Reality in Jean Genet’s ‘the Balcony’ Essay

Jean Genet’s Le Balcon (or The Balcony) is an absurdist play in which the main structure is the â€Å"philosophical battle between illusion and reality† (Savona 1983: 76) and this essay will investigate some of the levels of reality within an absurdist and existentialist context in Genet’s play. The play itself â€Å"offers a spectacularly theatrical exploration of the relationship between fantasy and reality† (Patterson 2005: 32) whilst also seeking â€Å"to negate reality itself† (Innes 2001: 438). Whilst also attempting to transform reality into a fantasy world in which its characters can escape the dismay of daily life, it is â€Å"also designed to be a moving play which†¦ keeps the audience aware that it is a play† they are watching and not allowing them to get lost in the world of illusion, fantasy and desire that the characters are trapped in (Reck 1962: 23). This echoes a technique used as part of Brecht’s Verfremdungseffekt, and by keeping the spectator at a critical distance, they become observers and thus can learn something about their own lives and the world in which they live. The play is set in Madame Irma’s Maison d’illusions (or house of illusions) which to the spectator is clearly a brothel, but not a brothel in the conventional sense. In the brothel, men of everyday walks of life (for example a plumber) act out sexual fantasies with the women that work there. Their sexual fantasies are by no means conventional either, for example the ‘clients’ of the brothel take on the personas of powerful men, namely a bishop, an executioner, a judge and a general. From the exposition of the play, it is unclear that the bishop isn’t actually a bishop as the costume, dialogue and action of the bishop are completely authentic aside from the fact that the powerful characters â€Å"tower over all the other actors as well as the audience† (McMahon 1963: 110). This is visually unrealistic and takes the spectator away from realism right from the onset, yet somehow draws them into this world of illusion. The sexual acts were intended by Genet to contain meaning and not to be realistic. They are merely projections, a series of images of man trapped in a hall of mirrors, not attempting to convey naturalism in the slightest (McMahon 1963: 176) and the characters’ â€Å"performance becomes reflections of reflections† (Innes 2001: 438). As Esslin states in his The Theatre of the Absurd, â€Å"there are no characters in the conventional sense†¦merely the images of basic urges and impulses† (Esslin 2001: 22). Image is of key importance in the play; it is everything â€Å"for the deeper one moves into images the less danger there will be of reality’s coming back to question the veracity of the images† (McMahon 1963: 162). One of the key themes of the play is the escape from reality, and as T. S Eliot wrote â€Å"human kind cannot bear much reality† (1964: 69), one of the fundamental messages Genet is trying to portray in his play. There is a strong sense of the actor merging with the character in The Balcony (Savona 1983: 86), or the character merging with the fantasy characters they attempt to portray in the brothel, or characters they so long to be, even for just an hour or so. This inauthentic relationship between reality and fantasy reflects human nature and life itself – we have all at some point aspired, or even wished that we could be someone else, someone with power or respect. However as McMahon suggests â€Å"there is no aspiration within the motivation of these people to be bishop, judge or general; the limit of their ambitions knows its range, and the cutting off point†¦is the thin line between pretence and reality† (1963: 160). The play takes a turn when the clients of the brothel are forced to take on the characters they are pretending to be for real. It is at this point that the illusion is destroyed and the men of everyday life no longer want the roles they are playing. For them, the roles are now too realistic and there is no escape from them – the relationship between reality and fantasy has become authentic. When the characters are acting out their roles in the real world, they are no longer comforted by their imagination; they are faced with the harsh reality of life, the one thing that they have sought to escape in the first place. This is reinforced by the fact the characters are reluctant to assist the chief of police and be â€Å"dragged from their dream world into the harshness and dangers of reality† (Thody 1970: 186-187). The revolution outside can be seen as a symbol of real life. â€Å"Were it not for the revolution, the various characters could continue to play their games in the enclosed a-historical atmosphere provided for them†¦but the revolution is there, and threatens at any moment to destroy their world of illusion completely† (Thody 1970: 179). During the play, various sounds of gunfire can be heard in the background of the scenes – A threat from the real world outside reminding the characters they have tried to escape life and whilst this may be successful for the hour they are in the brothel, real life is still going out outside. â€Å"Machine gun fire attempts to undermine the magic of illusion created and reflects Brecht’s distancing effect† (Savona 1983: 89). Once again Genet forces the spectator to remember that they are watching a play, but also when we all hide behind the facade of life, or try and escape reality, the real world is still very much at large in the background and we can’t ignore this! â€Å"The theme of illusion reaches its climax at the very end of the action, when Madame Irma comes to the front of the stage to remind the audience that they have, after all, only been watching a play† (Thody 1970: 185). The spectator is suddenly brought back to ‘the real word’ having witnessed actors playing characters, characters playing characters, characters playing people. The audience has taken the journey through Madam Irma’s ‘house of illusions’, and has been presented with a theatrical projection of humanity through many planes of reality. She tells the audience â€Å"you must now go home, where everything – you can be quite sure – will be falser than here†¦You must now go† (Genet 1966: 96). She has highlighted that as humans we have a tendency to hide behind the facade of life, to go along with what we are told and what we see, thus taking life for granted. We then think back to the characters in the play and realise how they are merely projections of ourselves. â€Å"Genet proclaims the illusion of reality and the reality of illusion† (Nelson 1963: 61). For the spectator and the characters â€Å"reality has become indiscernible from illusion† (Nelson 1963: 65) and the audience must ask themselves where does reality end and pretence begins. BIBLIOGRAPHY Eliot, T. S. , Murder in the Cathedral (Fort Washington PA: Harvest Books, 1964) Esslin, Martin, The Theatre of the Absurd, 3rd Edition (London: Metheun, 2001). Genet, Jean, The Balcony (New York: Grove Press, 1966) Innes, Christopher, ‘Theatre After Two World Wars’, in The Oxford Illustrated History of the Theatre, ed. by John Russell Brown (Oxford: Oxford University Press, 2001), pp. 380-444. Macquarrie, John, Existentialism (Baltimore: Pelican Books, 1972) McMahon, Joseph H. , The Imagination of Jean Genet (New Haven: Yale University Press, 1963) Nelson, Banjamin, ‘The Balcony and Parisian Existentialism’, The Tulane Drama Review, 7:3 (1963), 60-79. Oswald, Laura, Jean Genet and the Semiotics of Performance (Bloomington and Indianapolis: Indiana University Press, 1989) Patterson, Michael, The Oxford Dictionary of Plays (Oxford: Oxford University Press, 2005) Reck, Rima Drell, ‘Appearance and Reality in Genet’s Le Balcon’, The New Dramatists, 29:1 (1962), 20-25. Savona, Jeannette L. , Jean Genet (London and Basingstoke: The Macmillan Press, 1983) Styan, J. L. , The English Stage (Cambridge: Cambridge University Press, 1996) Thody, Philip, Jean Genet: A Study of His Novels and Plays (New York: Stein and Day, 1970).

Literature Review Format Essay

This packet details the steps necessary to produce a literature review that may be required for work in various disciplines, including English, history and psychology. This packet is not intended to replace instructor guidelines and should not be used in that manner. The packet’s intended use is as a supplement to classroom instruction on assembling a literature review. Therefore, it contains only general information that must be tailored to fit specific guidelines as required by your discipline and by your instructor. This packet is subdivided into six sections: I. General Information States what a literature review is and what purpose it serves. II. Process Gives step-by-step instructions on how to get started on your literature review. III. Organization Explains the two most common ways of arranging information in a literature review. IV. Format Provides descriptions for two of the most common formats used in a literature review, the item to item comparison and contrast (Format A) and the criteria to criteria comparison and contrast (Format B). V. Checklist Allows appraisal of your completed literature review to assure that it follows all necessary guidelines. VI. Resources Lists helpful resources used to compile this packet so that you may obtain further information. General Information Definition Literature reviews can have two roles: In their first role, they function as a stand-alone paper. At other times they will actually be part of a larger research thesis. In this handout, literature reviews will be referred to in the stand-alone sense. As a stand-alone paper, literature reviews are multi-layered and are more formal and detailed than book reviews. As the author of a literature review, you must become familiar with a large amount of research on a specific topic. You will then develop your own thesis about the topic related to this research. After this, you will classify and critically analyze research on the topic by making a comparison between several different studies and by emphasizing how these studies and their comparison relate to your own thesis. In effect, a literature review is a paper that compiles, outlines and evaluates previously established research and relates it to your own thesis. It provides a context for readers as if they Email at tutor@uhv. edu University West, room 129 (361) 570-4288 were researching the topic on their own. Just from reading your paper, readers should be able to gain insight into the amount and quality of research on the topic. Your thesis and the literature reviewed serve several important functions within the paper: †¢ Your thesis creates a foundation for the literature review because it helps narrow the topic by providing a sense of direction; however, you will have to conduct some initial research and reading before deciding on an appropriate thesis. Your personal thesis may be a statement addressing some of the following situations: â€Å"why your research needs to be carried out, how you came to choose certain methodologies or theories to work with, how your work adds to the research already carried out† (Brightwell, G. and Shaw, J. , 1997-98), or it may present some other logical perspective. †¢ Reviewed literature is organized in a logical manner that best suits the topic of the review and the hypothesis of the literature (see Organization and Format). The selected method of organization and style of format should draw attention to similarities and differences among the reviewed literature; these similarities and differences are based on specific criteria you revealed in the literature review’s introduction. According to Brightwell and Shaw (1997-98), your goal in the body of the review â€Å". . . should be to evaluate and show relationships between the work already done (Is Researcher Y’s theory more convincing than Researcher X’s? Did Researcher X build on the work of Researcher Y?) and between this work and your own [thesis]. † Additional information on these topics can be found in the Organization and Format sections of this packet. Therefore, carefully planned organization is an essential part of any literature review. Purpose Although literature reviews may vary according to discipline, their overall goal is similar. A literature review serves as a compilation of the most significant sources on a subject and relates the findings of each of these sources in a rational manner while supporting the literature review author’s own thesis. A literature review establishes which sources are most relevant to its author’s point and which sources are most credible to the discipline at hand. In a literature review, the results of previous research are summarized, organized and evaluated. Discipline-Specificity A literature review’s organization, format, level of detail and citation style may vary according to discipline because different disciplines have different audiences. Examples here pertain to the natural sciences, social sciences and humanities. †¢ Natural and social sciences The author of a literature review in the natural or social sciences must pay close attention to measurements, study populations and technical aspects of experimental findings. Typically, a portion of the natural or social sciences literature review is set aside for reviewing sources on the primary topic. Then, a comparative analysis or discussion section is used to analyze the similarities and differences among the sources, tying them in with the literature review author’s original thesis. †¢ Humanities The author of a literature review in the humanities usually does not set aside a special section for reviewing the sources; instead, citations may be found randomly throughout the paper. The literature being reviewed is arranged according to paragraphs based on the author’s points, which in turn, support the author’s thesis. The paper itself may not be called a literature review at all. It is more likely to be called a critical analysis. Remember that the best bet for determining what type of literature review is appropriate for your course is checking with the instructor prior to beginning research. Email at tutor@uhv.edu University West, room 129 (361) 570-4288 REVIEW 1. What is the purpose of a literature review? What is the connection between the author’s thesis and the literature being reviewed? 2. What discipline will your literature review be classified in? Process 1. Find several articles that deal with your research topic. Sometimes it is helpful to review the bibliography of one of the first scholarly sources that you encounter and compare it to the bibliographies of other sources on the topic. If the same source is listed within several of these bibliographies, it is probably a fundamental, credible source that will aid you in your review. 2. Before you begin reviewing literature, realize that you are looking to accomplish two things: A. Defining your research problem/thesis (examples: finding a flaw in research, continuing previous research, etc . . . ) B. Reading and evaluating significant works that are relevant to your research problem. You will be conducting Steps A and B simultaneously because the two form a circular pattern. As you read related sources (Step B), you define your problem, and as you define your problem (Step A) you will more easily be able to decide what material is relevant enough to be worthy of reading (Step B). 3. Once you begin reviewing, make an entry with complete bibliographical information and comments for each work that you are going to include in the review. 4. Compare the articles by evaluating the similarities and differences among them. This will be the initial stage in the formulation of your thesis. 5. Form a thesis that is clearly written and can be logically supported by the literature you will include in your review. 6. View the articles briefly again and jot down any notes that seem to relate to your thesis. 7. Decide which organizational pattern and format are best for the topic of your review. 8. Construct an appropriate outline for the literature review. 9. Write an introduction that introduces the topic, reveals your thesis statement, and arranges key issues. 10. Organize and write the body of your paper according to the appropriate format: topical or chronological. 11. Write a conclusion that reconciles similarities and differences on the topic and reemphasizes the criteria used to arrive at this conclusion. 12. Complete the final draft of the literature review. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 13. Check over the final draft for grammar and punctuation errors. 14. Use the checklist provided here to make sure that all parts of the literature review are addressed and focused. Establishing a Critical Response for a Literature Review You may find this section helpful at Steps 3, 4 and 5 of the process. When reviewing your sources, explore the following areas to help develop your critical response: What is the purpose of the research or work? What research or literary methods are used? How do the major concepts operate? In a research study, how accurate are the measurements? In a literary work, is the author’s position objective or biased? What are the different interpretations of the results of the study or of the literary work itself? REVIEW 1. What do you consider to be the most crucial step(s) in the process of your literature review? Why? Justify your response(s). Organization A literature review can be arranged either topically or chronologically. Topical organization occurs in reviews where previous research being evaluated is divided into segments with each one representing a part of some larger issue. In a topical review, the author begins by describing the characteristics of research shared by several studies and then moves on to analyze their similarities and differences. For more information, see the example below. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review about the effect of seating arrangements on peer tutoring communication, you would first introduce the topic and what your literature review will attempt to assess: †¦Writing centers can set the table for collaborative tutoring sessions through a careful consideration of spatial arrangement . . . Then state what angle is going to be explored: †¦These studies will be used to support the author’s claims that spatial arrangement is instrumental in encouraging collaborative environments in the writing center†¦ Then, arrange key issues that will be addressed in this review by answering questions that you have personally developed and are tailored to fit your topic. In the introduction, give the audience a clear picture of how you will organize your paper: Email at tutor@uhv. edu University West, room 129. (361) 570-4288 In the following, I1 first review some relevant research concerning spatial arrangement and then discuss some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. Finally, I include some other considerations. In the body of this literature review, you would organize the information topically around each point (or question) that you asked yourself: -Research Review -Recommended Spatial Arrangement -Alternative Spatial Arrangement -Other Considerations. Then, write a conclusion that explains the significance of your findings: †¦While the seating arrangements outlined above are generally a good ‘setting’ for peer tutoring sessions, we should remember that each tutoring session is unique. Not all students will be comfortable with a side-by-side spatial arrangement at a round table. Tutors should be perceptive of and receptive to students who may have other spatial needs†¦ Chronological organization occurs when a review is organized in time order and is most often used when a historical context is needed for discussing a topic from its beginning to its current state; chronological organization is  especially helpful when discussing inactive periods and shifts in perspective on a given topic. Example The organization of a literature review begins in the introduction. For example, in the introduction of a literature review entitled Development of Social Science Research on Attitudes Towards Gender in America, you would first introduce the topic and what your review hopes to assess: †¦This literature review will assess the development of research designed to uncover gender attitudes in America during the latter part of the 20th Century†¦ Then state what angle is going to be explored: .. As research progressed throughout the 20th century, the methods that social scientists use for measuring these attitudes developed and changed as well†¦ Then, chronologically arrange issues that will be addressed in this review: Gender stereotypes still exist today, and varying attitudes can be traced over the past fifty years. Survey instruments used to gather data on these varying attitudes have also changed drastically over the course of time. In the body of this literature review, you would organize the information chronologically, adressing each point (or question) that is being asked for a particular time period: -Stereotypes and Survey Instruments of the 1950’s -Stereotypes and Survey Instruments of the 1960’s -Stereotypes and Survey Instruments of the 1970’s -Stereotypes and Survey Instruments of the 1980’s -Stereotypes and Survey Instruments of the 1990’s -Current Advancements Always clear the use of I with your instructor. An alternative to this would be the use of third person wording, such as â€Å"This paper reviews some relevant research concerning spatial arrangement and then discusses some recommended and alternate seating arrangements to encourage a collaborative environment in the writing center. † 1 Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Then, write a conclusion that explains the significance of your findings: Although the survey instruments used in the 1950’s and 1960’s developed an obvious bias when surveying Americans regarding gender attitudes, the 1970’s brought about great change. Today social scientists are more careful than ever about testing the quality of a survey instrument before using it on the general public. Format There are also two suggested formats for composing your literature review. Format A is used when comparing several studies that have similar hypothesis but different findings. Each piece of research is summarized individually. Format A is good for reviews with a small number of entries; however, this format may confuse the audience when used with a large number of reviews because descriptions of so many studies may get in the way of the analysis. Keep in mind that each piece of research usually will not receive equal attention in the review. Format A Outline I. Introduction consists of four parts that are usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Literature reviewed section is divided up according to study. a. First study is summarized and discussed. b. Second study is summarized and discussed. c. Third study is summarized and discussed. III. Comparative analysis acknowledges the similarities and differences between studies. a. Similarities (if any) among the studies are evaluated and discussed. b. Differences (if any) among the studies are evaluated and discussed. IV. Conclusion/Summary effectively wraps up the review. a. Summarize points of comparison or contrast among the works based on Section III of your review. b. Provide insight of relationship between the topic of the review and a larger area of study such as a specific discipline or profession Format B. organizes the literature review according to similarities and differences among research rather than by literature studied. In a review organized according to Format B, little background information on the literature being reviewed is given outright. Instead, it is worked into the body paragraphs of the sections on similarities and differences. The conclusion then uses these two sections (similarities and differences) to tie in points of comparison and contrast between the works. Format B better suits papers that are topically organized. Format B is outlined below. Email at tutor@uhv. edu University West, room 129 (361) 570-4288 Format B Outline I. Introduction consists of four parts usually discussed in one paragraph. a. Identify the general topic being discussed. b. Mention trends published about the topic. c. State thesis establishing the reason for writing the literature review. d. Explain criteria by giving a description of each of the criteria used in evaluating the literature review and rationalizing its organization II. Similiarities within the research are discussed. a. First similarity among research is discussed. b. Second similarity among research is discussed. c. Third similiarity among research is discussed. III. Differences in the research are discussed. a. First difference between research is discussed b. Second difference between research is discussed c. Third difference between research is discussed IV. Conclusion/Summary a. Summarize points of comparison or contrast between the works. b. Provide insight into relationship between the topic of the literature and a larger area of study such as a specific discipline or profession. The most important thing to remember when organizing a literature review is that it is not a list summarizing one work after another. The review should be organized into sections according to theme that are set apart by subject-related headings. REVIEW 1. Which format have you chosen for your literature review? Why? A Literature Review Checklist: Did I . . . . . . ? ? Establish a valid thesis based on the examined research ? State this thesis clearly in my introduction ? Define unfamiliar terms ? Incorporate background information to define the problem ? Begin each entry in the review with a complete bibliographical reference ? List and describe the hypothesis/thesis in each work reviewed Email at tutor@uhv. edu University West, room 129 (361) 570-4288 ? Describe the outcome of the work or the research ? Develop and incorporate my own comments, including response to the research, similarities and differences among literature reviewed, and reservations regarding author’s methods or conclusions ? Avoid overquoting ? Check for grammar and punctuation errors ? Correctly cite all references in uniform documentation style Resources Brightwell, G. and Shaw, J. (1997-98). Writing up research. Retrieved August 20, 2002 from Languages and Educational Development at the Asian Institute of Technology’s Web page at http://www. languages. ait. ac. th/EL21OPEN. HTM Central Queensland University Library. (2000). The literature review. Retrieved July 22, 2003 from http://www. library. cqu. edu. au/litreviewpages/ Cuba, L. (2002). A short guide to writing about social science. New York: Addison-Wesley Publishers. Leibensperger, S. (2003). Setting the table: Encouraging collaborative environments with spatial arrangement in the writing center. Unpublished literature review. Northern Arizona University. (1999). Electronic textbook – A blast from the past: Your literature review. Retrieved May 30, 2002 from http://jan. ucc. nau. edu/~mid/edr720/class/literature/blast/reading21-1. html Taylor, D. , & Procter, M. (2001). The literature review: A few tips on conducting it. Retrieved June 17, 2002 from http://www. utoronto. ca/writing/litrev. html Trinder, L. (2002). Appendix. The literature review. Retrieved August 27, 2003 http://www. uea. ac. uk/~w071/teaching/ppf/Appendix%20Lit%20Review. pdf The University of Wisconsin-Madison Writing Center. (2001). Academic writing: Reviews of literature. Retrieved May 30, 2002 from http://www. wisc. edu/writing/Handbook/ReviewofLiterature. html *In traditional APA style, this section would be entitled â€Å"References† and would be listed on a separate page double-spaced. Due to space constraints in this packet, it has been formatted differently. Copyright 2003 by the Academic Center and the University of Houston-Victoria. Created 2003 by Candice Chovanec-Melzow. Email at tutor@uhv. edu University West, room 129 (361) 570-4288.

USS Pueblo Incident During the Cold War

The USS Pueblo Incident was diplomatic crisis that took place in 1968. Operating in international waters off the coast of North Korea, USS Pueblo was a signals intelligence ship conducting a mission when it was attacked by North Korean patrol boats on January 23, 1968. Forced to surrender, Pueblo was taken to North Korea and its crew imprisoned. Diplomatic talks ensued over the next eleven months to secure the release of the crew. While this was accomplished, the vessel remains in North Korea to this day. Background Constructed by the Kewaunee Shipbuilding and Engineering Company of Wisconsin during World War II, FP-344 was commissioned April 7, 1945. Serving as a freight and supply vessel for the US Army, it was crewed by the US Coast Guard. In 1966, the vessel was transferred to the US Navy and re-named USS Pueblo in reference to the city in Colorado. Redesignated AKL-44, Pueblo initially served a light cargo vessel. Shortly thereafter, it was withdrawn from service and converted to a signals intelligence ship. Given the hull number AGER-2 (Auxiliary General Environmental Research), Pueblo was intended to operate as part of a joint US Navy-National Security Agency program. US Army Cargo Vessel FP-344 fitting out at the Kewaunee Shipbuilding Engineering Corp. shipyard, Kewaunee, Wisconsin (USA), circa July 1944. US Naval History and Heritage Command Mission Ordered to Japan, Pueblo arrived at Yokosuka under the command of Commander Lloyd M. Bucher. On January 5, 1968, Bucher shifted his vessel south to Sasebo. With the Vietnam War raging to the south, he received orders to pass through the Tsushima Strait and conduct a signals intelligence mission off the coast of North Korea. While in the Sea of Japan, Pueblo was also to assess Soviet naval activity. Putting to sea on January 11, Pueblo passed through the straits and endeavored to avoid detection. This included maintaining radio silence. Though North Korea claimed a fifty-mile limit for its territorial waters, this was not recognized internationally and Pueblo was directed to operate outside the standard twelve-mile limit. Initial Encounters As an added element of safety, Bucher directed his subordinates to maintain Pueblo thirteen miles off the coast. On the evening of January 20, while stationed off Mayang-do, Pueblo was sighted by a North Korean SO-1-class sub chaser. Passing in the twilight at range of around 4,000 yards, the vessel showed no outward interest in the American ship. Departing the area, Bucher sailed south toward Wonsan. Arriving on the morning of January 22, Pueblo commenced operations. Around noon, two North Korean trawlers approached Pueblo. Identified as Rice Paddy 1 and Rice Paddy 2, they were similar in design to Soviet Lentra-class intelligence trawlers. While no signals were exchanged, Bucher understood that his vessel was being observed and ordered a message sent to Rear Admiral Frank Johnson, Commander Naval Forces Japan, stating that his vessel had been discovered. Due to transmission and atmospheric conditions, this was not sent until the next day. Throughout the trawlers visual inspection, Pueblo flew the international flag for hydrographic operations. Around 4:00 PM, the trawlers left the area. That night, Pueblos radar showed eighteen vessels operating in its vicinity. Despite a flare launched around 1:45 AM, none of the North Korean ships attempted to close on Pueblo. As a result, Bucher signaled Johnson that he no longer considered his ship under surveillance and would resume radio silence. As the morning of January 23 progressed, Bucher became annoyed that Pueblo had drifted approximately twenty-five miles off the coast during the night and directed that ship resume its station at thirteen miles. Confrontation Reaching the desired position, Pueblo resumed operations. Just before noon, a SO-1-class sub chaser was spotted closing at high speed. Bucher ordered the hydrographic flag hoisted and directed his oceanographers to commence work on deck. The ships position in international waters was also verified by radar. Nearing to 1,000 yards, the sub chaser demanded to know Pueblos nationality. Responding, Bucher directed the American flag to be hoisted. Clearly unfooled by the oceanographic work, the sub chaser circled Pueblo and signaled heave to or I will open fire. At this time, three P4 torpedo boats were spotted approaching the confrontation. As the situation developed, the ships were overflown by two North Korean MiG-21 Fishbed fighters. Confirming its position as being located nearly sixteen miles from the coast, Pueblo responded to the sub chasers challenge with I am in International Waters. The torpedo boats soon took up stations around Pueblo. Not wanting to escalate the situation, Bucher did not order general quarters and instead attempted to depart the area. He also signaled Japan to apprise his superiors of the situation. Seeing one of the P4s approaching with a contingent of armed men, Bucher accelerated and maneuvered to prevent them from boarding. Around this time, a fourth P4 arrived on the scene. Though Bucher desired to steer for open sea, the North Korean vessels attempted to force him south towards land. Commander Lloyd M. Bucher of USS Pueblo (AGER-2) receives the Purple Heart medal for injuries he received while he was a prisoner of the North Koreans, in ceremonies held in 1969, shortly after he and his crew were released. US Naval History and Heritage Command Attack Capture As the P4s circled close to the ship, the sub chaser began closing at high speed. Recognizing an incoming attack, Bucher steered to present as small a target as possible. As the sub chaser opened fire with its 57 mm gun, the P4s began spraying Pueblo with machine gun fire. Aiming for the ships superstructure, the North Koreans attempted to disable Pueblo rather than sink it. Ordering modified general quarters (no crew on deck), Bucher initiated the process for destroying the classified material aboard. The signals intelligence crew soon found that the incinerator and shredders were insufficient for material at hand. As a result, some material was thrown overboard, while equipment was destroyed with sledgehammers and axes. Having moved into the protection of the pilot house, Bucher was inaccurately informed that the destruction was proceeding well. In constant contact with the Naval Support Group in Japan, Pueblo informed it of the situation. Though the carrier USS Enterprise (CV-65) was operating approximately 500 miles to the south, its patrolling F-4 Phantom IIs were not equipped for air-to-ground operations. As a result, it would be over ninety minutes until aircraft could arrive. Though Pueblo was equipped with several .50 cal. machine guns, they were in exposed positions and the crew was largely untrained in their use. Closing, the sub chaser began pummeling Pueblo at close range. With little choice, Bucher halted his vessel. Seeing this, the sub chaser signaled Follow me, I have a pilot aboard. Complying, Pueblo turned and began following while destruction of the classified material continued. Going below and seeing the amount still to be destroyed, Bucher ordered all stop to buy some time. Seeing Pueblo drift to a stop, the sub chaser turned and opened fire. Hitting the ship twice, one round mortally wounded Fireman Duane Hodges. In response, Bucher resumed following at one-third speed. Nearing the twelve-mile limit, the North Koreans closed and boarded Pueblo. Quickly gathering the ships crew, they placed them on deck blindfolded. Taking control of the ship, they steered for Wonsan and arrived around 7:00 PM. The loss of Pueblo was first capture of US Navy vessel on the high seas since the War of 1812 and saw the North Koreans seize a large amount of classified material. Removed from Pueblo, the ships crew was transported by bus and train to Pyongyang. Response Moved between prisoner camps, the crew of Pueblo were starved and tortured by their captors. In an effort to force Bucher to confess to spying, the North Koreans subjected him to a mock firing squad. Only when threatened with the execution of his men did Bucher consent to write and sign a confession. Other Pueblo officers were compelled to make similar statements under the same threat. In Washington, leaders varied in their calls for action. While some argued for an immediate military response, others took a more moderate line and called for talks with the North Koreans. Further complicating the situation was the beginning of the Battle of Khe Sanh in Vietnam as well as the Tet Offensive at the end of the month. Concerned that military action would put the crew at risk, President Lyndon B. Johnson began a diplomatic campaign to free the men. Crewmen of USS Pueblo (AGER-2) leave a US Army bus at the United Nations Advance Camp, following their release by the North Korean government at the Korean Demilitarized Zone on December 23, 1968. US Naval History and Heritage Command In addition to taking the case to the United Nations, the Johnson Administration opened direct talks with North Korea in early February. Meeting in Panmunjom, the North Koreans presented Pueblos logs as proof it had repeatedly violated their territory. Clearly falsified, these showed one position as being thirty-two miles inland and another indicating that the ship had traveled at a speed of 2,500 knots. In an effort to secure the release of Bucher and his crew, the United States ultimately agreed to apologize for violating North Korean territory, admit that the ship was spying, and assure the North Koreans it would not spy in the future. On December 23, Pueblos crew was freed and crossed the Bridge of No Return into South Korea. Immediately following their safe return, the United States fully retracted its statement of apology, admission, and assurance. Though still in possession of the North Koreans, Pueblo remains a commissioned warship of the US Navy. Held at Wonsan until 1999, it was ultimately moved to Pyongyang.

Abstract . In This Rhetorical Analysis, The Value Of...

Abstract In this rhetorical analysis, the value of uniqueness and the use of flavors are expressed in an ad by Dr. Pepper, a well-known and popular company. These values are found within the appeals of logos, pathos, and ethos.It also states the history of how this soft drink was created, the creator, and the year it was created. Logos is expressed when the brand states that it contains 23 flavors and also includes an image of a bottle with the number 23 as well with other phrases. Pathos is used in the ad when the company states that no other drink has these flavors, which means the drink is unique, targeting the audience and persuading them to be special and different. Lastly, ethos is used by us knowing the history behind the 23†¦show more content†¦Next was pathos, which appeals to the emotions or what people are feeling. It connects with the audience by showing or interpreting something the audience relates to or shows interest in. Lastly, ethos is to what extent the audience tr usts an author by relying on their word and reputation. The author’s credentials support what they are trying to convey or the message they are trying to send to the audience about an ad or announcement. Historical Context Created, manufactured, and sold as a unique flavor, Dr. Pepper is the oldest in soft drinks in American history. Charles Alderton, the creator of Dr. Pepper, invented his own beverage flavor in the small city of Waco, Texas in the year of 1885. His greatest invention came from the idea of the smell of the different kind of fruit syrups, and the smell of the drug store he worked in. After giving a sample test of his new drink to the owner of the drug store, and him liking the taste of it, Alderton gave his invention a greater opportunity to expand by offering it at the soda fountain. According to Dr. Pepper Museum (2016) His creation of this soft drink was exceptional, like no other drink, making other soda fountain operators ask for it too. It came to the point where there was high demand of the product that Alderton and Morrison could not produce enough for others to purchase. The product was so good that it started to be recognized. Alderton had no interest in making his own invention a product in the market, so heShow MoreRelatedCultural Value Of Food As Representing Advertisements For Dr. Pepper1435 Words   |  6 PagesCultural Value of Food as Represented in Advertisements for Dr. Pepper Yulisa Garcia, Vanessa Rodriguez, Erika Garcia Texas AM International University Abstract In this rhetorical analysis, the value of uniqueness and the use of flavors are expressed in an ad by Dr. Pepper, a well-known and popular company. 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The Confidential Secrets of 5th Grade Argumentative Essay Samples Discovered

The Confidential Secrets of 5th Grade Argumentative Essay Samples Discovered Choosing 5th Grade Argumentative Essay Samples Is Simple These varieties of essays need thorough research as you'll want to defend your stand. Click the one that you like to see the most. When looking where to purchase argumentative essays, you have probably already run into number of different sites that provide similar services and even checked their sample essays. You've sought out a service from where you are able to buy argumentative essay samples and now you need to acquire the absolute most out of it that you're able to. The Honest to Goodness Truth on 5th Grade Argumentative Essay Samples Be aware that excerpt is a fancy word for a brief piece taken from a lengthier work. This way our authors will have the ability to plunge in the context of discussion you're in and deliver original and subject-oriented piece. It's fine to jot down simple suggestions and sentence fragments. 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Robert Frost was born on March 26, 1874. He was bo Essay Example For Students

Robert Frost was born on March 26, 1874. He was bo Essay rn in San Francisco,California. While living in California Frost paid little attention toschool work. Still he was a proud Californian. This all changed whenFrost and his family moved to New England. He changed his attitude towardschool 180 degrees. He enrolled seriously in Lawrence High School, here hegraduated valedictorian and was class poet. Frost then went to DartmouthCollege. He never graduated. He then became engaged to Elinor White, afriend from high school. Frost worked in mills, as a newspaper reporter,and as a teacher. While he was jumping from job to job, he was stillpursuing poetry. In 1894, Frosts first poem sold was pursuing poetry. Itwas titled, My Butterfly. He was so thrilled that he had two privatecopies printed, one for him, and one for White. White did not respond theway that Frost had expected and he thought that he had lost her. He almostcommitted suicide after this but did not. Frost tried many more endeavorsbefore deciding to move to England where he could co ncentrate more on hispoetry. He spent a few years there and had some poems published. When hereturned to America, he was met with praise that he was unaccustomed. Hiseyes were very captivating to everyone and they helped him in his seminars. All of this was good until his family died. His son and daughter died afew years apart while they were living on a farm and then his son committedsuicide in the later years when he was at Harvard. His wife died shortlyafter this. Frost completed the circle on January 29, 1963. This poem can have different meanings depending on the way you choseto look at it. If you look at in a literal sense it is a very simple poem. There is a Y in a path in the forest. He cannot travel both and thereforehe must choose one. He chooses the one that has less wear because he feelsthat it will have more to offer. He never looked back and never regrettedit. If you look at a broader meaning it can relate to decisions you haveto make inlife. There will always be choice like this and you must makethe decision and never look back. Frost uses few devices to convey meaning except for the standards andhe uses extreme simplicity. Frost puts into the mind many images. All ofthem help to calm the mind. He also keeps most lines short and simple. Another rhetorical device in my opinion is the way he uses soft words. Henever says harsh things that put bad images into your mind. I chose this poem because I like the beautiful simplicity of it. Ialso like how Frost describes such a simple task as choosing a path in thewoods. Also Frost is very eloquent with the words he uses. This allequals a poem that I enjoy reading repeatedly. Dan Skorski Mrs. GoldmanHonors English 4Period 1

Monsanto Corporate Social Responsibility free essay sample

Monsanto Sustainable Responsible Business: A study of the performances of Monsanto In todayaâ‚ ¬Ã¢â€ž ¢s modern business world, commerce implements operation, drive and manner notions with endorsement and adoption of corporate social responsibility as a matter of course (David Henderson 2004). The stakeholder groups, for instance, governments, communities, suppliers, employees, customers and stockholders persistently claim administrators to dedicate capitals to corporate social responsibility (McWilliams and Siegel 2001, 117). Despite the fact, strategic corporate social responsibility is far more selective on being a standing corporation rate citizen and also addressing the social issues that the corporate creates (Micheal E. Porter and Mark R. Kramer 2006). Monsanto, along with its subsidiaries, is a company runs business in two sections which are Seeds and Genomics, and Agricultural Productivity to offer famers agricultural products in United States and internationally (Monsanto Co. 2011). Undoubtedly, corporate social responsibility is a must for such corporate organization. This paper targets to examine the social performances of the company in particular of its genetic engineering. We will write a custom essay sample on Monsanto: Corporate Social Responsibility or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page It also seeks to give an idea about the balanced argument into advantage and disadvantages which the genetically modified foods has on the new era stakeholders. Failings of Monsantoaâ‚ ¬Ã¢â€ž ¢s Genetic Engineering Genetic engineering is an artificial breeding technique by modifying the genetic codes of organisms (Patrick Dixon 2011). Part of the society is proud of this advanced technology; however, as regards to its negative impacts, it gives rise to numerous scandals. Farid E. Ahmed (2002, 215) also alleged that, consumer distrust occasioning from former foods and environmental anxieties, apparent monitoring omission and uncertainty in government administrations, all influences which driven arguments about the environmental and public health safety issues, e. g. latent gene flow to other organisms, the devastation of farming multiplicity, allergenicity, antibiotic conflict and gastrointestinal harms, these few ins and outs have caused the genetic engineered foods yet to be fully accepted by all Gods creatures. Monsanto is one of the companies who use such highly developed system in their products. It supplies most of the genetic engineered seeds on this earth (Roundup Ready Crops 2011). The major weakness of this procedure on foods is the damaging effects that it brings to human body (Genetically Modified Food Pros and Cons 2011). The American Academy of Environmental Medicine has gone through analyses about genetically modified foods and the results show that it causes infertility, immune problems, accelerated aging, and changes in the cellular structure of main organs (Kaitlyn Moore 2001). More to the point, the antibiotic resistant genes integrated in genetically altered foods is the greatly suspected reason behind the new virus which causes the animal concerned in the studies ended up malformed, sterile, and deceased (Kaitlyn Moore 2001). Donald L. BarlettA  andA  James B. Steele (2008) spelled out that the food chain in United States is already conquered by Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineered seeds. In such circumstance, Monsanto has put the health of United States society in a danger position. Authentically, not only the Americans are standing on the hazard spot, but all the people around the world who suffer from it. What is more, Monsanto and its subsidiaries, AsgrowA ®A  andA  DeKalbA ® own 400 extra separate plant technology patents at present in accordance with U. S. Department of Agricultureaâ‚ ¬Ã¢â€ž ¢s Economic Research Service (E. Freeman 2008). As mentioned earlier, the food chain in America has been dominated by Monsanto Company with its genetic modified seeds. Chirstopher Leonard (2009) also held that 80 percent of all corn and 98 percent of all soybeans grown in United States are being placing in Monsantoaâ‚ ¬Ã¢â€ž ¢s patented genes. Moreover, with the said by James Beuerlein, a soy bean specialist at Ohio State University, compare to the organic soybean seeds which cost 30 to 35 dollars an acre, Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineered seeds can cost as much as 75 dollars (Andrew Pollack 2009). Without a doubt, with this monopoly competition, Monsanto can increase charge devoid of dread and this will make possible the familiesaâ‚ ¬Ã¢â€ž ¢ diet expense goes high (Monsanto 2011). The seed monopoly not only carries out awful upshot to people but also the farmers. Monsanto is treating the farmers in United States with the use of legal actions cruelly (Monsanto 2011). One of the case was the Nelson Farm endured litigate by Monsanto as planted the genetic engineered seeds from last season which violated the companyaâ‚ ¬Ã¢â€ž ¢s patent (Robert Schubert 2001). Next to that, the wind will hold Monsantoaâ‚ ¬Ã¢â€ž ¢s patented seeds to the neighbouring farms. Those farms that do not use Monsantoaâ‚ ¬Ã¢â€ž ¢s seeds but have been discovered to have genetically altered crops will be undergoing a lawsuit with Monsanto (Monsanto 2011). Of course without the companyaâ‚ ¬Ã¢â€ž ¢s copyright, the farmers will not have to be vexed on the high cost of farming. Fortes of Monsantoaâ‚ ¬Ã¢â€ž ¢s Genetic Engineering The genetic engineering has brought humiliations to the corporation and terrible affects to the stakeholders; on the other hand, there are actually some benefits the sophisticated technology conveyed to the stakeholders by the company. The core advantage can be the speed of crops production. Along with some investigators, with genetic engineering technology, the necessary growth time of new commercial varieties of agricultural yields has been tremendously lessen the natural 10 to 15 years breeding cycles to only 2 to 3 years (Paoletti and Pimentel 2009, 665). Additionally, the Chief Executive Officer of Monsanto, Hugh Grant, believes that the worldaâ‚ ¬Ã¢â€ž ¢s population will be dramatically increased as time goes on (M. Sutherland 2010). He also stated that Monsanto has been working hardly to yield more harvests by using lesser resources (M. Sutherland 2010). Furthermore, the expansion on arable land, water, energy, and biological resources to afford a sufficient delivery of foods for human can be hardly to keep pace of the population growth over a long term (Pimentel et al. 1996). Indeed, genetically altered foods will reduce the timeliness of food production. African America Environmentalist Association also thinks that the threats brought by genetic engineered foods are much better than starvation to most of the people (Genetically Modified Food 2011). Certainly, Monsanto helps the people to fight world hunger. As pointed out in advance that farmers have been stranded by Monsantoaâ‚ ¬Ã¢â€ž ¢s genetic engineering; nevertheless, the farmers gain positive impacts too. The farmersaâ‚ ¬Ã¢â€ž ¢ harvest production enhanced by the contemporary technology is one of the good illustrations. Alternatively, Monsanto has implemented a project called SHARE on February 20, 2009 with the partnership with a special interest group, Indian Society of Agribusiness Professionals (ISAP), to assist in the life enhancement of farmers in India (Project SHARE to Help Improve Farmersaâ‚ ¬Ã¢â€ž ¢ Lives in India 2009). aâ‚ ¬? Our partnership with Monsanto on Project SHARE will develop a sustainable model that provides small and marginal farmers access to technology, better inputs, agronomic practices, and market linkages to improve farm productivity, thereby making farming a viable proposition,aâ‚ ¬? said by Chief Executive Officer of ISAP, Rajeev Dar (Project SHARE to Help Improve Farmersaâ‚ ¬Ã¢â€ž ¢ Lives in India 2009). It is a good prospect for Monsanto to develop its genetic engineering while giving support to the farmers. Last but not least, Divyahans Gupta said that genetically altered foods can resolve food shortage issue and also diminish the malnutrition in nations ( Divyahans Gupta 2011). The people in third world countries are regularly depend on only rice as their diet (Deborah B. Whitman 2000). This has leaded them to health problems caused by nutrient deficiencies because rice does not contain ample amounts of essential nutrients (Deborah B. Whitman 2000). With genetic engineering, malnourishment can be alleviated by combining the genes of plants (Gregory Hamel 2011). To help stopping the malnutrition crisis, Monsanto has acted in bona fide by giving away the patents of genetically modified rice grain (GM Rice Patents Given Away 2000). Besides that, the company is also providing rice genome sequence database to researchers around the world and royalty-free licenses of its technologies that can lend a hand for advance improvement of aâ‚ ¬? golden rice and other pro-vitamin A-enhanced rice varieties (GM Rice Patents Given Away 2000). For this reason, the communities in third world countries and many others will get benefits from the courtesy of Monsanto beyond doubt. Conclusion Altogether, Monsanto Company uses genetic engineering on foods has raised bad impacts and also implications on the human bodyaâ‚ ¬Ã¢â€ž ¢s health, societyaâ‚ ¬Ã¢â€ž ¢s dinner expense and farmersaâ‚ ¬Ã¢â€ž ¢ agribusiness. It is believable that these are not the only bad effects but many others more which affect the stakeholders. To response the social desires, Monsanto has coped its stakeholder management by giving consciousness to society that genetically engineering helps to resolve food scarcity, applying Project SHARE to benefit farmers, and open-handing on the patents of genetically altered rice. To these, it can help the company to recover the integrity value. It may be said that societyaâ‚ ¬Ã¢â€ž ¢s expectations depend on Monsantoaâ‚ ¬Ã¢â€ž ¢s social performance will keep increasing due to the affluence, education and awareness of communities. There is always a social problem as humanaâ‚ ¬Ã¢â€ž ¢s entitlement mentality is high. So, corporation will have to keep in mind of victimization philosophy by doing right movements to fulfill social needs in order to get business lives long and gain competitive advantages. Hence, Monsanto is bound by a social contract as you would expect. Reference List Ahmed, Farid E. 2002. aâ‚ ¬? Detection of Genetically Modified Organisms in Foods. aâ‚ ¬? Journal of TRENDS in Biotechnology 20 (5): 215-223. http://eprints. icrisat. ac. in/109/1/TrendsInBiot__20_5_215-223__2002. pdf Barlett, Donald L. ,A  andA  James B. Steele. 2008. Vanity Fair: CondA © Nast Digital. Monsantoaâ‚ ¬Ã¢â€ž ¢s Harvest of Fear. Accessed August 13, http://www. vanityfair. com/politics/features/2008/05/monsanto200805 Delano, Maggie. 2009. MIT: Massachusetts Institute of Technology. Roundup Ready Crops: Cash crop or third world savior?. Accessed August 13, http://web. mit. edu/demoscience/Monsanto/players. html Dixon, Patrick. 2011. Global Change: Global Change Ltd. Genetic Engineering: What Is Genetic Engineering?. Accessed August 13, http://www. globalchange. com/geneticengin. htm Freeman, E. 2008. Monsanto: Monsanto Company. Why Does Monsanto Patent Seeds? Part 1. Accessed August 13, http://www. monsanto. om/newsviews/Pages/Why-Does-Monsanto-Patent-Seeds. aspx Genetically Modified Food. 2011. African America Environmentalist Association. http://www. aaenvironment. com/GM. htm Genetically Modified Foods Pros and Cons. 2011. Iloveindia. http://lifestyle. iloveindia. com/lounge/genetically-modified-foods-pros-and-cons-6346. html GM Rice Patents Given Away. 2000. BBC: T he BBC. http://news. bbc. co. uk/2/hi/science/nature/865946. stm Gupta, Divyahans. 2011. Triple Helix Online: Zain Pasha. Accessed August 14, http://triplehelixblog. com/2011/01/food-frenzy-growing-concerns-over-genetically-modified-foods/ Hamel, Gregory. 011. eHow: Demand Media, Inc. Advantages Benefits of a GMO. Accessed August 14, http://www. ehow. com/list_6019041_advantages-benefits-gmo. html Henderson, David. 2004. Competitive Enterprise Institute. The Role of Business in the Modern World: Progress, Pressures and Prospects for the Market Economy. Accessed August 13, http://cei. org/studies-books/role-business-modern-world-progress-pressures-and-prospects-market-economy A  Leonard, Christopher. 2009. News Observer: The News Observer Publishing Company. Monsanto Dominates Seed Market. Accessed August 13, http://www. newsobserver. om/2009/12/14/239947/monsanto-dominates-seed-harket. html McWilliams, Abagail and Donald Siegel. 2001. aâ‚ ¬? Corporate Social Responsibility: A Theory of the Firm Perspective. aâ‚ ¬? Journal of Academy of Management Review 26 (1): 117-127. http://www. jstor. org/pss/259398 Monsanto Co. (MON): Business Summary. 2011. Yahoo! Finance: Yahoo! News Network. http://finance. yahoo. com/q/pr? s=mon Monsanto: The Seed Monopoly That Caused Genetically Modified Food To Start Showing Up On Nearly Every Dinner Table In The United States Suri. 2011. WordPressA   theA  Atahualpa. Accessed August 14, http://disasterandemergencysurvival. om/archives/monsanto-the-seed-monopoly-that-caused-genetically-modified-food-to-start-showing-up-on-nearly-every-dinner-table-in-the-united-states Moore, Kaitlyn. 2001. Natural New: Natural News Network. GM Soy Destroying Children. Accessed August 13, http://www. naturalnews. com/032370_GM_soy_children. html Paoletti, Maurizio G. , and David Pimentel. 2009. aâ‚ ¬? Genetic Engineering in Agriculture and the Enviroment. aâ‚ ¬? Journal of BioScience 46 (9): 665-673. http://www. bio. unipd. it/agr oecology/download/pdf/papers/1996/Gen%20Eng%20BIOSCIENCE. pdf Pimentel, David, Xuewen Huang, Ana Cordova, and Marcia Pimentel.