Factors That Influenced Harry S. Truman to Launch the...

The discussion on what motives affected Harry S. Truman’s decision to launch atomic weapons against Imperial Japan remains undecided. The debate on whether domestic, diplomatic, military, or moral factors affected him most substantially seems to be clearly established in the writings of Robert James Maddox. Although many aspects go into making important decisions, the one that appeared to persuade Truman the most was strictly military influence. By people such as MacArthur, Truman was seen as only a civilian not properly suited to reside over all of the armed forces as the Commander in Chief. This idea of Truman seemed false when he was faced with disputes. Truman’s train of thought frequently came across as if he was thinking strictly from a military stand point. â€Å"I have to decide Japanese strategy –shall we invade Japan proper or shall we bomb and blockade? That is my hardest decision to date. But I’ll make it when I have all the facts.† (Maddox, 168) This statement shows that even though Truman was considering other aspects, such as moral standards, to make his decision, the main goal he was focused on was the strategy of his enemy and the tactics with which he would retaliate. This made it apparent that he was operating with a battle mindset, one usually only found in a man highly concerned with militia maneuvers. Truman was found acting under the recognition of how his men would be affected by his decisions. He demonstrated his concern when he fired MacArthur forShow MoreRelatedOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagessuperpowers and the transition to a new century and millennium. Hecht and Edwards underscore the vital connections between the genesis of and incessant innovations in computer technologies and the development of both nuclear power generators and atomic weaponry, and they also examine the ways that advances in these enmeshed fields of scientific and technological endeavor became emblematic in the cold war decades of national power and prestige, as well as symbols of modernity itself. They go wellRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesand permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers

Biblical Philosophy Of Education That Is Built Around My...

Living for a Purpose While the Eyes of God Watches As Christian educators it our responsibility and our goal are to prepare our students to know and understand God. Our job focuses on applying the methodology guided by the Bible, which helps provide generalization and theoretical guidance for students. This paper will discuss biblical philosophy of education that is built around my own personal philosophy. It will also discuss the purpose and the reason that we are living. It will help students get the knowledge about Worldview Philosophy of Life Everyone in this world has a worldview that influences them to the role they play in life. It could be a teacher, doctor, lawyer, etc. Most educators’ worldview revolves around the influences from classroom environments, the learner, and teaching strategies used to teach. As a child, I viewed life with innocence. Everything to me was created by God and our existence is because of him. As an adult, I still have the same beliefs that I did as a child, but growing up in today’s society puts a hinder on faith at times. The era that will live in, making it hard for our children that attends public school to see a world view with God, since our youth are being pushed with humanistic ideas and are taken over with anti-God remarks on a regular basis (Bartlett, 2007). In Christian schools, how are we supposed to act? How are we supposed to fix this problem? People can try to find or say that life’s meaning is without God creationShow MoreRelatedWhite Fragility Is An Essay By Robin Diangelo1503 Words   |  7 Pageswhite neighborhoods. Because of this segregations, whites are not forced to explore the attitudes and unfair situations that black has to endure on a daily basis. Another way that the cultural segregation continues between whites and black is the philosophies of Universalism and individualism. When whites ignore the diversity of worldviews between different ethnicities and choose to see people universally as humans, whites are inferring that their objective opinions are representative of the whole populationRead MoreThe Tragedy Of Medieval Society2295 Words   |  10 PagesMedieval society was a society bound by personal relations with an authority based on the twin pillars: classical antiquity and Christianity. Between 1300 and 1800 European society underwent a gradual cultural deconstruction, through the religious reformation, scientific revolution, and development in social relations which broke down the authority of these twin pillars and redefined European society. This was a radical break that marked the 18th century as a critical moment of change in EuropeanRead MoreFactors Influencing The Political Of Political Socialization1908 Word s   |  8 PagesAnna Curl May 19, 2015 Assignment Two 1. Discuss the factors that contribute to political socialization. Of these factors, which ones do you believe are the most influential over your own political socialization? Explain why by citing specific examples. Political socialization is the process by which people acquire political beliefs. This has many different sources of influence that build off of each other and are related. The more obvious of influences come from our environment, which areRead MoreLangston Hughes and Countee Cullen: Perspective on Religion4176 Words   |  17 Pages The I at the beginning of the poem is an anonymous human. At the end of the poem this I proudly reveals himself to be not only a poet, but a Black poet. This revelation transforms the poem from a general comment upon the human experience to personal reflection. Of all the incomprehensible actions of God, the most amazing for the poet to understand is that God made him both a poet and Black. The strong mood of religious reflection in this poem stems in large part from the central position ofRead MoreLeadership Lessons of Jesus Christ4625 Words   |  19 Pagesdifferent forms: Jesus as the only Son of God, God of the universe, or the risen Christ as being one with God; or Jesus as the 1st century flesh and blood human being, the historical figure. Since the purpose of studying leadership is to improve ones own leadership skills, it makes sense to analyze Jesus applicable traits, actions, and accomplishments as a good leader—in his historical role—so his leadership skills can be feasibly related to ourselves as human beings. I will attempt to analyze, usingRead More The Leadership Lessons of Jesus Christ Essay4531 Words   |  19 Pagesdifferent forms: Jesus as the only Son of God, God of the universe, or the risen Christ as being one with God; or Jesus as the 1 st century flesh and blood human being, the historical figure. 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Through the Eyes of a Snow Man Free Essays

Mason Ochocki Through the Eyes of a Snow Man Many people have a very positive connotation with the word â€Å"snowman†. For most, it summons memories of asking Mom for carrots or some spare buttons, and of rolling giant snowballs into a form that resembles a giant ant more so than an actual human being. Such is not the case with the Wallace Stevens poem, The Snow Man. We will write a custom essay sample on Through the Eyes of a Snow Man or any similar topic only for you Order Now No warm and fuzzy feelings are recalled in a close reading of this single sentence poem. Here, the snowman functions as a metaphor of a metaphor, a device that seems to be frequently used in Romantic poetry.The snowman represents the â€Å"mind of winter†, which relates to the abstract concept of true nothingness. Through the use of the image of the snowman, Stevens crafts a poem that deals with ideas of objectivity, human consciousness, and imagination versus reality. In this poem, questions are raised as to whether or not the speaker even believes humans to be a part of the wintry scene that makes up the surroundings, apart from what our own perceptions tell us. The poem begins with a deceptively simple description of a seemingly desolate winter landscape.The images, such as the â€Å"pine trees crusted with snow† and the â€Å"junipers shagged with ice†, are creatively stirring, and manage to accommodate feelings of morose and possibly misery. As the poem reads on, the reader is taken past the point of imaginative descriptions into a world of nothingness, as cold as the snowman himself. To truly understand the beauty of the winter scene, it is necessary, as the speaker implies, to view it through the eyes of the snowman. Actually, it even takes it a step further.Rather than viewing it through snowman’s actual eyes, which are probably made of coal anyway, one must actually become the snowman, which is, for all intents and purposes, an inanimate object. By doing this, one is stripped of everything that makes them different from this man made of snow. All outside influence evaporates, and the reader is thrown into a world where they can be completely objective. The winter scene is expanded, and the cold no longer causes any diversion from normalcy. It is here where the reader can hear all of the sounds of the wintry scene.Stevens makes almost excessive use of the â€Å"s† sound in words such as â€Å"snow†, â€Å"listens†, and â€Å"listener†. It is also found in the word â€Å"sound† itself on three occasions, and the word â€Å"same† on two. It seems that in this poem, the pronoun â€Å"one† refers to the speaker, almost as if he is identifying himself as any or every person. Having the mind of winter is to have the mind of the snowman. Winter can be seen as exactly as it is, with no internal or external influence, and with no imaginative prospects. It is only this way that the speaker can literally see â€Å"nothing that is not there†, but also, the tangible â€Å"nothing that is†. This, in my opinion, relates to the concept of objectivity. Objectivity is defined by Webster as â€Å"judgment based on observable phenomena and uninfluenced by emotions or personal prejudices†. In his own mind, the speaker would hear â€Å"misery in the sound of the wind†. This is because the speaker has real human emotions and imagination that causes him to attach feelings to the scene that don’t necessarily exist there. In the mind of the snowman, however, there is nothing more than â€Å"the sound of the land, full of the same wind, that is blowing in the same bare place. But, it also must be said that maybe the snowman sees nothing and feels nothing only because he is nothing himself. In the same way that the human mind projects its own emotions onto the world around it, the unconscious snowman leaves it empty, because his reality is no reality at all. Reading through this poem, one cannot help but to think about the concept of true nothingness. Stevens touches upon it by referring to â€Å"the nothing that is†, but it seems as though it is part of a much greater idea.From a rational standpoint, one would assume that â€Å"nothing† is merely the absence of â€Å"something†. In this poem, however, nothing is something tangible. It is something that exists within the world of the snowman and it cannot be ignored. This leads to the conclusion that true nothingness, as a concept, cannot really exist. The human race exists in a universe where what is perceived with senses and basic instinct is the only thing that can be relied upon. The limits of reality are largely unknown to anyone, and therefore ruling out any possibilities would be irrational.In order for true nothing to actually exist, it can’t exist. How does one differentiate the nothing to be, from the nothing that never was? It would seem, in large part, that the speaker is pondering this question while looking at a snowman. The existence of an actual snowman within the poem is debatable, as it might just be a clever metaphor evoked by the title. Either way, it doesn’t really affect the meaning, just the image that comes to mind when reflecting on the scene. This may be because it is worth noting that the poem’s title is â€Å"The Snow Man†.This is interesting because, typically, the word â€Å"snowman† is one word and not two. This would suggest that it isn’t really referring to a mock human sculpture made out of large snowballs, but rather an actual man standing in the open snow. In the Cormac McCarthy novel The Road, there is a very memorable quote that reads, â€Å"Not all dying words are true†. What this means is that situations are, for the most past, irrelevant—that no matter what the circumstances, one must still be aware and conscious of the fact that human error is inevitable.The poem seems to elaborate on this in many aspects. The snowman can never be dishonest, because he can only accept things exactly as they are. The snowman has no ulterior motives, no emotions, and no ways to possibly reflect what he has learned upon his surrounding environment. Having a â€Å"mind of winter† allows one to be like the snowman. Without the capacity for imagination, the scene exists exactly as it is, if at all. With imagination, the landscape is skewed. It presents infinite possibilities for interpretations, exaggerations, and falsifications.This is the point where absolute truth cannot exist in a world where humans can’t determine the full extent of nature’s role in their reality. â€Å"The junipers shagged with ice, (and) the spruces rough in the distant glitter† provide thought-provoking imagery that is both moving and powerful. It presents a world of interpretation and re-interpretation that only a human mind can comprehend. The snowman, however, is presented with none of these options. He has no mind, and therefore he has a greater capacity for truth than a real person ever can.Being like the snowman allows one to appreciate the serene beauty of the scene without thinking about the effects it will have on them. The human condition is meaningless to a snowman, and therefore, if he is to die out in the cold, his dying words will be nothing but the utmost truth. The Snow Man by Wallace Stevens is a poem that can be interpreted in a vast amount of ways. It is only a single sentence, and yet, it says so much. It is just short and vague enough to mean different things to almost anyone who eads it, yet long and illustrated enough that these interpretations can be elaborated upon and put into practice. By using the image of the snowman, Stevens manages to create a poem that deals with concepts of objectivity, human perception, and deep concepts of created imagination and reality. Would an actual â€Å"mind of winter† be able to take anything from this poem at all, or would it just accept it for what it is on the surface? It seems that the answer lies within the snowman, who will forever remain unspoken. How to cite Through the Eyes of a Snow Man, Papers