Mass in B minor

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Precisely what Bach had in mind while composing the B Minor Mass remains one of the intriguing mysteries of music. Bach, born into a Lutheran family, remained a Lutheran throughout his life 1, could not have written a mass meant for the Catholic Church alone. Yet he wrote a Mass Ordinary in Latin, complete with all its sections, which is unique to the Roman Catholic Churches during Bach¡¦s time as the Latin Ordinary had long since been replaced by German equivalents in most other Lutheran congregations.

Instead of performing the entire Catholic mass, the Missa, which contained only the Kyrie and Gloria, were often used in Protestant churches. However, Luther had retained not only the Kyrie and Gloria in excelsis, but also the Credo, and Sanctus movements of the Catholic Ordinarium Missae for use in Protestant churches. Thus, in Leipzig, performances of the Kyrie, Gloria, Credo, and Sanctus were not uncommon during Bachs lifetime , which may explain why Bach¡¦s Mass contained these 4 sections instead of just the Kyrie and Gloria. Bach could have stopped there but he went on to include the Osanna, Benedictus, Agnus Dei and Dona Nobis Pacem, which was highly unusual for a Lutheran Mass.

Bach scholar Christoph Wolff explains that the Mass could not be performed in a Protestant church, since Luther had banned the sections of the ritual relating to the sacrifice. Furthermore, the proportions of the work, in no less than twenty-four movements, would have ruled it out. On the other hand, the Mass was also unusable on the Catholic side, because of textual and formal differences. 4.

The composition of the Mass was stretched over a very long period of time, with the Kyrie and Gloria completed in 17, and the Credo in 1747.5 The Mass was completed only towards the end of Bach¡¦s life. With this timeline, we could tell that Bach was in no hurry to neither complete the Mass nor intend it for performance on any special occasions. Thus as Christoph Wolff has mentioned, it might have been Bach completing the Mass for the sake of completing it, to make it a full Mass Ordinary and for no ¡§discernible practical purpose¡¨.

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Bach was the unhappy music director of Collegium Musicum at the point of time when the Missa (the Kyrie and Gloria) was completed. He had had many disputes with the rector of the school, Johann August Ernesti, since 170, whose ambitious nature often challenged Bach¡¦s authority.6 It was noted that Bach wrote a request humbly applying for the position of court composer when he presented the Missa to the new Elector of Saxony Frederick Augustus II (king Augustus III of Poland) in 17. Thus it was very possible that Bach wrote the Missa more for the sake of his career than for his church.

During the time of composition of the Missa, Bach was busy with his duties in the Collegium Musicum as well as St Thomas School. The Missa had two ¡§borrowed¡¨ movements; the Gratias adapted from the opening chorus of Cantata No , Wir danken dir, Gott, while the Qui tollis is a development of the first movement of No 46, Schauet doch und sheet. This could be evidence that Bach was in a hurry to complete the Missa in time for the coronation of the new King of Poland. Given his heavy duties plus his emotional distress during that period, he might not have the time or energy to write a completely new Missa for Augustus II. Thus he borrowed. This again supports the argument that the main purpose of the Missa was a career move.

Frederick Augustus II had notoriously renounced his Lutherian faith for Roman Catholism in order to get crowned.7 Since the Missa could be used for both the Lutheran and Catholic churches, Bach was clever enough to stop just there for the time being. If he wrote a complete mass for the Catholic Church, it might have created unhappiness among the Lutheran community especially since Bach¡¦s ancestors had been famous for their services to the Lutheran church. 8 It might also have been unacceptable for the Catholics to have a Lutheran write their mass.

Bach was finally awarded the title of Court Composer in 176 after many contributions such as the writing of flattering congratulatory cantatas for members of the royal family. The title provided the old composer with comfort at that time, since it has elevated his status which eventually resolved his authority conflict with Ernesti.

After Bach had assumed the title, he resigned from the position of director of Collegium Musicum in 17. He mostly supplied cantatas to the church and with the protection of the Dresden court, he concentrated more on his private compositions. During this time, Bach also studied Latin polyphonic liturgical compositions, especially the stile antico tradition of strict counterpoint.10

It could have been Bach fretting over how to carry on with the Missa. On one hand, he was obliged to write a Catholic Mass since he was under the Dresden court. On the other, Bach could be battling his strong Lutheran faith to write a Catholic mass, which probably explained why the completion of the Mass dragged on for so long. It was unlike Bach to take such a long time to produce a piece of work. Despite the incomplete mass, Bach went on to write numerous other compositions for the keyboard and organ.

In May 1747, Bach went to Berlin with his son, Wilhelm Friedemann to visit his daughter-in-law (wife of Bach¡¦s other son Carl Philipp Emanuel who happened to be court musician there) who was expecting their second child. During his visit, he was warmly received by Frederick II (King Frederick the Great of Prussia), who was an enthusiastic musical amateur and player of the flute.11 It would have seemed common for any renowned composers to be received by royalty. However, Prussia was at war with Austria at that time and Saxony, being an ally of Austria was considered to be an enemy of Prussia too. Incidentally, Saxony was defeated, which made Bach¡¦s trip to Berlin seem like a planned move for his career.

In between all these, Bach probably attempted to continue composing the Credo from the Missa, or trying to complete his half completed Credo. With his newfound status with the King of Prussia, Bach might have felt less compelled to finish up the mass. Thus he went on to write music dedicated to Frederick II instead. After completing ¡¥A Musical Offering¡¦ for Frederick II, which would nonetheless please the king immensely, Bach was likely to be satisfied with where he stood in terms of fame and recognition. This was probably the time where he became more dedicated in completing his unfinished business such as the Mass and The Art of Fugue.

Bach also became more daring and imaginative in his approach when completing the rest of the controversial Mass which was intended for an orchestra so large that it was unheard of for a church service during his lifetime. The vocal parts are equally matched by the instrumental forces. Thus he probably did not intend for the Mass to be performed as a whole. He might have tried fusing both Lutheran and Catholic masses into one for purely experimental purposes.

As mentioned earlier, Bach had been studying the stile antico and applying it in many of his later compositions.1 It could have been him practicing the use of ¡§stile antico¡¨ before actually embarking on writing a Catholic mass, a field which was new to him. He could be trying his hand at writing a Catholic mass while placing his Lutheran ideals into them at the same time. Bach even wrote the Mass in the Italian opera tradition, with numbered movements. He had never stopped borrowing from his previous works, mainly cantatas. He fully exploited the popularity of the parody technique among the Baroque composers throughout the composition, thus showing his interest at experimenting with the composition rather than creating a new one.

Bach never heard the Mass performed as a whole in his lifetime. In fact he might not have even intended or expected it to be performed at all given the conservative society he was in. As scholars have pointed out, Bach¡¦s autograph score of the complete Mass had four title pages ¡V for the Missa, the Credo, the Sanctus and the Osanna, Benedictus, Agnus Dei and Dona nobis pacem.1 He probably did not even think of his work as a whole and had intended them for different churches. Since he completed everything before his death, he could have requested for a full performance if he had wanted. Yet he did not.

Considering these points, it is also not wrong to say that Bach did not compose the Mass in B Minor. In fact, if one examines the score, the work only started off in B minor. The main key was in fact D major. Bach had written the Mass in 7 keys, namely G minor (tragic consummation), F# minor (transcendent suffering), A major (joy and grace), B minor (human pain), D major (worldly power and glory), E minor (crucifixion) and G major (blessedness). 14

The Mass was probably compiled after his death by researchers. The smooth transition and fluidity between the links of all the pieces probably lead researchers to think that they belonged together. However, one can never be sure too sure regarding any conclusion since Bach did complete the pieces around the same time and there haven¡¦t been evidence that Bach had been writing other incomplete Masses during that time, which might have been the different continuations for these pieces.

In addition to that, since Bach¡¦s death, the attempts to perform his Mass as a whole had been successful so far and well-received. In fact by listening to the whole performance at one go, we can experience the mystery of the vastness of the Mass and the grandeur of its conception. Perhaps Bach did imagine for the Mass to be performed as a whole and hope that it would be in the future and not during his lifetime.

References

1. http//www.arcticwind.com/cdb/writings/bach.shtml

. Stauffer, George. The Mass in B Minor. Simon & Schuster Macmillian (17)

. http//www.alumni.caltech.edu/~xinh/luther.html

4. http//inkpot.com/classical/bachmmass.html

5.http//www.sfbach.org/concerts/0000notes.html

6.http//odur.let.rug.nl/Linguistics/diversen/bach/leipzig.html

7.Stauffer, George. The Mass in B Minor. Simon & Schuster Macmillian (17)

8.http//www.arcticwind.com/cdb/writings/bach.shtml

.http//odur.let.rug.nl/Linguistics/diversen/bach/leipzig.html

10.http//www.alumni.caltech.edu/~xinh/compos.html

11.http//www.baroquemusic.org/bqxjsbach.html#L1

1.http//www.discordia-music.com/Bios/bach.htm

1.http//www.sfbach.org/concerts/0000notes.html

14.http//www.alumni.caltech.edu/~xinh/balanc.html

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Destruction of civilization

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The world health organization confirms that 800 million people worldwide are presently living in destitute and surviving in conditions of absolute poverty. This is an appalling/horrendous statistic that illustrates the task facing the first world countries' responsibility to increase their efforts to help the third world countries. I strongly believe that it is the responsibility of the first world nations to commit their time, resources, and efforts for the benefit of mankind and that efforts should be trebled.

We are all aware that many third world nations are ruled by quacks, crooks, and corrupt dictators that steal and plunder from their nation's treasuries. They are totally disinterested in the socio-economic welfare of their own population and do not build the needed infrastructure such as schools, hospitals, housing, roads, etc.

How should the first world nations assist the destitute and miserably deprived populations even though their leaders are corrupt?

The solution definitely lies in giving funds to responsible international non-profit NGOs, non-government organizations, like the Rockerfeller, the Carnegie, and the Aga Khan Foundations who have a track record of ensuring that the funds reach the targeted and needy groups. (These organizations use voluntary skills of professional people like accountants, lawyers, doctors, and engineers who donate their time and knowledge to welfare institutions by injecting valuable professional expertise. Such professional and voluntary workers have always been the linch pin/focal point of these great, well-known NGOs.)

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Many of us have given to charities because we have seen the soul-destroying poverty into which many children are born, in which they grow up, live as adults, and in which, often prematurely, they die. They live in appalling conditions, they easily fall prey to disease, and their children cannot achieve a proper education. The visual, physical and emotional impact to see such degradation and appalling conditions is very difficult for us. That is why we need to help them, to break this cycle of poverty.

In conclusion, it now lies within man's power enormously and rapidly to enhance and increase civilization and to promote the material well being of millions who now rank as have-nots. My fellow classmates, I urge you to support the notion that we must achieve the greatest good for the greatest number through kindness, compassion and help.

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The crucible

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Grounded For Life

It was the beginning of the summer and the days were long and hot. The day started out like most of the days in the summer. It was about eight o'clock I could feel the cool air coming through my bedroom window. I got up and washed my face and brushed my teeth and headed down stairs. I came down and found list on the table like every day. There was something different about this list though. There was a difference in length two pages instead of the usual one page list of chores.

After getting some breakfast I headed out to start my chores. The temperature was starting to rise at a rapid rate. The list of chores consisted of clean my room, cut the grass, rake the yard for grass clippings, burn the trash, vacuum the downstairs, and clean the bathroom. The list of chores was supposed to be done before my mom came home from work. The first thing I started to do was the cleaning part of the list. That took a total of two hours. Then the thought of watching TV filled my mind. I turned on the TV on and fell asleep watching MTV.

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The kitchen door slammed shut and woke me up from a dead sleep. I thought to my self this couldn't be a good thing. My mom returned home from a tiring morning of work to see the yard work was not done yet. For the first time that summer I was in some deep trouble. The thought of being grounded for life never crossed my mind until she started saying how I newer do any thing around the house and that I would be grounded for the rest of the summer. That's when it all started. My temper got the best of me. The house was filled with cussing for about a thirty minute time period.

That made me grounded for sure. The thought of spending the whole summer sitting in my room sucked. That meant that there would be no work for the summer, that thought was nice but there would be no money to spend.

Two weeks went by while I was permitted to do nothing. I thought that my parents would let me off the hook after two weeks of being grounded but that wasn't the case. The whole summer was a waste and that to me was like being grounded for life. That summer was the worst ever. That summer changed my outlook on doing things my parents asked me to do. Although I was only grounded for the summer it felt like a lifetime.

Please note that this sample paper on the crucible is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on the crucible, we are here to assist you. Your essay on the crucible will be written from scratch, so you do not have to worry about its originality.

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Chat Project in Java

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Chat Project

Nakashole NT

Introduction

Part 1 Design

Custom writing service can write essays on Chat Project in Java

Part Implementation6

Part Team Work1

Part 4 Testing14

4.1 Testing Text Field entries and Action listeners14

4..User Testing15

Introduction

This project involved creating a chat program where the users exchange text messages interactively. Just like you need a Web browser like Netscape or MS Internet Explorer to use the World Wide Web, you need a client to connect the server, which is what is applied in this project, the chat server has been provide our task was to write the chat client. The first thing the user will do is to choose a nickname and other users will identify him, by his nickname. When the user logs into a chat session they "converse" by typing messages that are instantly sent to the other chat participants. Development of teamwork skills and learning how to work on long-term projects were the major objectives of this project.

In this report we are outlining the processes we went through in doing the project. Part 1 consists of the design, part has the code, part has task teamwork, part 4 discusses our testing and lastly there are some concluding remarks.

Part 1 Design

In this part of the project we designed how the whole would system look like, we did this in three ways, we designed class diagrams using Rational Rose (see file ProjectPackage.mdl), the user interface (below) and the component hierarchy of the GUI ( see page )

The user Interface 1

Component hierarchy 1

Part Implementation

Towards achieving the goal of getting a chat client that will connect to the provided chat server we wrote the following classes

1.MyClient the actual chat client that connects to the server

.Chat_Gui the user interface

Below are the codes we wrote in our two classes

MyClient

MyClientContinued 1

MyClientContinued

Chat_Gui

Chat_Gui continued 1

Chat_Gui continued

Chat_Gui continued

Part Team Work

"Two heads are better than one", although there are some tasks that were allocated to a specific person, we did most of the things together as we found it to be quicker and more efficient because we share ideas when we do so, especially the programming parts. We both learned from each other and acquired the skills of teamwork.

Below is a table of task allocation.

Part 4 Testing

It is important in programming that when you test your code, you do it with different types of inputs to make sure that the code does what it is supposed to, works correctly and to improve the chances of catching certain bugs. In this project we plan to test our code using the three commonly used types of test cases, namely normal, extreme and erroneous test cases.

4.1 Testing Text Field entries and Action listeners

Table 1Results of testing the IP address

Input Result

Normal (18.156.11.1)To come in final report

Extreme (1.1.1.1.1)To come in final report

Erroneous (1.)To come in final report

Table Results of testing the user name

Input Result

Normal (Nicky)To come in final report

Extreme (a)To come in final report

Erroneous (8)To come in final report

Table results of testing clicking the send button

Input (message)Result

Normal (Hello)To come in final report

Extreme (a)To come in final report

Erroneous (7)To come in final report

4..User Testing

We are going to choose different types of users for this section, for example we are going to have three experienced users (Computer science students) and three people with limited skills of computers.

Table 4 A Summary of user testing results

UserResult

User1To come in final report

User To come in final report

User To come in final report

User4To come in final report

User 5To come in final report

User 6To come in final report

Chat Project

Nakashole NT & Keitsile D

NKSNDA001KTSDIN001

CSC111H Project 00

Introduction

Part 1 Design

Part Implementation6

Part Team Work1

Part 4 Testing14

4.1 Testing Text Field entries and Action listeners14

4..User Testing15

Introduction

This project involved creating a chat program where the users exchange text messages interactively. Just like you need a Web browser like Netscape or MS Internet Explorer to use the World Wide Web, you need a client to connect the server, which is what is applied in this project, the chat server has been provide our task was to write the chat client. The first thing the user will do is to choose a nickname and other users will identify him, by his nickname. When the user logs into a chat session they "converse" by typing messages that are instantly sent to the other chat participants. Development of teamwork skills and learning how to work on long-term projects were the major objectives of this project.

In this report we are outlining the processes we went through in doing the project. Part 1 consists of the design, part has the code, part has task teamwork, part 4 discusses our testing and lastly there are some concluding remarks.

Part 1 Design

In this part of the project we designed how the whole would system look like, we did this in three ways, we designed class diagrams using Rational Rose (see file ProjectPackage.mdl), the user interface (below) and the component hierarchy of the GUI ( see page )

The user Interface 1

Component hierarchy 1

Part Implementation

Towards achieving the goal of getting a chat client that will connect to the provided chat server we wrote the following classes

1.MyClient the actual chat client that connects to the server

.Chat_Gui the user interface

Below are the codes we wrote in our two classes

MyClient

MyClientContinued 1

MyClientContinued

Chat_Gui

Chat_Gui continued 1

Chat_Gui continued

Chat_Gui continued

Part Team Work

"Two heads are better than one", although there are some tasks that were allocated to a specific person, we did most of the things together as we found it to be quicker and more efficient because we share ideas when we do so, especially the programming parts. We both learned from each other and acquired the skills of teamwork.

Below is a table of task allocation.

Part 4 Testing

It is important in programming that when you test your code, you do it with different types of inputs to make sure that the code does what it is supposed to, works correctly and to improve the chances of catching certain bugs. In this project we plan to test our code using the three commonly used types of test cases, namely normal, extreme and erroneous test cases.

4.1 Testing Text Field entries and Action listeners

Table 1Results of testing the IP address

Input Result

Normal (18.156.11.1)To come in final report

Extreme (1.1.1.1.1)To come in final report

Erroneous (1.)To come in final report

Table Results of testing the user name

Input Result

Normal (Nicky)To come in final report

Extreme (a)To come in final report

Erroneous (8)To come in final report

Table results of testing clicking the send button

Input (message)Result

Normal (Hello)To come in final report

Extreme (a)To come in final report

Erroneous (7)To come in final report

4..User Testing

We are going to choose different types of users for this section, for example we are going to have three experienced users (Computer science students) and three people with limited skills of computers.

Table 4 A Summary of user testing results

UserResult

User1To come in final report

User To come in final report

User To come in final report

User4To come in final report

User 5To come in final report

User 6To come in final report

Introduction

This project involved creating a chat program where the users exchange text messages interactively. Just like you need a Web browser like Netscape or MS Internet Explorer to use the World Wide Web, you need a client to connect the server, which is what is applied in this project, the chat server has been provide our task was to write the chat client. The first thing the user will do is to choose a nickname and other users will identify him, by his nickname. When the user logs into a chat session they "converse" by typing messages that are instantly sent to the other chat participants. Development of teamwork skills and learning how to work on long-term projects were the major objectives of this project.

In this report we are outlining the processes we went through in doing the project. Part 1 consists of the design, part has the code, part has task teamwork, part 4 discusses our testing and lastly there are some concluding remarks.

Part 1 Design

In this part of the project we designed how the whole would system look like, we did this in three ways, we designed class diagrams using Rational Rose (see file ProjectPackage.mdl), the user interface (below) and the component hierarchy of the GUI ( see page )

The user Interface 1

Component hierarchy 1

Part Implementation

Towards achieving the goal of getting a chat client that will connect to the provided chat server we wrote the following classes

1.MyClient the actual chat client that connects to the server

.Chat_Gui the user interface

Below are the codes we wrote in our two classes

MyClient

MyClientContinued 1

MyClientContinued

Chat_Gui

Chat_Gui continued 1

Chat_Gui continued

Chat_Gui continued

Part Team Work

"Two heads are better than one", although there are some tasks that were allocated to a specific person, we did most of the things together as we found it to be quicker and more efficient because we share ideas when we do so, especially the programming parts. We both learned from each other and acquired the skills of teamwork.

Below is a table of task allocation.

Part 4 Testing

It is important in programming that when you test your code, you do it with different types of inputs to make sure that the code does what it is supposed to, works correctly and to improve the chances of catching certain bugs. In this project we plan to test our code using the three commonly used types of test cases, namely normal, extreme and erroneous test cases.

4.1 Testing Text Field entries and Action listeners

Table 1Results of testing the IP address

Input Result

Normal (18.156.11.1)To come in final report

Extreme (1.1.1.1.1)To come in final report

Erroneous (1.)To come in final report

Table Results of testing the user name

Input Result

Normal (Nicky)To come in final report

Extreme (a)To come in final report

Erroneous (8)To come in final report

Table results of testing clicking the send button

Input (message)Result

Normal (Hello)To come in final report

Extreme (a)To come in final report

Erroneous (7)To come in final report

4..User Testing

We are going to choose different types of users for this section, for example we are going to have three experienced users (Computer science students) and three people with limited skills of computers.

Table 4 A Summary of user testing results

UserResult

User1To come in final report

User To come in final report

User To come in final report

User4To come in final report

User 5To come in final report

User 6To come in final report

Please note that this sample paper on Chat Project in Java is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Chat Project in Java, we are here to assist you. Your cheap college papers on Chat Project in Java will be written from scratch, so you do not have to worry about its originality.

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Hiroshima

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The atomic bombings of Hiroshima and Nagasaki marked the end to the worlds largest armed conflict. Many debates have surfaced over the ethics of such an attack. The bomb itself caused massive amounts of casualties while the unknown effects of radiation caused many more deaths amongst the survivors of the blast. Despite the ghastly effects of such a weapon, it offered the best choice for a quick and easy defeat of Japan. President Truman, who authorized the use of the atomic bomb, made a wise decision under the circumstances of the war. The Japanese refusal to surrender, the massive amount of allied casualties involved in invading the Japanese mainland and the ineffectuality of a military blockade in forcing Japan to surrender made the bomb a necessary last resort.

There were several conventional methods that were suggested to bring Japan to its knees. These included a naval blockade, an extensive aerial bombardment or an invasion of the island of Japan.

Japan posed little or no offensive threat to American forces. Despite this fact the Japanese were the most tenacious and driven of Americas foes throughout the war. The battles for Okinawa, Wake and Guam all were ample testament to the Japanese willingness to die in the face of overwhelming odds. The kamikaze was a perfect example of the Japanese battle attitude. Japanese pilots would strap themselves into planes laden with explosives and fly them into American ships. By the wars conclusion the Japanese kamikaze attacks had sunk aircraft carriers damaged 85 craft and sunk a total of 4. The Japanese also did well in increasing support for the war effort. Both scientist and publicists were in fact powerful instruments inflaming popular hatred against the democratic countries and in regimenting the people into blindly supporting the war of aggrandizement. (p.100) This resolve would only have been strengthened had American and Russian forces tried to invade Japan. This almost suicidal type of fighting would have resulted in a tremendous amount of casualties for both sides. American casualties alone were projected at 500,000. The amount of deaths caused by an invasion would have easily dwarfed those of the atomic bombings.

Air power offered American forces a method of remaining relatively unscathed against the fanatical Japanese military while laying waste to entire cities. This was possible because while Japanese ground forces remained strong, air defenses had been severely weakened. This gave American bombers free reign over the skies of Japan. American bombing raids over Japan were inflicting massive amounts of casualties and causing tremendous damage to Japanese cities. In fact the atomic bombing of Hiroshima or Nagasaki was not as devastating as conventional bombing raids over Tokyo or to previous bombing raids over European cities, most notably Dresden. In March, 145, our Air Force had launched the first incendiary raid on the Tokyo area. In this raid more damage was done and more casualties were inflicted than was the case at Hiroshima. (p.) Therefore it is very plausible that had the atomic weapons not been dropped over Hiroshima and Nagasaki the number of conventional bombings casualties of the continued air raids would have been much greater than those of the atomic bombings.

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The last credible strategy that would force Japan to surrender would be a naval blockade. This would involve the Navy patrolling the waters around Japan and stopping any supplies from getting through. Japan had sufficient military supplies to fight off an American invasion despite a blockade. This meant that if the blockade were to be successful the Japanese would have to be starved into surrendering. The Japanese mainland could not produce enough food to sustain its massive population for very long. Had a blockade been attempted, any remaining food supplies would have been allocated to the military forces leaving the civilian population to starve. This would have lead to a massive amount of deaths due to starvation amongst the civilian population. This strategy would have lead only to the death of civilians and not weakened the Japanese military or brought Japan closer to surrender.

The side effects of atomic weaponry had not been discovered at the time that Truman gave the order to drop the bomb over Hiroshima. Scientist and military personnel who knew about the atomic bomb were not aware of its radiation side effects. Therefore President Truman was also unaware of these effects when he made the decision to drop the bombs. This is very important because the atomic bomb was seen just as a really, really big conventional bomb. With the information that Truman had been given, dropping an atomic bomb was much like a conventional bombing raid. The atomic bomb provided tactical advantages in addition to its awesome political power. But the atomic bomb was more than a weapon of terrible destruction; it was a psychological weapon. (p.) Only one plane needed to be fuelled, crewed and maintained. The risk of being shot down was drastically lower that of a squadron of planes needed to wreak the same amount of havoc. We now know of the deadly lasting effects of atomic weaponry, but these side effects were unheard of during the war. To Truman in the military aspect the atomic bomb was no different than ordering a squadron of bombers to level Hiroshima with firebombs. It must be stressed that to Truman the bomb did not fall into the military taboo of chemical weapons or poising wells, but instead appeared to be a very powerful conventional bomb.

Before the bombs had been dropped the Japanese government was at a standstill over matters of peace. The roughly equal civilian and military parties were locked in a struggle over surrender. The only way in which surrender could be achieved is if a consensus could be achieved amongst the parties. The military leaders refused to back down, unwilling to accept defeat and dishonor. The massive toll that American bombing attacks were taking on Japan had no effect on the military leaders who ready to fight to the end. Had this deadlock remained the Japanese would have fought until they all starved to death because of a blockade or had been bombed into oblivion. Only when the atomic bombs were dropped the deadlock was broken and peace achieved. This act caused the Japanese emperor to end the political deadlock and demand surrender. He (the Emperor) hardly would have dared to do so until the explosion of the atomic bomb destroyed the argument that Japan could secure a better peace if it continued to refuse to surrender unconditionally. (p.) This was a rare event indeed as the emperor traditionally left politics to the politicians. Even thereafter, the Army heads accepted the decision to surrender only because the Emperors openly declared conclusion relieved them of shame and humiliation, and lessened their fear of disobedience by their subordinates. (p.) The demand for peace showed the amount of political power that the bomb held. For without a doubt it was the atomic bomb that caused Japan to surrender. It was a forceful enough message to prod the normally withdrawn emperor into action for peace.

In the unconditional surrender that the United States presented the Japanese government it was demanded that the Emperor be removed from his god-like state of power. Some historians criticized this clause because they felt it might have prevented the Japanese government from deciding to surrender before the atomic bombs were dropped. The Emperor was so highly revered in Japan that his removal would only occur under the most dire of circumstances. The Japanese military leaders would never have allowed this to happen without direct intervention by the Emperor. Even if the United States had agreed to allow the Emperor to stay in power the Japanese would have not agreed to surrender. It was defeat, not the terms of the defeat that the Japanese military leaders so vehemently opposed. The American public wholeheartedly backed the unconditional surrender of Japan. A Gallup Poll in June had shown that a mere fraction of Americans, only 7 percent, thought he had should be retained after the war, even as a puppet, while a full third of the people though he should be executed as a war criminal. (p.11) In respect of the American lives sacrificed, nothing but unconditional surrender would have sufficed. Unconditional surrender was an objective too long established, too often proclaimed; it had been too great a rallying cry from the time of Pearl Harbor to abandon now, Byrnes insisted. Truman had reaffirmed it as a policy in his first speech to Congress on April 16. (p.11) In addition to these factors a negotiated peace would be tantamount to political suicide. Politically it would be disastrous, Byres was also sure. (p.11) The very idea of negotiation with Japan seemed deplorable the vast majority of Americans.

It has also been argued that a demonstration could have been held for Japanese officials on an uninhabited island. This, if it had worked, would have spared Hiroshima and Nagasaki devastation while still revealing the atom bombs fantastic power to the Japanese. Assuming that the Japanese would have even agreed to this, there was no guarantee that the fickle atomic bomb would detonate properly. Assuming that the bomb detonated correctly it would still pose several large problems for America. First and most obvious was that one of the three bombs that were left which were difficult to produce and very expensive to procure had just been used to annihilate an area of no military value at all. Secondly the Japanese might have taken this to mean that the United States lacked the resolve to use such a weapon. Thirdly air defense in cities such as Hiroshima and Nagasaki would have been put on high alert diminishing the chances of a successful nuclear raid. If the bomb failed to detonate, this would spell political disaster for America. Besides looking very foolish, America would have caused even greater diehard sentiments among the Japanese. They (Byrnes and Groves) believed that if it did not come off as advertised, the Japanese would take fresh heart and fight harder and longer. (p.8) Determination to fight to the very end would have grown greatly in the face of that American folly. Had the bomb not detonated properly over Hiroshima its existence would not have been exposed nor would its failure. Falling for several thousand feet the bomb would have reached a terminal velocity of several hundred miles per hour and smashed apart upon impact had the detonator not functioned properly. This was the possibility that the scientist in the Manhattan project could have predict most accurately.

President Trumans decision to use atomic weapons on Japanese cities is best described as the lesser of evils. With the options available to him, the atomic bombings proved to have the potential for the least casualties for both sides while ending the war quickly. This policy of maximum violence led to the quick end of the deadlock in Japanese politics. Had such a policy not been used the war could have dragged on for months or perhaps years more with mounting casualties on both sides. The political power of the atomic bomb was unmatched and proved to be the only force that could get the emperor to intervene in Japanese politics and stop the hostilities. The atom bomb proved to be the ultimate ambassador in a war where conventional politics were futile.

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Troubled

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I always thought my mother and I were simply just not meant to have a good

relationship. I love my mother with all my heart but as a person she can be extremely

difficult to get along with and really talk to. I complained that she didn't understand me

and that she didn't know what it was like to be me. It wasn't until I overheard a

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conversation she had with my oldest sister, Lizeth that I realized things might not be

exactly as I perceived them to be.

It was a regular day like any other. I was sitting at the computer doing my

homework when I heard my mother's car pulling into the driveway. I felt my stomach

turn because I didn't know what mood my mother would be in that day when she walked

through the door. All I could think about is what excuse she might find to yell at me

today. I figured there was nothing I could do to help it so I continued with my work.

Minutes later she walked through the door and didn't say a word, she went straight to her

room and closed the door. I didn't worry and considered myself lucky, I just figured she

was tired or upset for some reason that I didn't really feel like knowing.

About half an hour later my sister arrived home. My mother came out of her

room and saw my sister talking on the telephone. Seconds later my sister ended her

conversation and began to walk toward our bedroom without saying a word to my

mother, but before I knew it they started to argue. My sister argued that she hadn't done

or said anything and my mom replied by saying that was the problem.

I was about to dismiss the conversation when I heard my mom ask my sister if we

cared about her. The insecurity in my mother's voice startled me, I recognized that

insecurity, it was the same insecurity that took over my voice when I asked God if my

mother cared about me. She asked my sister why she hadn't got to greet her when she

had arrived home and my sister replied that my mother was always upset and angry and

that she was afraid that even a simple "hello' might start an argument with her. My

mother then said that we didn't understand what it was like to be her, and that we never

cared enough to ask what was bothering her. She said we ran away from her and put no

effort in really finding out who she was. That was when it hit me, when I saw the tears

fall gently down my mother's cheeks causing tears to begin to roll down mine. My

perspective changed and for the first time I was able to identify with my mother and

realized that my mother was a person too and that may be she wasn't the problem and

that I was part of the problem.

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Christopher Isherwood : Goodbye to Berlin

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Biography

Christopher Isherwood

104 Born in Chesire, England

114-1 attended various schools, studied medicine at Kings College in Write my Essay on Christopher Isherwood : Goodbye to Berlin for me

London, but never got a degree

18 his first novel All the Conspirators is published

1-1 moved to Berlin with Auden and taught English, 11 meets Jean

Ross, the model for Sally Bowles

18 travels to China with Auden

1 The Berlin Stories his best known work, is published includes Goodbye to Berlin and Mr. Norris Changes Trains

Moves to southern California, and works on films in Hollywood

146 becomes a US citizen

186 dies in Santa Monica, California

After he moved to California, he worked in Hollywood, and in the 70s became a

leading spokesman and supporter of gay rights. He also taught at several

universities including UCLA. Later he met his guru Swami Prabhavananda, and

began studying Hinduism and translated the Bhagavad Gita, and was interested in

mysticism and considered becoming a monk of the Ramakrishna order.

Throughout his life he workedhad contact with

W.H. Auden

Aldous Huxley

Tennessee Williams

Liza Minnelli--won Best Actress Oscar, Golden Globe for Best Actress, and

British Academy of Film and TV Arts Award for her first singing role in the

movie Cabaret done in 17

Style

"I am a camera with its shutter open, quite passive, recording, not thinking…," this quote, pulled from the first page of Isherwood' s narrative "Goodbye to Berlin," gives an accurate representation of the stylistic approach he takes in the narrative. He is quite detached in his approach and simply narrates short public events in private lives to evoke political events of that time period. -Isherwood uses his own name as a character, but describes it as "only a convenient ventriloquists dummy, nothing more." Although, he uses this character and others in the narrative, to describe himself and situations throughout the narrative. Short Summery -described as "A roughly continuous narrative...of a Pre-Hitler Berlin." -"Goodbye to Berlin" is also considered one of the most significant political novels of the 0th Century. Christopher Isherwood divides the narrative into six parts, which are each distinct inquiries into various socio-economic perspectives of a "Pre-Hitler Berlin." -He writes of experiences with Fräulein Schroeder, his landlady; Sally Bowles, the English "upper-class waif"; The Nowaks, a struggling working-class family; and The Landauers, a wealthy Jewish family. All of whom are affected by this crumbling society.

Historical Background

p. 0"You can go in the tram … I will not have them throwing stones at my beautiful car."

October 1, 10

Hitler and the Nazis waged a campaign in 10 unlike anything ever seen in Germany. Hitler traveled the country delivering dozens of major speeches, attending meetings, shaking hands, signing autographs, posing for pictures, and even kissing babies. Goebbels brilliantly organized thousands of meetings, torchlight parades, plastered posters everywhere and printed millions of copies of special editions of Nazi newspapers.

On Election Day, September 14, 10, the Nazis received 6,71,000 votes, over eighteen percent of the total, and were thus entitled to 107 seats in the German Reichstag. It was a stunning victory for Hitler. Overnight, the Nazi party went from the smallest to the second largest party in Germany.

On October 1, dressed in their brown shirts, the elected Nazi deputies marched in unison into the Reichstag and took their seats. When the roll call was taken, each one shouted, Present! Heil Hitler!

Nazis dressed in civilian clothes celebrated their victory by smashing in the windows of Jewish shops, restaurants and department stores.

p. 4"Today … the Nazis held a demonstration on the Bülowplatz … I went along to watch it with Frank, the newspaper correspondent."

January , 1

Horst Wessel, a member of the SA, was murdered by Communists in 10. Goebbels turned him into a Nazi martyr and hero, and Wessels song Die Fahne Hoch! became the favourite Nazi marching song. After the Nazi takeover of the government in 1, Bülowplatz was renamed Horst Wessel Platz, and on January Communists were thrown out of their headquarters at the Karl Liebknecht Haus, which became SA headquarters and a shrine to Horst Wessel.

p. 5"Hitler came, and the Reichstag fire … I wondered what was happening to Bernhard."

February 7, 1

The Reichstag, seat of parliamentary government in Germany, was in recess, quiet and empty except for a night watchman. On the evening of February 7, smoke was observed coming from the building, and in less than ten minutes firemen were on the scene. However, flames had already broken out all over the building, and then a tremendous explosion enveloped the central chamber in flames. The fire quickly raced out of control, and soon only the walls of the gutted building were still standing. Within minutes, police arrested a half-naked and seemingly dazed Dutchman, Marinus Van der Lubbe, who was discovered at the scene. Hitler and Göring arrived, and Göring immediately accused the communists of setting the fire. Van der Lubbe was tried and executed for the crime; however, a great deal of evidence points to an SA/SS Sondergruppe.

Before the sun rose on February 8th, over 4,000 communists other intellectuals and professional men targeted by the Nazis were arrested. Hitler convinced Hindenburg to sign an emergency decree suspending the basic rights of the citizens for the duration of the emergency. This decree also authorized the Reich government to assume full powers in any federal state whose government proved unable to restore public order, ordered death or imprisonment for a number of crimes including some newly invented such as resistance to the decree itself.

Structure

-"loosely connected sequence of of diaries and sketches"

-first and last chapter "Berlin Diaries" serve as a frame for chapters -5 (middle part)

-Berlin Diary I (Fall 10) light-hearted opening and carefree style

@ description of Narrator " I am a camera with its shutter open, quite

passive, recording, not thinking..." .

@ portrait of Berlin and its inhabitants during the final .5 years of Weimar

Republic before Nazi take-over

@ Berlin inhabitants represent misfits of the whole German society

@ "Isherwood s" roommates help to establish atmosphere of Berlin s decay

and help demonstrate this crisis

-mood gradually deteriorates throughout the book

-4 sections in between serve to span intervening time gap

-contradictory organisation

@light-hearted diary in the beginning ͘ doom laden diary at the end

@heterosexual (ChapterSally Bowles) ͘ homosexual (Ch.Ruegen Island)

@underprivileged working-class family (Ch.The Nowaks) ͘ wealthy jewish

capitalists (Ch.The Landauers)

@jewish garden party ͘ Nazi takeover (quote "This evening is the dress-rehearsal of a disaster. It is like the last night of an epoch. [...] I thought of our party [...] drinking our claret-cup while the gramophone played; and of that police- officer, revolver in hand, stumbling mortally wounded up the cinema steps to fall dead at the feet of a cardboard figure advertising a comic film.")

@light ( "The bus stopped. Otto and I were the last passengers to get out . We stood stretching ourselves and blinking at the bright snow out here in the country everything was dazzling white." ͘ dark ("her big dark eyes fastened on to mine like hooks; I could imagine I felt them pulling me down [...] all this was part of the long, rather sinister symbolic dream...")

-vacuum shown in the lives of people that make Nazi take-over possible (Frl Schröder and Frau Nowak s political ignorance)

-final Berlin Diary (Chapter VI )  political events now gain more and more importance in personal lives

-tragi-comic in the end "The sun shines, and Hitler is master of this city. The sun shines, and dozens of my friends [...] are in prison, possibly dead. [..] I catch sight of my face in the mirror of a shop, and am horrified to see that I am smiling. You can't help smiling, in such beautiful weather. "

 funny and light, careless opening ; serious, thoughtful, politically inspired ending even with some of narrator s friends dying.

Metaphor and Important Scenes

Theatrical Metaphor "Playing"

-Sally Bowles plays at love When she informs "Christopher" that she is in love with Klaus, she at once adds "At least, I think I am".

-Otto Nowak plays at love, too. He leaves Peter, and later plays by pretending that Peter left him "please, never mention Peter s name to me again [...] Peter hurt me very much. I thought he was my friend. And then, suddenly, he left me all alone...".

-Rudi plays to be communist like his friends are ("Rudi s make-believe, story-book game has become earnest; the Nazis will play it with him.")

-When "Isherwood" first visits Troika, the entire place leaps into simulated life and gaiety as soon as a party of rich customers enter the page-boy s voice becomes "mocking, clear-pitched like an actor's , while the dancers showed "in their every movement a consciousness of the part they were playing". The entire performance is described in terms of a grotesque pantomime.

-The theatrical metaphor is extended as the novel progresses to embrace every aspect of Berlin. The communist bar near the zoo with its back-slapping waiter and conspiratorial costumers is "thoroughly sham and gay and jolly". Just as the Nazi demonstration on the Bülowplatz and the counter-demonstration by the inhabitants "was too much like a naughty schoolboy s game to be seriously alarming"

-Vivid image of Berlin on eve of Hitler s putsch is of the Salome appropriately decorated to look like hell, where "stage lesbians", as part of the performance, imitate "the laughter of the damned" for the sake of their clientele.

-Metaphor of mental illness Peter Wilkinson has neuroses.

This metaphor is used to make a statement about German society at large.

Otto represents the best and the worst of Germany he has the health and vitality of an animal and on the other side he s selfish like an animal.

No one really takes the Nazis seriously enough that they are able to seize power at the climax of the book by staging what is a big coup de th âtre.

In fact most of the inhabitants of Berlin during these final anarchic years of the Weimar Republic are playing at living, playing with life very much in the way that the artist does

The lost characters in the novel have been playing at life for so long that finally they have become fatally separated from their impulse to live. (e.g. Bernhard Nowak)

Boxing-scene

Simulated boxing fights at a fair-ground. Audience believes in everything happening on stage, that fights are real. "The audience took the fights dead seriously, shouting encouragement to the fighters, and even quarrelling and betting amongst themselves on the results. Yet nearly all of them had been in the tent as long as I had, and stayed on after I had left. The political moral is certainly depressing these people could be made to believe in anybody "

Please note that this sample paper on Christopher Isherwood : Goodbye to Berlin is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Christopher Isherwood : Goodbye to Berlin, we are here to assist you. Your cheap custom college paper on Christopher Isherwood : Goodbye to Berlin will be written from scratch, so you do not have to worry about its originality.

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