essay 65 Drafting Your Essay 68 Essay Writing Workshop 69 vii – CONTENTS – CHAPTER 4 Practice Test 1 75 CHAPTER 5 Practice Test 2 103 CHAPTER 6 Practice Test 3 133 viii SAT WRITING...
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...this situation sounds familiar, you may find it reassuring to know that many professionals undergo these same strange compulsions before they begin writing. Jean Kerr, author of Please Don’t Eat the Daisies, admits that she often finds herself in the kitchen reading soup-can labels—or anything—in order to prolong the moments before taking pen in hand. John C. Calhoun, vice president under Andrew Jackson, insisted he had to plow his fields before he could write, and Joseph Conrad, author of Lord Jim and other novels, is said to have cried on occasion from the sheer dread of sitting down to compose his stories. To spare you as much hand-wringing as possible, this chapter presents some practical suggestions on how to begin writing your short essay. Although all writers must find the methods that work best for them, you may find some of the following ideas helpful. But no matter how you actually begin putting words on paper, it is absolutely essential to maintain two basic ideas concerning your writing task. Before you write a single sentence, you should always remind yourself that 1. You have some valuable ideas to tell your reader, and 2. More than anything, you want to communicate those ideas to your reader. These reminders may seem obvious to you, but without a solid commitment to your own opinions as well as to your reader, your prose will be lifeless and boring. If you don’t care about your subject, you can’t very well expect anyone else to. Have confidence that your ideas are...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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... Developing Supporting Material 9. Locating Supporting Material 10. Doing Effective Internet Research 1 Citing Sources in Your Speech 1. 36 37 49 57 64 73 83 PART 3 • ORGANIZATION 1 Organizing the Speech 2. 1 Selecting an Organizational Pattern 3. 1 Outlining the Speech 4. 92 93 103 1 10 PART 4 • STARTING, FINISHING, AND STYLING 15. Developing the Introduction and Conclusion 16. Using Language 1 22 1 23 1 31 PART 5 • DELIVERY 1 Choosing a Method of Delivery 7. 18. Controlling the Voice 19. Using the Body 1 39 1 40 1 44 1 48 PART 6 • PRESENTATION AIDS 20. Types of Presentation Aids 21. Designing Presentation Aids 22. A Brief Guide to Microsoft PowerPoint 154 155 161 164 PART 7 • TYPES OF SPEECHES 23. Informative Speaking 24. Persuasive Speaking 25. Speaking on Special Occasions 1 74 1 75 188 21 7 PART 8 • THE CLASSROOM AND BEYOND 230 26. Typical Classroom Presentation Formats 27. Science and Mathematics Courses 28. Technical Courses 29. Social Science Courses 30. Arts and Humanities Courses 31. Education Courses 32. Nursing and Allied Health Courses 33. Business Courses and Business Presentations 34. Presenting in Teams 35. Communicating in Groups 231 236 240 243 246 248 25 1 253 258 262 APPENDICES A. Citation Guidelines B. Question-and-Answer Sessions C. Preparing for Mediated Communication D. Tips for Non-Native Speakers of English Glossary Notes Index 267 268 282 284 286 290 309 323 This page intentionally left blank A Pocket Guide to Public Speaking THIRD...
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