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Opponent review master thesis

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Opponent thesis

Calibration Coordinator Job Description Example. Calibration Coordinators ensure that equipment maintenance departments of companies operate without hitches. Image source: Enilabs.com. Calibration Coordinator Job Description Example. What Does a Calibration Coordinator Do? A calibration coordinator is responsible for managing and maintaining clerical activities for the successful operation of the maintenance department of opponent review, companies. His/her job description entails putting together databases and other hard-copy records, and thesis service, maintaining inventory parts in the department. Opponent Thesis! The calibration coordinator, who can also be called manager or supervisor, will carry out work orders for both preventive and to kill a mockingbird vs evil, corrective purposes, making use of their knowledge and expertise on the job to identify useful and equivalent parts. He/she will ensure high organizational standards when carrying out opponent thesis maintenance work on calibrated equipment used in determining product quality for repair stations and new production activities. Hamlet Life! This work may include taking accurate equipment measurement and tagging.

The calibration coordinator’s role also includes being responsible for opponent master, implementing accurate, effective, and resourceful calibration support processes. They will make arrangements for work orders, planning, and scheduling. Hester! Their duties also include checking stock of equipment and taking note of items that are in short supply, which should be purchased. Before making orders for new equipment, the coordinator for calibration will perform the necessary checks on the equipment to ensure they are durable and of good quality. This check is opponent master, important to ensure that only the best equipment is brought in for outstanding final production results. They will also ensure that there are equipment in the company’s Calibrated Equipment Reserve for quick replacement of parts in the event of an equipment malfunctioning during production process. Examining Plot Through A Comparison/contrast Essay! In order to ensure that production activities are executed successfully, the calibration manager will need to develop good relationship with vendors who are involved in the distribution of equipment. Calibration Coordinator Job Description Example.

The major duties, tasks, and thesis, responsibilities commonly performed by people who work as calibration coordinator is shown in the following job description example: Manage and hester punishment, operate all calibration system labels and assist in the periodic vendor audits for quality Stand in as the liaison person for the organization and its clients to facilitate work activities Ensure that calibration documents are constantly and properly updated to make available up to master thesis date records of activities for future referencing. In doing this task, the manager will format and procure the release of quality system documents, which include work procedure manuals, instructions, and business processes Keep the prints of all calibrated instruments and enter details of prints into specialized electronic devices while keeping master copies of the said documents safely Prepare reports of departmental activities, and also prepare compliance matrices to facilitate customer contracts requirements in service learning, adherence to SAL compliance Inspect conditions of calibrated measurement and specifications; carry out uncomplicated repairs; and supervise the repair of difficult technical problems by the best hands available to prevent continuous break down of equipment, which can result in low quality production Give direction to the various departments in the formulation of their departmental work specifications and procedures, to ensure that they are in line with organizational goals, standards, and master, ethics Work with customers in carrying out comprehensive quality surveys to copy editor internship determine customers’ perception of finished calibrated products and opponent thesis, make use of feedback data to improve production quality, and also give some assistance in the making of supplier surveys, which is necessary in the production chain Gather, evaluate, and format quality Key Performance Indicators (KPI) data on a regular basis as part of operational requirements Help the service learning lead auditor in verifying audit findings for accuracy to create a balance in the database Carry out configuration and medication status and implement changes where required, and verify product dimensions for accuracy Inspect products for defect before delivery to maintain high quality standards Fill all legal documents required for authorization and operations within the rule of law to avoid sanctions Maintain production equipment by implementing maintenance standards Conform to safety guidelines and regulations to guaranty safety of workers and clients. Calibration Coordinator Resume Preparation. Opponent Master Thesis! When preparing a resume for the post of calibration coordinator, there are different sections to complete. One of such sections is the job experience part, which can be completed by using the sample job description provided above. The job description sample highlights the thesis service learning common functions of most calibration supervisors, which you can modify to suit your actual experience as a coordinator of calibration activities for opponent master, a company you have worked with, in completing the professional experience part of your resume. Requirements – Skills, Knowledge, and Abilities – for Calibration Coordinator Job. If you are aspiring to women essays work as a calibration coordinator, here are important skills and knowledge base most employers usually require. Review Thesis! These qualities have been proven to copy cover aid people working in this position to be more productive on the job.

Possession of advanced professional knowledge of calibration Written and verbal communication skills, which helps in ensuring that instructions are properly given and understood to avoid error Interpersonal skills: The coordinator needs strong human relations skills to be able to relate effectively with persons of different background to opponent thesis achieve set goals on a mockingbird good vs evil, the job Management skills: He/she must have strong managerial skills to be able to manage both human and equipment resources under his/her responsibilities Must be multitasking: The calibration manager must be able to complete multiple assignments within a reasonable period, and opponent review, meet deadlines Good decision making skills: The coordinator should be able to think logically and hester prynne punishment essay, analytically to ensure the right decisions are made concerning the use of opponent review, equipment, to avoid equipment failure during production process. Hester Prynne Punishment Essay! You may need to pass a job test to be hired for a position, improve your chances of making high scores today! Job Assessment Tests: How to thesis Top Your Competition. As part of the hiring process, most applicants that passed the learning initial Resume/CV screening phase are required to pass an assessment test for the job or apprenticeship position they are applying for. The goal of this phase is to determine if the candidate has the appropriate set of opponent review master, skills and qualities to excel on the job.

Find out the tests you will be needing to take for the position you are applying for; get lots of a mockingbird essay good vs evil, success proven Practice materials to prepare with now: Sure way to review master make high scores in job tests.

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Opponent's Review of the Master's Thesis pdf 0 71 Кб

new media art essay What's New About New Media? Lisa Gitelman and Goeffrey Pingree. In the short space of opponent review master thesis, a current college student's lifetime, the internet has gone from a specialized, futuristic system to the network that most significantly structures how we engage daily with the world at large. It is copy cover now obvious to anyone who uses a computer that intellectual exercises as basic as reading the newspaper or doing research have become fundamentally different activities largely because of the internet. So too have our views of opponent, communication in general; the very notion of globalization, so consuming in today's world, is predicated on the possibilities engendered by a technology barely twenty years old. Such is the nature of new media. Computers, and the digital systems and products for which they are currently a shorthand, are what most of us think of when we hear the words new media . And why not? The world of computer hardware, software, email, and ebusiness is for most of us the latest communication and information frontier. Part of our experience of digital media is the experience of their novelty. Yet if we were asked to service learning think of other new media, we might have a harder time coming up with obvious examples.

We would have no problem citing instances of old media: typewriters, vinyl record albums, eight-track magnetic tapes, and the like. And we would have a point: These are, from our current standpoint, old media. But they were not always old, and studying them in terms that allow us to understand what it meant for them to be new is a timely and opponent thesis, culturally important task, an exercise that in this volume we hope profitably to apply to media much older than we are. As our title suggests, this collection of essays challenges the plot through, notion that to study new media is to opponent master study today's new media. Service. All media were once new media; and master thesis, our purpose in these essays is to women consider such emergent media within their historical contexts#151;to seek out the past on its own passed terms. We do so, in part, to counter the narrow devotion to the present that is often evident today in new media studies, a growing field whose conceptual frameworks and thesis, methods of inquiry are heavily influenced by experiences of copy editor letter, digital networks and the professional protocols of the review thesis, social science of communications. But we undertake this inquiry mainly to encourage thinking about what newness means in the relationships among media and societies. There is a moment, before the thesis learning, material means and the conceptual modes of review thesis, new media have become fixed, when such media are not yet accepted as natural, when their own meanings are in flux. Hamlet Life And Death Essay. At such a moment, we might say that new media briefly acknowledge and question the mythic character and the ritualized conventions of existing media, while they are themselves defined within a perceptual and semiotic economy that they then help to transform.

This collection of essays explores such moments in order to review master enrich our contemporary perspective on what media are, and on when and conflict through a comparison/contrast, how they are meaningfully new. New Media, 1740-1915 focuses on the two centuries before commercial broadcasting because its purpose is, in part, to recuperate different (and past) senses of media in transition and thus to review thesis deepen our historical understanding of, and sharpen our critical dexterity toward, the hamlet, experience of modern communication. Indeed, we have marked the years between 1740 and 1915 as boundaries for our project because this period is crucial to understanding how electronic and digital media have come to mean what and how they do. The term media itself hails from precisely this period, as do the opponent review master thesis, structures of today's entertainment and information economies. Thus, the media forms and editor internship letter, practices studied in this collection are new in a double sense: First, they newly receive the scholarly attention they deserve; and second, they are considered within their original historical contexts, their novelty years. In this, these essays provide a new perspective on the meaning of newness that attends to opponent review master all emerging media, while they also tell us something about what all media have in common. Yet our intention is not only to acknowledge the hamlet life and death, initial novelty of diverse media, but also to understand better how such media acquire particular meanings, powers, and characteristics. Drawing from Rick Altman's idea of opponent review master, crisis historiography, we might say that new media, when they first emerge, pass through a phase of identity crisis, a crisis precipitated at least by the uncertain status of the given medium in relation to established, known media and hamlet and death essay, their functions.

1 In other words, when new media emerge in a society, their place is at first ill defined, and opponent master, their ultimate meanings or functions are shaped over time by that society's existing habits of hamlet life, media use (which, of course, derive from experience with other, established media), by shared desires for review thesis new uses, and by the slow process of adaptation between the women, two. The crisis of a new medium will be resolved when the perceptions of the medium, as well as its practical uses, are somehow adapted to existing categories of public understanding about what that medium does for thesis whom and why. This collection, like Carolyn Marvin's wonderful When Old Technologies Were New focuses on such moments of crisis. 2 While it begins with the zograscope and ends in editor internship cover letter the heyday of silent cinema, the volume does not aspire to cover all forms of media that emerged during the opponent review master, years named in its title. Indeed, New Media, 1740-1915 addresses only obliquely some of the more influential media of editor cover letter, its period, print media in master thesis particular. Most of the foliowing essays (unlike Carolyn Marvin's work) focus on copy letter media#151;zograscopes, optical telegraphs, the physiognotrace#151;that failed to survive for very long. They are, in Bruce Sterling's words, today's dead media. 3 Yet because their deaths, like those of all dead media, occurred in relation to those that lived, even the most bizarre and the most short lived are profoundly intertextual, tangling during their existence wlth the dominant, discursive practices of representation that characterized the total cultural economy of their day. Despite their inseparable relations to thesis surviving systems, however, failed media tend to receive little attention from rights women essays, historians.

Lacking the validation that comes with imitation, Altman notes, unsuccessful innovations simply disappear from historiographical record. His suggested corrective for review this excessive focus on, for life and death essay example, cinema-as-it-is, is an opponent master thesis attention to cinema-as-it-could-have-been or cinema-as-it-once-was-for-a-short-time-but-ceased-to-be. New Media aims to apply some of this could-have-been and was-for-a-short-time kind of thinking to past new media. Because our understanding of a mockingbird good, what media are and master thesis, why they matter derives largely from our understanding and use of the service learning, media that survived#151;those devices, social practices, and master thesis, forms of representation with which we interact every day#151;the importance of this kind of analysis is examining conflict a comparison/contrast essay easy to overlook. By getting inside the identity crises, by exploring the master, failures (in some cases) of older new media, the essays in this collection will help to counter what Paul Duguid has warned are two reductive futurological tropes characteristic of the experience of modern media. The first trope is the idea of supercession , the notion that each new medium vanquishes or subsumes its predecessors.

From this idea follows the current belief that in the digital age the book is doomed, or, according to the peculiar auguries of earlier times, the conviction that typewriters would replace pens or that radios would replace phonographs. The second futurological trope is the idea of increasing transparency , the assumption that each new medium actually mediates less, that it successfully frees information from the constraints of previously inadequate or unnatural media forms that represented reality less perfectly. 4 This notion#151;that because of their greater transparency, newer media supersede their predecessors#151;shapes both the experience and the study of media today. Both of Duguid's tropes point to a frequent and shared misconception, which supposes the value and (at least theoretical) possibility of pure avenues of information, pathways that allow knowledge to pass without interruption or interference-free of mediation. This assumption creates an interesting paradox. The best media, it would seem, are the ones that mediate least. They are not, as we think of them, media at all.

A new medium therefore supersedes its predecessor because it is more transparent. Few would disagree, for to kill a mockingbird essay good vs evil example, that a conversation with a friend on thesis the telephone allows for a greater exchange of personal, idiosyncratic information than a dialogue conducted via telegraph. Hester. And to master a large degree, this thinking is persuasive. New media generally are more efficient than their predecessors as means of communication. Yet there is more to understanding what happens when people communicate through a given medium than merely ascertaining what level of accuracy and amount of data the exchange involves. This observation#151;that there is more than accuracy and amount to copy internship cover letter any exchange#151;comprises a founding rationale for the field of media studies, whether characterized aphoristically by Marshall McLuhan (the medium is the message) or more recently expressed (and complicated) in Derridian terms, that the supplement #151;the specific characteristics of material media#151;can never be mere supplement; it is a necessary constituent of [any] representation. 5 To put it simply, looking for content apart from context just won't work. Owing in review master part to the linear progress unthinkingly ascribed to modern technology, media (so offen referred to thesis portentously as the review master thesis, media) tend to essays erase their own historical contexts. Whether shadows in a darkened cave or pixelated images on a luminous monitor, the media before us tend, anachronistically, to mediate our understanding of their past. In the process, we lose any understanding of the nuanced particulars of specific media.

In part, we forget what older media meant, because we forget how they meant. Opponent Review Master Thesis. Once they emerge and become familiar through use, media seem natural, basic, and therefore without history. Copy Editor Internship Cover. Of course we say Hello? when we answer the opponent review master, telephone; of internship, course we hear a dial tone when we pick it up to place a call. Media seem inevitable in an unselfconscious way; we forget that they are contingent. Alexander Graham Bell apparently wanted people to say Ahoy! when they picked up the review, phone, but English speakers settled on Hello? through the copy internship cover, sort of unthinking social consensus that attends the uses of thesis, all media. In a similar fashion, the dial tones, 12-volt lines, and modular jacks we use today all were shaped historically by a complex of forces#151;technological, to be sure, but also social, economic, and representational. When we forget or ignore the histories of each of essays, these new media we lose a kind of understanding more substantive than either the commercially interested definitions spun by opponent, today's media corporations or the causal plots of technological innovation offered by some historians. 6 For example, it is undoubtedly important to be able to to kill a mockingbird essay note, as many scholars have, how the invention of the cinema is opponent review master linked to past practices of, say, lecturing with slides, as well as how it predicts certain elements of future practices. But what we often overlook are the kinds of things that only hester essay, a deep analysis of specific media cases can offer#151;how interpretive communities are built or destroyed, how normative epistemologies emerge. No medium new or old exists as a static form. Each case invites consideration of numerous and dynamic political, cultural, and social issues.

We might say that, inasmuch as media are media of communication, the emergence of a new medium is always the occasion for the shaping of a new community or set of communities, a new equilibrium. As we have suggested, when a new medium is introduced its meaning#151;its potential, its limitations, the publicly agreed upon opponent review master, sense of what it does, and for whom#151;has not yet been pinned down. And part of the lure of a new medium for any community is surely this uncertain status. Not yet fully defined, a new medium offers possibilities both positive (one of our authors argues that zograscopes helped construct polite society) and negative (another traces the threat telephones posed to Amish communities). In other words, emergent media may be seen as instances of internship cover letter, both risk and potential. Today, for example, the internet offers unprecedented possibilities for global villages to opponent review thesis coalesce, even while it threatens national or ethnic cultural traditions and provokes anguished discussions of privacy in a connected age. The same sorts of issues and anxieties surrounded the conflict through essay, emergence of other media. Indeed, it seems that technological change inevitably challenges old, existing communities. The particulars of each case, however, are valuable to our larger understanding of how media help to shape and reshape culture. Essays in this collection therefore examine media as socially realized structures of communication, where communication is master thesis culture#151;as James Carey explains it#151;a cultural process that involves not only the plot conflict through a comparison/contrast essay, actual transmission of opponent review thesis, information, but also the editor internship letter, ritualized collocation of senders and recipients.' 7 Habits of opponent master thesis, communication mediate among people, pragmatically and conceptually. How do structures of communication reflect, challenge, reinforce, or mystify authority?

How do they help imagine community? How do they help construct the aesthetic, or the mimetic? How do they orient the production and experience of meaning? How do they acquire and carry epistemological authority? These are just some of the hester prynne punishment essay, questions raised by New Media, 1740-1915 , which presents an open and diverse interrogation of emerging media as sites and as agents of cultural definition and review master thesis, of cultural change. Ultimately, then, this is a book about framing: about how particular habits and media of communication frame our collective sense of time, place, and space; how they define our understanding of the public and the private; how they inform our apprehension of the real; and how they orient us in relation to competing forms of representation.

We have selected the punishment essay, cases of opponent master, new media that follow because they support these inquiries, casting such habits and media into relief, affording a vantage point from which better to see how cultural meanings are negotiated. But this collection is also about how we frame our own discussions of new media, for if this interrogation of emergent media is genuinely to illuminate our understanding of thesis service learning, cultural definition and of cultural change, then we must be responsible about our own language. We must, in opponent review master other words, acknowledge the key terms that are in play in our own discussions and attempt to define and deploy them as precisely as possible, not only for to kill a mockingbird essay good us now, but as they were used in review thesis earlier#151;and different#151;contexts. In a work on new media, terms such as media, culture , public , and examining plot a comparison/contrast essay, representation will appear often. But insofar as this collection seeks to opponent review master understand how the very idea of media evolves over plot conflict a comparison/contrast essay time, we wish to employ such critical terms with care and to bring questions about their use and meaning squarely into the discussion itself as it proceeds.

Our use of the master, word technology is a good example. Hester Punishment Essay. This term denotes, as Leo Marx suggests, a necessary but hazardous concept; in this book the term helps organize our thinking about the material, instrumental conditions of review, modern life, yet for many readers it will also come larded with less considered shades of meaning, assumptions about Progress with a capital P, or about technology as a preeminent cause in history. Hester. 8 Thus although we rely on opponent review master thesis this term as an organizing device in this collection (the essays proceed from technology to technology as a form of hester punishment essay, convenience), we also wish to urge particular awareness of its hazards. Likewise with other key critical terms. We know that we cannot exhaustively define media, for opponent instance, any more than we can completely pin down culture (a notion that is, as Naomi Mezey observes, everywhere invoked and virtually nowhere explained). Indeed, the cases we offer are about culture as struggle and media as means in that struggle#151;a fabric continually rewoven according to the interests of a given time and place.

Rather than fixing such terms and pinning them to rights moving targets, however, we can frame our discussions of such pervasive concepts in self-conscious ways that make our attempts to understand them more useful. 9. In this volume we offer cases that foreground the review, relationship between material and idea, between what people think or believe or wish and what they feel with their hands or see with their eyes or hear with their ears. Each of the prynne, essays in the collection thus reveals, in some fashion, the strong relationship between the opponent review master, contexts for some material, technological development, and shifts in self-imagining and public understanding. Erin Blake, Wendy Bellion, and Laura Schiavo, for example, consider the cultural meanings of perspective and representation in the eighteenth and nineteenth centuries by focusing on the emergence of particular visual media (zograscopes, the physiognotrace, and internship cover letter, stereoscopes, respectively) and discussing how such media influenced notions of individual identity. Patricia Crain, Katherine Stubbs, and Diane Umble, by contrast, consider the cultural meanings of communication by focusing on the arrival and adaptation of particular networked media (optical telegraphs, electric telegraphs, and telephones, respectively) that helped shape notions of identity in relation to larger communities. All of the authors engage new media as evolving, contingent, discursive frames, sites where the unspoken rules by which Westerners know and enjoy their world are fashioned. Such rules continually change, as new media become situated and as such adjustments inevitably redraw the review, boundaries of communities, including some individuals, and life essay, excluding others.

Each new medium in effect helps to produce a distinct public. Erin Blake's work on zograscopes, for example, elaborates the idea that media assist in the construction of the modern, Western public sphere, with its corresponding liberal subject (today known as the consumer). Although she draws upon the work of Jurgen Habermas, Blake ignores the often-mentioned circulation of opponent review master, print media as the basis of the to kill essay vs evil, public sphere, instead looking to shared social practices to understand how space is visualized. Opponent Review Master. Her public is literally a sphere; in prynne essay her essay the opponent, bourgeois circles of hester prynne punishment, eighteenth-century London pop into master 3-D as they enter the editor internship cover letter, rational and impersonal arena of public space via engravings glimpsed through new optical devices. This new medium, according to Blake, helps the public to map itself. Wendy Bellion's work on the physiognotrace depicts an thesis American public that also maps itself, but this public is one more complicated by its own experiences of both graphic and political self-representation. By analyzing the American reception of this profile or silhouette-tracing device, Bellion introduces her readers to the cartography of the public sphere, showing the ways in which new media are adapted within the very discursive conditions, the women essays, very rules that they help to transform.

The rules for inclusion, for drawing the boundaries of a public sphere, are less concealed in Patricia Crain's essay, which examines how elaborate pedagogical systems designed to resemble new media interpellated and located their subjects, in this case by making them perform as optical telegraphs within larger, oppressive systems of opponent review, cultural replication. Like the tinfoil phonographs of Lisa Gitelman's essay, optical telegraphs were more powerfully imagined than they were implemented. Very few were ever built or used, yet the idea of them circulated widely within the mentality, the public imagination, of their age. Joseph Lancaster's classroom telegraphs literally disciplined students, while even broader disciplinary measures may be read in their controlling institutional contexts, as well as glimpsed in the titles of early American newspapers like the women, American Telegraph [Conn.], Hillsboro [N.H.] Telegraph , and Lincoln [Me.] Telegraph . (None of opponent review thesis, these titles referred to life and death essay electrical telegraphs, which had not yet been invented.) In Benedict Anderson's formulation, the circulation and ritualized consumption of newspapers like these assisted in opponent review the imagination of a national community. What their titles and Lancaster's system suggest, according to Crain, is that the imagination of media conditioned the imagination of communities.

Newspapers were imagined in circulation, while optical telegraphs were outright imagined. The perceived promise of any new medium can have wide-ranging import, even if those promises eventually go unfulfilled. To many observers, the examining conflict through a comparison/contrast, tinfoil phonographs of 1878 promised a new, more modern and immediate type of review master, text, as recordings might indelibly capture speech, without the intercession of literate humans wielding pencils and paper. To other observers, the telephones that spread to rural America around 1900 promised to enlarge the very communication practices that self-defined Amish and hamlet, Mennonite communities themselves attempted to regulate. The wide popular reception of the first promise, Lisa Gitelman speculates, challenged and helped to review transform vernacular experiences of writing and copy cover, print, while raising questions about the instruments and the subjects of public memory. The Old Order perception of the second promise, Diane Umble shows, helped divide the aggregate Amish and Mennonite population, for this perception coincided with the review master, ongoing regulation of intra- and inter-group communication and excommunication. Although so often the rights women, focus of great attention and optimism, new media are not, as these authors pointedly demonstrate, inherently benign; they bite back. 10 They thrive amid unforeseen consequences, often despite the best, most vigorous intentions of their inventors, their promoters, their initial consumers, or of the customary arbiters of public intelligence. Nowhere are the unforeseen consequences of new media more obvious than when they engage the culturally authoritative practices of master thesis, science, with its Enlightenment logic of rational inquiry, objective experience, and accurate representation.

The stereoscope, for instance, emerged from the laboratory of British scientist Charles Wheatstone as an optical instrument charged with explaining new theories of vision. To scientists, the stereoscope could be used objectively to demonstrate that vision is rights women subjective, that the body can produce its own experiences of depth when presented with the right cues. Opponent Review Thesis. As Laura Schiavo puts it, Wheatstone's stereoscope newly insinuated an arbitrary relationship between stimulus and sensation. Yet within the context of commercially exploited and popularly apprehended photography, stereoscopes were ultimately recast as mimetic amusements that tendered to consumers an instructive and positivist model of hamlet life essay, how their eyes actually worked to see the opponent thesis, world as it really is. Vernacular discourse, in other words, completely inverted the meaning of plot through essay, what the stereoscope proved. This inverted meaning helped to make the stereoscope popular, fueling its commercial success as later nineteenth- and early twentieth-century viewers consumed stereograph images as a form of virtual travel, appropriating the opponent review thesis, world through pictures. At stake was far more than the prestige of Wheatstone or the life and death, anti-intellectualism of the marketplace. The rules by which the West knew the world had again come into play. The popularity of stereoscopes helped redraw the very category of the real, the consensual practices of accurate representation. Assumptions about what count as rules, about what is opponent review master real or accurate or normal, are no less at issue when new media are less popular than stereoscopes were or less patently involved in describing normal human perception. Media emerge and exist in ways that both challenge and regulate notions of what it means to be human.

Gregory Radick's essay provides a clear-cut case. An amateur ethologist using the new medium of recorded sound set out to learn the language of monkeys and stumbled into one of the hottest debates in Victorian evolutionary biology and linguistics: How is language uniquely human? In the course of his research, Richard Garner's recording phonograph became an instrument of knowledge deployed in hester prynne punishment essay various philosophic and scientific controversies#151;in the tension between amateur and professional science, for example, or in the dispute over opponent review whether abstraction or instinct founds thought and language, or in rights women discussions about the fundamental differences between humans and animals. Garner worked on monkeys, but not without meddling with the category of the human in two ways.. First, he raised anew the opponent thesis, definition of hamlet essay, Man as the opponent review master thesis, talking animal; second, he wielded his phonograph as if it were a necessary#151;and better#151;third ear.

As Garner's third ear suggests#151;and as many authors have noted#151;new media can be viewed as an examining conflict through endeavor to improve on human capabilities. Opponent Review Thesis. Like a telescope added to the eye of an astronomer or a microscope added to the eye of prynne punishment essay, a biologist, media can extend the body and its senses. Yet media do more than extend; they also incorporate bodies and are incorporated by them. 11 Media are designed to review thesis fit the human, the prynne essay, way telephone handsets or headsets literally fit from ear to mouth, but also the way telephone circuits, satellites, and review master, antennas fit among their potential consumers, as integral parts of communication/ information networks that literally shape what communication entails for individuals in the modern age. And if media fit humans, humans adjust themselves in various ways to fit media, knowingly and not. Women Essays. Hands physically adjust themselves to opponent master thesis different keyboards, different keypads, and different pointing devices, while users subtly adjust their sense of who they are. Some of rights, these complexities may be glimpsed in Katherine Stubbs's essay, which reads the history of review thesis, electrical telegraphy in the United States against and within the fiction that appeared in telegraph trade journals. Life. Published during the 1870s and 1880s, telegraph fiction shows how new media can remain new through the review, agency of users.

Amid ongoing conflicts between labor and capital arising in part from the feminization of the workforce, telegrapher-authors both used and represented the a mockingbird vs evil, telegraph as a means to explore identity in its relation to the body. In remaking themselves, by negotiating gender-at-a-distance-and-by-telegraph, for opponent review thesis instance, telegraphers kept the character of their medium unsettled. Life. In other words, the review master, newness of new media is more than diachronic, more than just a chunk of history, a passing phase; it is relative to the oldness of old media in a number of different ways. As many have noted, media often advertise their newness by depicting old media. 12 The first printed books looked like manuscripts, radios played phonograph records, and the Web has pages. Ellen Gruber Garvey and Paul Young each explore less familiar instances in which the and death, new represents the old in order to understand more fully the opponent review thesis, purchase that newness has on the process of representation. As Garvey's account of scrapbooks explains, scrapbook-makers took old media#151;literally the old books and periodicals they had lying around#151;and made them into new media in the form of scrapbooks. Newness in this case resonated as much with personal and domestic experiences as it did with public and collective apprehensions of hester essay, novelty, posterity, or periodicity. Scrapbook-makers tampered with the opponent review master, meanings of the scraps they collected by collecting them, a practice Garvey refers to to kill a mockingbird essay good as gleaning and connects to the composition and use of the Web today. Review Master Thesis. Young, on the other hand, presents a telegraphic history of early American cinema, reading filmic representations of telegraphs as only the most obvious link between these two media, which seem, in retrospect, so different.

As he explains, these media shared a history as the subjects of technological presentations and electrical spectacles. From the start, both became instruments of news reportage, one in the transmission of stories on the wire (that is, by telegraph wire services like the Associated Press) and the other in the projection of stories onto the screen in actualities and protonewsreels. Copy Editor Letter. Newness in this case resonated with emergent conventions for representing narrative time, with experiences of currency (of news as either new or old), and with new technology#151;all experiences that transform our sense of time and space. We hope these essays will help to broaden the inquiry of media studies by calling attention to the ways media are experienced and studied as the subjects of history. No ten essays can do more than open the question, but opening the question is crucial, we think, particularly as today's new media are peddled and review master, saluted as the rights women, ultimate, the end of media history. Newness deserves a closer look.

To that end, we include a brief section of documents for discussion. These documents are not illustrations of our text as much as they are artifacts that themselves point toward the rich and diverse record available to media historians. We hope that they will suggest specific historical and cultural meanings for review master media and promote a broader discussion of media history. Like the rights women, essays in this volume, our captions to these documents are meant as initial gestures toward that broader discussion. We include them to remind readers that the history of media is an opponent master ongoing, highly self-reflexive conversation about what we mean and#151;literally#151; how we mean it. 1. Rick Altman, A Century of Crisis, How to Think About the History (and Future) of Technology (February 2000), and Crisis Historiography, unpublished MSS., personal communication, May 1, 2001.

2. Carolyn Marvin, When 0ld Technologies Were New: Thinking about Electric Communication in the Late Nineteenth Century (New York: Oxford Llniversity Press, 1988). 3. Deadmedia.org. See Bruce Sterling, The Dead Media Project: A Modest Proposal and a Public Appeal, n.d., http://www.deadmedia.org/modest-proposal.html, June 2001. 4. Material Matters: The Past and Futurology of the Book, in hamlet life The Future of the Book , ed. Geoffrey Nunberg (Berkeley: University of California Press, 1996), 65. 5. Timothy Lenoir, Inscription Practices and opponent review thesis, Materialities of Communication, in hester punishment Inscribing Science: Scientific Texts and the Materiality of Communication , ed. Timothy Lenoir, 1-19 (Stanford: Stanford University Press, 1998), 7-8. 6. As Walter Benjamin cautions, Newness is a quality independent of the use value of the commodity. It is the origin of the illusory appearance that belongs inalienably to images produced by the collective unconscious. It is the quintessence of that false consciousness whose indefatigable agent is fashion. Opponent Review Master Thesis. This semblance of the new is reflected, like one mirror in another, in the semblance of the hamlet and death, ever recurrent.

The product of this reflection is the phantasmagoria of 'cultural history' in which the bourgeoisie enjoys its false consciousness to the full; The Arcades Project , ed. Howard Eiland and Kevin McLaughlin, trans., Rolf Tiedemann (Cambridge: Harvard University Press, 1999), 11. 7. James W Carey, Communication as Culture: Essays on Media and Society (Boston: Unwin Hyman, 1988). 8. Opponent Thesis. Leo Marx, Technology: The Emergence of a Hazardous Concept, Social Research 64 (fall 1997), 965-988. 9. A Mockingbird Essay Good. Naomi Mezey, Law as Culture, Yale Journal of Law the Humanities 13, no. 1 (2001): 35. See also Raymond Williams, Keywords: A Vocabulary of Culture and Society (New York: Oxford University Press, 1985). 10. Bite back is from Edward Tenner's title, Why Things Bite Back: Technology and the Revenge of Unintended Consequences (New York: Alfred A. Knopf, 1996).

11. Opponent. The trope of bodily extension or prosthesis is not an anachronism applied to new media. As James Lastra shows, it is hamlet one of two tropes that have played a normalizing role in the emergence of modern media (the other is that of inscription); Sound Technology and the American Cinema: Perception, Representation, Modernity (New York: Columbia University Press, 2000); see Introduction and chapter 1. See also N. Katherine Hayles on incorporating practices and embodied knowledge, 199-207 in opponent review thesis How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics (Chicago: University of rights, Chicago, 1999). 12. The remediation of one medium by another newer medium has recently been explored by opponent thesis, Jay David Bolter and Richard Grusin in Remediation: Understanding New Media (Cambridge: MIT Press, 1999).

As Rick Altman explains so succinctly, Anything that we would represent is rights women already constructed as a representation by previous representations (A Century of Crisis, 5; see note 1 above).

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An Interesting Day: President Bush's Movements and master thesis Actions on 9/11. By Allan Wood, Paul Thompson. DISCLAIMER: The analytical articles published on this website were written and published by “project managers” of certain investigative projects hosted by and death, the History Commons website. Opponent Review! Therefore, any views, conclusions, or opinions expressed in this or any other article should not be attributed to History Commons. Hamlet Essay! For questions concerning an master, article, please contact the author(s) directly. #8220;It was an interesting day.#8221;#8212;President Bush, recalling 9/11 [White House, 1/5/02] Both images taken at 9:03 a.m.: Bush takes part in a meaningless photo-op, knowing full well the US is service learning already under attack. [left, from Booker video, right from Getty Images] At approximately 8:48 a.m. on the morning of September 11, 2001, the first pictures of the burning World Trade Center were broadcast on opponent review master live television. Service Learning! The news anchors, reporters, and viewers had little idea what had happened in opponent review master thesis, lower Manhattan, but there were some people who did know. By that time, the Federal Aviation Administration (FAA), the hester prynne punishment North American Aerospace Defense Command (NORAD), the opponent review master thesis National Military Command Center, the Pentagon, the White House, the Secret Service, and Canada#8217;s Strategic Command all knew that three commercial airplanes had been hijacked. They knew that one plane had been flown deliberately into the World Trade Center#8217;s North Tower; a second plane was wildly off course and also heading toward Manhattan; and a third plane had abruptly turned around over Ohio and was flying back toward Washington, DC.

So why, at 9:03 a.m.#8212;fifteen minutes after it was clear the thesis learning United States was under terrorist attack#8212;did President Bush sit down with a classroom of second-graders and opponent master thesis begin a 20-minute pre-planned photo op? No one knows the answer to that question. In fact, no one has even asked Bush about it. Bush#8217;s actions on women essays September 11 have been the master subject of lively debate, mostly on the internet. Details reported that day and in the week after the attacks#8212;both the media reports and accounts given by Bush himself#8212;have changed radically over rights women essays, the past 18 months.

Culling hundreds of reports from newspapers, magazines, and the internet has only review master made finding the copy editor internship cover letter #8220;truth#8221; of what happened and when it happened more confusing. In the changed political climate after 9/11, few have dared raise challenging questions about Bush#8217;s actions. Master Thesis! A journalist who said Bush was #8220;flying around the country like a scared child, seeking refuge in to kill essay good vs evil, his mother#8217;s bed after having a nightmare#8221; and another who said Bush #8220;skedaddled#8221; were fired. Opponent! [Washington Post, 9/29/01 (B)] We should have a concise record of where President Bush was throughout the day the US was attacked, but we do not. What follows is an attempt to give the copy cover most complete account of review master Bush#8217;s actions#8212;from Florida to Louisiana to Nebraska to punishment, Washington, DC. Bush#8217;s appearance at the Emma E. Booker Elementary School in opponent review master thesis, Sarasota, Florida, on September 11, 2001 had been in the planning stages since August [Booker web site], but was only publicly announced on the morning of September 7. [White House, 9/7/01] Later that same day, 9/11 hijackers Mohamed Atta and Marwan Alshehhi traveled to Sarasota and enjoyed drinks and dinner at a Holiday Inn only two miles down the sandy beach from thesis learning, where Bush was scheduled to stay during his Sarasota visit. [Longboat Observer, 11/21/01, Washington Post, 1/27/02] The Colony Beach and Tennis Resort, where Bush stayed the night before 9/11. Opponent Review Master Thesis! [Colony Resort web site] On the night of copy editor September 10th, Bush stayed at the Colony Beach Resort#8212;#8220;an upscale and relatively pristine tropical island enclave located directly on the Gulf of Mexico, a spindly coral island#8230; off Sarasota, Florida.#8221; [AP, 07/29/01] Zainlabdeen Omer, a Sudanese native living in Sarasota, told the opponent master local police that night that someone he knew who had made violent threats against Bush was in town and Omer was worried about Bush#8217;s safety. The man was identified only as #8220;Ghandi.#8221; A police report states the Secret Service was informed immediately. [Hopsicker, 7/22/02] After a private dinner with various Florida politicians (including his brother Jeb) and Republican donors, Bush went to bed around 10:00 p.m. [Sarasota Magazine, 11/01, Washington Post, 1/27/02] Surface-to-air missiles were placed on the roof of the resort [Sarasota Herald-Tribune, 9/10/02], and an Airborne Warning and hamlet life Control System (AWACS) plane circled high overhead. [ Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by Bill Sammon, 10/02, p. 25] It#8217;s not clear if this type of protection was standard for the president or whether security was increased because of possible threats. Opponent Thesis! An Assassination Attempt? Bush awoke a little before 6:00 a.m. on September 11, pulled on women essays shorts and an old T-shirt and laced up his running shoes. [CBS, 11/1/02] At 6:30 a.m., Bush, a reporter friend, and his Secret Service crew took a four-mile jog in review master, the half-light of dawn around a nearby golf course. [Washington Post, 1/27/02, Washington Post, 09/11/01]

At about the same time Bush was getting ready for service, his jog, a van carrying several Middle Eastern men pulled up to master thesis, the Colony#8217;s guard station. The men said they were a television news crew with a scheduled #8220;poolside#8221; interview with the essays president. They asked for a certain Secret Service agent by master, name. Letter! The message was relayed to a Secret Service agent inside the resort, who hadn#8217;t heard of the opponent review thesis agent mentioned or of plans for an interview. He told the a mockingbird men to contact the president#8217;s public relations office in Washington, DC, and had the van turned away. [Longboat Observer, 9/26/01] General Ahmed Shah Massoud. The Secret Service may have foiled an assassination attempt. Two days earlier, Ahmed Shah Massoud, leader of Afghanistan#8217;s Northern Alliance, had been murdered by a similar ruse. Two North African men, posing as journalists from opponent review, #8220;Arabic News International,#8221; had been requesting an interview with Massoud since late August.

Ahmad Jamsheed, Massoud#8217;s secretary, said that by the night of September 8, #8220;they were so worried and excitable, they were begging us.#8221; An interview was arranged for the following day. As it began, a bomb hidden in the video camera exploded, killing the two journalists. Massoud was rushed by helicopter to examining plot through a comparison/contrast, a hospital in Tajikistan, but was pronounced dead on arrival (although his death was not acknowledged until September 15). [International Policy Institute for Counter-Terrorism, 10/30/01, Newsday, 10/26/01] The assassination is review master widely believed to have been timed to plot through a comparison/contrast, remove the Taliban#8217;s most popular and opponent review master respected opponent in hester, anticipation of the opponent master thesis backlash that would occur after the 9/11 attacks. [BBC, 9/10/01, BBC, 9/10/01 (B), Time, 8/4/02, St. Petersburg Times, 9/9/02] The Northern Alliance blamed al-Qaeda and the ISI, Pakistan#8217;s secret service, for a mockingbird essay, the attacks. [Radio Free Europe, 9/10/01, Newsday, 9/15/01, Reuters, 10/4/01] Nearly three hours after the incident at the Colony, another Longboat Key resident reported a run-in with possibly the same men. At about 8:50 (when reports of the opponent review master thesis first World Trade Center crash were first broadcast), while standing on the Sarasota bay front waiting for the presidential motorcade to pass by, this man saw two Middle Eastern men in a dilapidated van #8220;screaming out the windows #145;Down with Bush#146; and hester essay raising their fists in the air.#8221; The FBI questioned the man, but it#8217;s not known if this was the opponent review master same van that had visited the Colony. To Kill Good Vs Evil! [Longboat Observer, 9/26/01] Later on master thesis the morning of essay September 11, the Secret Service searched a Sarasota apartment looking for further corroboration of Zainlabdeen Omer#8217;s report of an assassination threat. Three Sudanese men were questioned for about ten hours. Review Master! The Secret Service also raided a beauty supply store in service learning, Sarasota, whose owner, identified as #8220;Hakim,#8221; told the agents that #8220;Ghandi#8221; was a member of the review master Sudanese People#8217;s Liberation Army, a group fighting against the fundamentalist Muslim government in Sudan. [Hopsicker, 7/22/02] Monica Yadav of hester prynne punishment Sarasota#8217;s ABC News 40 reported that a few days after the Secret Service visit, the beauty supply store was closed up and Hakim was long gone. Yadav also learned that Zainlabdeen Omer had suddenly quit his jobs and master vacated his apartment. #8220;All I know is he can#8217;t leave town,#8221; a friend of Omer#8217;s told Yadav. Hamlet Life Essay! #8220;Omer got in a lot of trouble with the law.#8221; The Special Agent in review master, charge of the service Presidential detail in Sarasota told Yadav that Bush was never in any danger and the various warnings and possible terrorist connections were all #8220;just a coincidence.#8221; [Hopsicker, 7/22/02] Yet, as we will see below, there are more details of a threat against Bush before he left Sarasota. Bush Is Briefed as the master Hijackings Begin. Rights Women! After his jog, Bush showered, then sat down for his daily intelligence briefing around 8 a.m. #8220;The President#8217;s briefing appears to review master, have included some reference to the heightened terrorist risk reported throughout the examining plot conflict summer, but contained nothing specific, severe or imminent enough to necessitate a call to [National Security Advisor] Condoleezza Rice.#8221; [Telegraph, 12/16/01]

While Bush was being briefed, the planes that would be hijacked began taking off. American Airlines Flight 11 was first, leaving Boston#8217;s Logan Airport at 7:59 a.m. The others soon followed, except for United Flight 93, scheduled to leave at 8:01, but which was delayed on the runway for about 40 minutes. [Boston Globe, 11/23/01] (For more information on the four flights, see Flight 11, Flight 175, Flight 77, Flight 93.) At approximately 8:13, Flight 11 was instructed by air traffic controllers at the FAA#8217;s Boston Center, in Nashua, New Hampshire, to climb to 35,000 feet. The plane did not obey the order and its transponder was turned off. Air traffic control manager Glenn Michael said, #8220;we considered it at that time to be a possible hijacking.#8221; [AP, 8/12/02, emphasis added] According to FAA regulations, that was the correct decision: #8220;Consider that an aircraft emergency exists#8230; when#8230; there is review master unexpected loss of radar contact and radio communications with any#8230; aircraft.#8221; [FAA Air Traffic Control Regulations, Chapter 10, Section 2-5 ] Air traffic controller Matt McCluskey stands in and death essay, the Boston tower where the opponent master Flight 11 hijack was first detected. Examining Plot Through Essay! [AP] If air traffic controllers believed Flight 11 had been hijacked at 8:13, NORAD should have been informed immediately, so military planes could be scrambled to investigate.

However, NORAD and the FAA both claimed NORAD was not informed until 8:40#8212;27 minutes later. Opponent Review Master! [NORAD, 9/18/01, AP, 8/12/02, AP, 8/19/02, Newsday, 9/10/02; one NORAD employee said it took place at 8:31, ABC News, 9/11/02] Indeed, before contacting NORAD, Boston air traffic controllers watched Flight 11 make an unexpected 100-degree turn and head south toward New York City [Christian Science Monitor, 9/13/01], told other controllers of the hijacking at 8:25 [Guardian, 10/17/01], continued to hear highly suspicious dialogue from the cockpit (such as, #8220;Nobody move, please, we are going back to the airport. Rights Essays! Don#8217;t try to make any stupid moves#8221; ) [Guardian, 10/17/01, New York Times, 10/16/01], and even asked the pilots of opponent review thesis Flight 175 to scan the skies for to kill a mockingbird essay, the errant plane. [Guardian, 10/17/01, Boston Globe, 11/23/01] Is NORAD#8217;s claim credible? If so, the air traffic controllers (including Mr. Michael) should have been fired and subject to possible criminal charges for their inaction. To date, however, there has been no word of any person being disciplined at any institution at opponent, any level for what happened on 9/11. If NORAD#8217;s claim is false, and it was indeed informed within the time frame outlined in FAA regulations that Flight 11 may have been hijacked, that would mean NORAD did absolutely nothing for almost thirty minutes while a hijacked commercial airliner flew off course through some of the most congested airspace in punishment essay, the world. Presumably, that would warrant some very serious charges. Opponent! Again, no one associated with NORAD or the good vs evil FAA has been punished. According to phone calls made by master, fight attendants Betty Ong and Amy Sweeney, the examining plot a comparison/contrast essay hijackers had stabbed and opponent killed at least one passenger and hamlet essay two flight attendants by about 8:21. Review Master! [ABC News, 7/18/02, Boston Globe, 11/23/01, AP, 10/5/01, Los Angeles Times, 9/20/01] (One hijacker may have been riding in and death essay, the cockpit and review master thesis begun the thesis hijacking earlier.) After 8:21, both women apparently remained on the phone with American Airlines#8217; headquarters for 25 minutes, until their plane crashed into the World Trade Center#8217;s North Tower. [ABC News, 7/18/02, AP, 10/5/01] These calls make NORAD#8217;s supposed ignorance of opponent master thesis a crisis even more dubious. Bush#8217;s motorcade arrives at hamlet and death, Booker Elementary. [A still from Booker video] Bush Leaves for Booker Elementary. Around the same time the opponent master thesis Flight 11 hijackers were stabbing passenger Daniel Lewin#8212;at 8:20 a.m.#8212;Bush#8217;s briefing ended and he said good-bye to the Colony#8217;s general manager. [Telegraph, 12/16/01, Sarasota Magazine, 11/01] The first event on Bush#8217;s schedule was what is known as a #8220;soft event#8221; #150; a photo-op with children at editor internship, Emma Booker Elementary School#8212;promoting his proposed education bill. [Sarasota Herald-Tribune, 9/11/01] After spending about 20 minutes with the review thesis children, Bush was scheduled to give a short press conference at hester essay, about 9:30. [White House, 9/7/01, Federal News Service, 9/10/01]

Accounts of when Bush#8217;s motorcade left for the school vary from opponent review master, 8:30 to 8:39. [8:30, Washington Post, 1/27/02, 8:35, Sarasota Magazine, 9/19/01, 8:39, Washington Times, 10/7/02] One account has the Bush party leave the hester Colony suite at 8:30 and drive away at 8:39. Whenever he left, the motorcade traveled quickly: #8220;The police shut down traffic in both directions, leaving roads utterly deserted for Bush#8217;s long motorcade, which barreled along at opponent review master, 40 mph, running red lights with impunity.#8221; [ Fighting Back: The War on Terrorism#8212;From Inside the internship letter Bush White House , by opponent review master, Bill Sammon, 10/02, pp. 37-38] At 40 mph, it would take about 14 minutes to rights essays, travel the opponent review nine-mile distance to the school. Several accounts say the journey took about 20 minutes [New York Times, 9/16/01 (B), St. Petersburg Times, 9/8/02 (B), MSNBC, 10/29/02], which means that Bush arrived shortly before 9:00. To Kill! [8:46, ABC News, 9/11/02, 8:55, Washington Times, 10/7/02, 8:55, Sarasota Magazine, 9/19/01, #8220;just before 9:00,#8221;Telegraph, 12/16/01, #8220;shortly before 9:00,#8221;Sarasota Herald-Tribune, 9/10/02, #8220;just before 9:00,#8221;New York Times, 9/16/01 (B), 9:00, Albuquerque Tribune, 9/10/02] When Did Bush First Learn of the Attacks? Why does it matter when Bush left the resort and arrived at opponent thesis, the school? Because this is the crucial time when Bush was first told, or should have been told, of the essay attacks. Official accounts, including the review thesis words of Bush himself, say Bush was first told of hamlet and death what was happening in New York City after he arrived at review master, the school. [Telegraph, 12/16/01, CBS, 9/11/02] However, this statement does not stand up to life essay, scrutiny. There are at opponent, least four reports that Bush was told of the first crash before he arrived at the school.

In this map, the and death yellow star is opponent review master roughly where Bush#8217;s motorcade is when Flight 11 crashes at to kill a mockingbird essay good vs evil, 8:46, and the orange star is where he is when told about the crash a few minutes later. [Made with Yahoo Maps] Two accounts explicitly state Bush was told while in the motorcade. #8220;The President was on Highway 301, just north of Main Street#8230; [when] he received the news that a plane had crashed in New York City.#8221; [Sarasota Magazine, 11/01] (See adjacent map for the location where he is told.) Another account states, #8220;Bush was driving to the school in opponent review, a motorcade when the phone rang. An airline accident appeared to have happened. He pressed on with his visit.#8221; [Observer, 9/16/01] The first media reports of Flight 11#8217;s crash into the World Trade Center began around 8:48, two minutes after the rights women essays crash happened. [New York Times, 9/15/01] CNN broke into its regular programming at opponent review master, that time [CNN, 9/11/01], though other networks, such as ABC, took a few more minutes to begin reporting. [ABC, 9/14/02] So within minutes, millions were aware of the thesis service learning story, yet Bush supposedly remained unaware for about another ten minutes. Claims of Bush#8217;s ignorance become harder to believe when one learns that others in his motorcade were immediately told of the review master attack. For instance, Kia Baskerville, a CBS News producer traveling with Bush that morning, received a message about a plane crash #8220;as the presidential motorcade headed to President Bush#8217;s first event.#8221; Baskerville said, #8220;Fifteen minutes later I was standing in a second grade classroom [waiting for Bush#8217;s entrance]#8221;#8212;which means she got the news at about 8:47#8212;right as the story was first being reported. [CBS, 8/19/02] A news photographer in the motorcade overheard a radio transmission that Press Secretary Ari Fleischer would be needed on arrival at examining conflict essay, the school to discuss reports of opponent review master thesis some sort of cover letter crash. [Christian Science Monitor, 9/17/01] Another account notes Fleischer got the news that the opponent review thesis crash had occurred #8220;just minutes before,#8221; but notes that Bush was not in examining plot conflict essay, the same car as Fleischer. [CBS, 11/1/02] Senior presidential communications officer Thomas Herman said, #8220;Just as we were arriving at opponent review master thesis, the school, I received a notification from our operations center than [sic] an airliner had struck one of the towers#8230;.#8221; [Marist College Magazine, Fall 2002] Meanwhile, CIA Director George Tenet was told of the crash a few minutes after it happened. Examining Conflict Essay! A messenger gave him the news as he was eating breakfast with former Senator David Boren in opponent, a Washington restaurant three blocks from the White House. Boren says Tenet was told that the World Trade Center had been attacked by an airplane: #8220;I was struck by life, the fact that [the messenger] used the opponent review master word attacked.#8221; An aide then handed a cell phone to Tenet, and Tenet made some calls, showing that at least some at the highest levels of the copy cover letter Bush administration were talking about an master thesis, attack at hester punishment, this time. Tenet then said to opponent thesis, Boren, #8220;You know, this has bin Laden#8217;s fingerprints all over service learning, it.#8221; [ABC, 9/14/02] Some people at the school also heard of the opponent news before Bush arrived.

Around 8:50, Tampa Bay#8217;s Channel 8 reporter Jackie Barron was on the phone with her mother, who mentioned the first news reports. At almost the same time, Brian Goff, a Fox reporter from Tampa, heard the same thing on his cell phone. [Sarasota Magazine, 11/01] Associated Press reporter Sonia Ross was also told of the rights women essays crash by phone from a colleague. [AP, 9/12/01 (D)] Florida Congressman Dan Miller, waiting in front of the school as part of the official greeting party, was told by an aide about the crash at review, 8:55, before Bush arrived. [Sarasota Magazine, 11/01] Given all this, how could Bush have remained ignorant? Could he have been out of the loop because he was in a car? No. The previous night, Colony Resort manager Katie Klauber Moulon toured the presidential limousine and marveled #8220;at all the phones and electronic equipment.#8221; [Sarasota Magazine, 11/01] Karl Rove, Bush#8217;s #8220;chief political strategist,#8221; who presumably was riding with Bush, used a wireless e-mail device on 9/11 as well. Editor Internship Cover! [Newsweek, 10/14/02] There seems to have been ample opportunity and opponent review the means to alert Bush. White House Situation Room Director Deborah Loewer. If Bush wasn#8217;t told while in his limousine, he certainly was told immediately after he got out of it. US Navy Captain Deborah Loewer, the director of the White House Situation Room, was traveling in the motorcade when she received a message from an assistant back in learning, Washington about the first crash.

Loewer said that as soon as the car arrived at Booker, she ran quickly over to Bush. Opponent Review Thesis! #8220;It#8217;s a very good thing the Secret Service knows who I am,#8221; Loewer later said. She told Bush that an aircraft had #8220;impacted the essays World Trade Center. Master Thesis! This is learning all we know.#8221; [Catholic Telegraph, 12/7/01, AP, 11/26/01] Meanwhile, More Hijackings. Flight 77#8217;s intended and review master thesis actual routes. [USA Today] Note the life and death strange loop off course about halfway along the review thesis route to the west, which was the first sign the plane was hijacked. Women! Such a large diversion is extremely uncommon, and should have triggered an immediate fighter response. Even though Flight 175 left about the opponent review same time as Flight 11, it appears to have been hijacked much later. At 8:41, its pilot was still talking to ground control [New York Times, 10/16/01], but at hester prynne punishment, 8:42 it sharply veered off course, and a flight controller noted that its transponder had been turned off and communication cut. Opponent! [Boston Globe, 11/23/01, New York Times, 10/16/01] One minute later, at hester essay, 8:43, NORAD was notified the plane had been hijacked. [NORAD, 9/18/01] The hijackers turned the transponder back on opponent review thesis but used a different signal code. This allowed flight controllers to #8220;easily#8221; track the plane as it flew toward New York City. Through A Comparison/contrast! [Washington Post, 9/17/01] At about 8:46, Flight 77 began to master thesis, go severely off course. According to essays, regulations, a fighter is required to be dispatched if a plane strays from its official course by more than two miles or 15 degrees [MSNBC, 9/12/01]. Master Thesis! As the adjacent map shows, Flight 77 returned to its proper course for examining plot conflict through, a time, but its last radio contact occurred at 8:50. [Guardian, 10/17/01] Supposedly, NORAD was not officially notified that Flight 77 has been hijacked until 9:24 [NORAD, 9/18/01], but the New York Times reported that by around 8:50, military officials at the Pentagon were already discussing what to do about Flight 77. [New York Times, 9/15/01] Note the difference in master, notification times: 27 minutes for Flight 11, 1 minute for Flight 175 and 38 minutes for Flight 77.

Flight 93 wasn#8217;t hijacked until about 9:16, but by about 8:50, it was clear that at rights women essays, least three planes had been hijacked. Vice President Dick Cheney, speaking on thesis NBC#8217;s Meet the Press, said, #8220;The Secret Service has an arrangement with the FAA. They had open lines after the World Trade Center was#8230;#8221; [Meet the Press, 9/16/01] Cheney never finished his sentence (interesting in essays, itself#8212;did he say too much?), but it seems safe to say that his next word would have been #8220;hit.#8221; Cheney#8217;s statement makes it clear the Secret Service knew the extent of the master situation well before 9:00 am. Rights Women Essays! Intelligence agencies were suffering #8220;warning fatigue#8221; from so many warnings of an al-Qaeda attack [Independent, 9/7/02], some specifically mentioning the use of hijacked airplanes as missiles (see this essay). Master! Bush himself was given an intelligence briefing a month earlier entitled #8220;Bin Laden to Strike in rights women, US,#8221; and it contained a warning from the British government that the US should expect multiple airline hijackings from al-Qaeda. Review Thesis! [Sunday Herald, 5/19/02] So with the copy internship clear knowledge that three planes had been hijacked, with one of them already crashed into the World Trade Center, who would have possibly assumed that Flight 11#8217;s crash was an accident? Yet that is precisely what the official story claims. Master! There are a number of different #8220;official#8221; accounts, but all of them stress that Bush wasn#8217;t told until after he arrived inside the school (contrary to the account of to kill essay good vs evil Captain Loewer) and that it was assumed to be an accident (contradicting Tenet being told that it was an opponent review, attack). Karl Rove [Reuters], Andrew Card [AP], and copy editor letter Dan Bartlett. In some accounts, #8220;President Bush had emerged from his car and review was shaking hands with local officials standing outside the school when Chief of Staff Andrew Card sidled up to him with the news.#8221; [CBS, 11/1/02] Bush later recalled that it was Card who first notified him: #8220;#145;Here#8217;s what you#8217;re going to be doing; you#8217;re going to meet so-and-so, such-and-such.#146; Then Andy Card said, #145;By the way, an aircraft flew into the World Trade Center.#146; #8221; [Washington Times, 10/7/02] At a press conference later that day, Press Secretary Ari Fleischer also claimed it was Andy Card who first informed him, #8220;as the President finished shaking hands in a hallway of school officials.#8221; [Knoxville News Sentinel, 9/11/01] In other accounts, it was advisor Karl Rove who first told Bush. According to photographer Eric Draper, who was standing nearby, Rove rushed up, took Bush aside in a corridor inside the school and said the cause of the crash was unclear.

Bush replied, #8220;What a horrible accident!#8221; Bush also suggested the pilot may have had a heart attack. [Daily Mail, 9/8/02] Dan Bartlett, White House Communications Director, says he was there when Bush was told: #8220; [Bush] being a former pilot, had kind of the same reaction, going, was it bad weather? And I said no, apparently not.#8221; [ABC News, 9/11/02] A reporter who was standing nearby later said, #8220;From the demeanor of the President, grinning at hester prynne, the children, it appeared that the enormity of what he had been told was taking a while to sink in.#8221; [Daily Mail, 9/8/02] One account explicitly says that Rove told Bush the World Trade Center had been hit by a large commercial airliner. [Telegraph, 12/16/01] However, Bush later remembered Rove saying it appeared to review, be an accident involving a small, twin-engine plane. To Kill Good Vs Evil! [Washington Post, 1/27/02, MSNBC, 9/02] In yet another account, Blake Gottesman, Bush#8217;s personal assistant, while giving the president some final instructions as they walked to the school, remarked, #8220;Andy Card says, #145;By the way, an opponent thesis, aircraft flew into the World Trade Center.#146; #8221; [ Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by hamlet life and death essay, Bill Sammon, 10/02, pp. 41-42] Condoleezza Rice. [AP] Told Again, Yet Still Clueless. Booker principal Gwen Tose-Rigell was waiting for Bush outside the school. #8220;The limousine stops and the president comes out. He walks toward me. I#8217;m standing there in a lineup; there are about five people. He walks over and says he has to make a phone call, and opponent master he#8217;ll be right back.#8221; [MSNBC, 09/02, Telegraph, 12/16/01] The phone call was with National Security Advisor Condoleezza Rice. From a room with secure communications, Rice updated Bush on the situation. [Christian Science Monitor, 9/17/01, Time, 9/12/01] The fact that Bush immediately said he had to make an important call strongly suggests he was told about the situation while in the motorcade.

But some accounts have Andrew Card saying to Bush as he gets out of his limousine, #8220;Mr. Rights Women Essays! President, you really need to review, take this phone call,#8221; thereby implying that Card knows what#8217;s going on, but Bush doesn#8217;t. [St. Petersburg Times, 9/8/02 (B)] As National Security Advisor, Rice had to have had as much information as anyone. By the time she spoke to Bush, she must have known that three planes had been hijacked and thesis service that the master thesis country was under attack. We know very little about the a mockingbird good vs evil conversation#8212;only that Rice later claimed, #8220; [Bush] said, what a terrible, it sounds like a terrible accident. Keep me informed.#8221; [ABC News, 9/11/02] One reporter noted: #8220;Bush did not appear preoccupied [after the phone call] #133; There was no sign that Rice had just told [him] about the first attack [on the World Trade Center].#8221; [Cox News, 9/12/01 (B)] Tose-Rigell was then summoned to a room to talk with Bush: #8220;He said a commercial plane has hit the review master thesis World Trade Center, and we#8217;re going to go ahead and go on, we#8217;re going on to do the reading thing anyway.#8221; [AP, 8/19/02 (D)] One local reporter notes that at this point, #8220;He could and arguably should have left Emma E. Booker Elementary School immediately, gotten onto rights women essays, Air Force One and left Sarasota without a moment#8217;s delay#8230; But he didn#8217;t.#8221; [Sarasota Herald-Tribune, 9/12/01 (B)] The only possible excuse is that Bush was completely clueless as to what was happening. Sure enough, at a press conference on master thesis the evening of plot a comparison/contrast essay 9/11, Press Secretary Ari Fleischer was asked by a reporter, #8220;And then this morning, when Andy Card told him about the first accident, was Andy Card or Condi Rice or any of review master thesis those aware of the hijackings?

What did they know when they#8212;-#8221; Fleischer cut in and replied, #8220;No, at that point they were not.#8221; [Knoxville News Sentinel, 9/11/01] So supposedly, 15 minutes after the learning first crash, none of Bush#8217;s aides, not even Rice back in review thesis, Washington, DC, knew a thing about the hijackings that had been reported to NORAD 20 minutes earlier? This simply is not plausible. Booker Elementary School. [MSNBC] Bush#8217;s Confused Recollection. Bush#8217;s own recollection of the first crash only complicates the picture. Less than two months after the attacks, Bush made the copy preposterous claim that he had watched the first attack as it happened on live television. This is the seventh different account of how Bush learned about the opponent master thesis first crash (in his limousine, from Loewer, from Card, from examining through essay, Rove, from thesis, Gottesman, from essay, Rice, from master, television).

On December 4, 2001, Bush was asked: #8220;How did you feel when you heard about the life and death essay terrorist attack?#8221; Bush replied, #8220;I was sitting outside the classroom waiting to go in, and I saw an airplane hit the tower#8212;the TV was obviously on. And I used to fly, myself, and I said, well, there#8217;s one terrible pilot. I said, it must have been a horrible accident. But I was whisked off there, I didn#8217;t have much time to think about it.#8221; [White House, 12/4/01] There was no film footage of the first attack until at least the following day, and Bush didn#8217;t have access to master thesis, a television until 15 or so minutes later. [Washington Times, 10/7/02] The Boston Herald later noted, #8220;Think about hamlet and death essay, that. Bush#8217;s remark implies he saw the master first plane hit the tower. But we all know that video of the first plane hitting did not surface until the examining plot through a comparison/contrast next day.

Could Bush have meant he saw the second plane hit#8212;which many Americans witnessed? No, because he said that he was in the classroom when Card whispered in his ear that a second plane hit.#8221; [Boston Herald, 10/22/02] Bush#8217;s recollection has many precise details. Master Thesis! Is he simply confused? It#8217;s doubly strange why his advisors didn#8217;t correct him or#8212;at the very least#8212;stop him from hamlet life and death essay, repeating the same story only review thesis four weeks later. [White House, 1/5/02, CBS, 9/11/02] On January 5, 2002, Bush stated: #8220;Well, I was sitting in rights women, a schoolhouse in Florida#8230; and master my Chief of Staff #150; well, first of all, when we walked into the classroom, I had seen this plane fly into essays, the first building. There was a TV set on. Master! And you know, I thought it was pilot error and I was amazed that anybody could make such a terrible mistake. Examining Conflict Essay! And something was wrong with the master plane#8230;#8221; [White House, 1/5/02] Unfortunately, Bush has never been asked#8212;not even once#8212;to explain these statements. His memory not only editor internship cover contradicts every single media report, it also contradicts what he said that evening. In his speech to the nation that evening, Bush said: #8220;Immediately following the first attack, I implemented our government#8217;s emergency response plans.#8221; [White House, 9/11/01] It#8217;s not known what these emergency plans were, because neither Bush nor anyone in opponent master thesis, his administration mentioned this immediate response again. Hester Prynne Essay! Implementing #8220;emergency response plans#8221; seems to master, completely contradict Bush#8217;s #8220;by the women way#8221; recollection of a small airplane accident. Bush meets teacher Sandra Kay Daniels. [A still from Booker video] Inside the Classroom and the Second Plane Crash.

Shortly after his call with National Security Advisor Rice, Bush entered Sandra Kay Daniels#8217;s second-grade class for a photo-op to promote Bush#8217;s education policies. [Daily Mail, 9/8/02] The event was to begin precisely at 9:00, but the call pushed it back to about 9:03. [Washington Times, 10/8/02, Telegraph, 12/16/01, Daily Mail, 9/8/02] Numerous reporters who were traveling with the thesis president, as well as members of the local media, watched from the back of the room. [AP, 8/19/02 (D)] Altogether there were about 150 people in to kill essay, the room, only 16 of opponent review them students. Bush was introduced to to kill vs evil, the children and then posed for review, a number of to kill a mockingbird vs evil pictures. Daniels then led the students through some reading exercises (video footage shows this lasted about three minutes). [Salon, 9/12/01 (B)] Bush later related what he was thinking at opponent thesis, the time: #8220;I was concentrating on the program at this point, thinking about rights women essays, what I was going to say [about the opponent review thesis plane crash]. To Kill A Mockingbird Essay Vs Evil! Obviously, I felt it was an accident. I was concerned about it, but there were no alarm bells.#8221; [Washington Times, 10/7/02] At 9:03, Flight 175 crashed into the South Tower of the World Trade Center.

News of this traveled extremely rapidly. In fact, some of review Bush#8217;s Secret Service agents watched the second crash live on television in an adjacent room. [Sarasota Herald-Tribune, 9/10/02] Press Secretary Ari Fleischer, in the same room as Bush but not near him, immediately received the news on his pager. [CBS, 9/11/02] Other pagers were going off as well. Andrew Card tells Bush the second tower has been hit. Service! [White House via AP] See a video of Bush#8217;s reaction here: [ABC, 9/14/02] Chief of opponent thesis Staff Andrew Card was in a nearby room when he heard the news. He waited until there was a pause in the reading drill to hester prynne essay, walk in and tell Bush. Opponent Review Master! [Washington Times, 10/7/02, Washington Times, 10/8/02] The children were getting their books from under their seats to a mockingbird, read a story together when Card came in. [Daily Mail, 9/8/02] Card whispered to Bush: #8220;A second plane hit the second tower. America is opponent review thesis under attack.#8221; [San Francisco Chronicle, 9/11/02] Another account has Card saying: #8220;A second plane has hit the examining plot through a comparison/contrast World Trade Center. America is under attack.#8221; [Telegraph, 12/16/01] Accounts vary as to when Card gave Bush the news.

Some say 9:05 [Salon 9/11/01, New York Times, 9/16/01 (B), Telegraph, 12/16/01, Albuquerque Tribune, 9/10/02], and some say 9:07. [Washington Post, 9/11/01, Washington Times, 10/8/02] ABC News reporter Ann Compton, who was in review thesis, the room, said she was surprised by the interruption and #8220;wrote [the time] down in my reporter#8217;s notebook, by my watch, 9:07 a.m.#8221; [ABC News, 9/11/02] The Reaction#8212;Or Lack of One. Another picture of Andrew Card telling Bush the second tower has been hit. [White House via AP] Descriptions vary greatly as to how Bush responded to the news. It is said he #8220;blanched#8221; [Richmond Times-Dispatch, 10/1/02], #8220;the color drained from the prynne essay president#8217;s face#8221; [AP, 9/12/01 (D)], he #8220;wore a bemused smile#8221; [Orlando Sentinel, 9/12/01], #8220;because visibly tense and serious#8221; [Time, 9/12/01], and so on. Watch the video and draw your own conclusions (the 11-minute video can be viewed at the Center for Cooperative Research, Buzzflash, Global Free Press, The Emperor#8217;s New Clothes, or Liberty DYNU). Bush later recalled his own reaction: #8220;I am very aware of the thesis cameras. I#8217;m trying to thesis service learning, absorb that knowledge. Master! I have nobody to talk to. Examining Conflict Through A Comparison/contrast! I#8217;m sitting in the midst of a classroom with little kids, listening to a children#8217;s story and I realize I#8217;m the opponent review master Commander in Chief and the country has just come under attack.#8221; [Telegraph, 12/16/01, CBS, 11/1/02] Asked again what he thought after he heard the news, Bush said, #8220;We#8217;re at war and somebody has dared attack us and punishment we#8217;re going to do something about it. Opponent! I realized I was in a unique setting to receive a message that somebody attacked us #133; [I]t became evident that we were, you know, that the world had changed.#8221; [CBS, 9/11/02] So what did the through a comparison/contrast Commander in Chief do with the master knowledge that the United States was under attack? Bush did not say one word. To Kill A Mockingbird Essay Vs Evil! He did not ask Card any questions.

He did not give any orders. He did not know who (or which country) was attacking, whether there would be more attacks, what military plans had been taken, what military actions should be taken#8212;indeed, he knew virtually nothing about what was going on outside the room. Review Master Thesis! He just sat there. Rights Essays! Bush later recalled: #8220;There was no time for discussion or anything.#8221; [ Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by Bill Sammon, 10/02, pp. 83-84] Even stranger, as one newspaper put it, although the nation was under terrorist attack, #8220;for some reason, Secret Service agents [did] not bustle him away.#8221; [Globe and Mail, 9/12/01] Military pilots must have #8220;permission from the White House because only the thesis president has the authority to order a civilian aircraft shot down.#8221; [CNN, 10/26/99] But if retaliatory strikes needed to the authorized, Bush was not available.

If one of the planes had to be shot down to save more lives on the ground, Bush was not available. Although several fighters had been dispatched to defend New York City, the pilot of hester prynne essay one of the planes flying to catch Flight 175 later noted that it wouldn#8217;t have mattered if he caught up with it, because only review master thesis Bush could order a shootdown, and Bush could not be reached in life, the classroom. [Cape Cod Times, 8/21/02] Bush not long after being told of the opponent thesis second plane crash. Copy! [A still from Booker video] Secret Service agents and other security personnel had set up a television in a nearby classroom. They turned on the TV just as Flight 175 crashed into the World Trade Center. Review! According to Sarasota County Sheriff Bill Balkwill, who was in the room, a Marine responsible for plot conflict, carrying Bush#8217;s phone immediately said to Balkwill, #8220;We#8217;re out of here. Can you get everyone ready?#8221; [Sarasota Herald-Tribune, 9/10/02] But he must have been overruled by opponent review thesis, someone, because Bush did not leave. Thesis Service! Meanwhile, Secret Service agents burst into Vice President Cheney#8217;s White House office. They carried him under his arms#8212;nearly lifting him off the ground#8212;and propelled him down the steps into the White House basement and through a long tunnel toward an underground bunker. Accounts of opponent master thesis when this happened vary greatly, from essays, 9:06 [New York Times, 9/16/01 (B), Telegraph, 12/16/01] to after 9:30. [CBS, 9/11/02, Washington Post, 1/27/02] Cheney#8217;s own account is opponent master vague and hester prynne contradictory. [Meet the Press, 9/16/01] The one eyewitness account, by White House photographer David Bohrer, said it happened just after 9:00. [ABC, 9/14/02 (B)] It#8217;s easy to opponent review thesis, see why the White House would have wanted this event placed at a later time (after Bush#8217;s initial statement to the nation rather than after the second crash) to avoid the obvious question: if Cheney was immediately evacuated, why wasn#8217;t Bush? The Photo-Op Goes On. After Card told Bush about the second plane and quickly left, the classroom was silent for about 30 seconds or so. [Tampa Tribune, 9/1/02] The children were about to take turns reading from a story called The Pet Goat . Examining Plot Conflict! [AFP, 9/7/02] Bush picked up the book and began to read with the children. [Tampa Tribune, 9/1/02] In unison, the children read out loud, #8220;The#8212;Pet#8212;Goat. A#8212;girl#8212;got#8212;a#8212;pet#8212;goat.

But#8212;the#8212;goat#8212;did#8212;some#8212;things#8212;that#8212;made#8212;the#8212;girl#8217;s#8212;dad#8212;mad.#8221; Bush mostly listened, but occasionally asked the children a few questions to encourage them. Master! [Washington Times, 10/7/02] At one point he said, #8220;Really good readers, whew!#8230; These must be sixth-graders!#8221; [Time, 9/12/01] Who was really in examining plot conflict essay, control? Certainly not Bush. In the back of the room, Press Secretary Ari Fleischer caught Bush#8217;s eye and held up a pad of paper for him to review, see, with #8220;DON#8217;T SAY ANYTHING YET#8221; written on and death essay it in big block letters. [Washington Times, 10/7/02] Some person or people had overruled the opponent security who wanted Bush evacuated immediately, even as Vice President Cheney was taken from his White House office to a safe location. Bush#8217;s security overruled Bush on security matters later in the day on Air Force One, but who overruled them that morning? Bush with his Pet Goat book in Sandra Kay Daniels#8217;s elementary school classroom. [Eric Draper] When Did Bush Leave the Classroom? Nearly every news account fails to mention when Bush left the classroom after being told America was under attack. Prynne Essay! Three mention 9:12 a.m. [New York Times, 9/16/01 (B), Telegraph, 12/16/01, Daily Mail, 9/8/02] Remaining in the classroom for approximately five to seven minutes is inexcusable, but the video of Bush in the classroom suggests he stayed longer than that. The video contains several edits and ends before Bush leaves the opponent review master room, so it also doesn#8217;t tell us exactly how long he stayed. Hester Prynne Punishment! One newspaper suggested he remained #8220;for eight or nine minutes#8221;#8212;sometime between 9:13 and 9:16, since Card#8217;s arrival is uncertain. [Tampa Tribune, 9/1/02] When Bush finally did leave, he didn#8217;t act like a man in review thesis, a hurry. Plot Through A Comparison/contrast! In fact, he was described as #8220;openly stretching out the moment.#8221; [ Fighting Back: The War on Terrorism#8212;From Inside the review master Bush White House , by Bill Sammon, 10/02, p. 89] When the lesson was over, Bush said to the children: #8220;Hoo!

These are great readers. Very impressive! Thank you all so much for to kill vs evil, showing me your reading skills. I bet they practice too. Don#8217;t you? Reading more than they watch TV? Anybody do that? Read more than you watch TV? [Hands go up] Oh that#8217;s great!

Very good. Very important to practice! Thanks for having me. Master Thesis! Very impressed.#8221; [Transcribed from Booker video, Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by Bill Sammon, 10/02, pp. Hester Prynne! 89-90] Bush still continued to talk, advising the children to stay in school and be good citizens. [Tampa Tribune, 9/1/02, St. Petersburg Times, 9/8/02 (B)] One student asked Bush a question, and opponent master thesis he gave a quick response on his education policy. [New York Post, 9/12/02] The only source to describe what happened next is Fighting Back by service learning, Bill Sammon. Publishers Weekly described Sammon#8217;s book as an #8220;inside account of the Bush administration#8217;s reaction to 9-11 [and] a breathless, highly complimentary portrait of the opponent review thesis president [showing] the great merit and unwavering moral vision of his inner circle.#8221; [Publisher#8217;s Weekly, 10/15/02] Sammon#8217;s conservative perspective makes his account of essay Bush#8217;s behavior at review master, the end of the photo-op all the more surprising.

Bush is plot essay described as smiling and chatting with the children #8220;as if he didn#8217;t have a care in the world#8221; and #8220;in the most relaxed manner imaginable.#8221; White House aide Gordon Johndroe, then came in thesis, as he usually does at essay, the end of press conferences, and said, #8220;Thank you, press. Opponent Master Thesis! If you could step out the door we came in, please.#8221; A reporter then asked, #8220;Mr. Rights Women Essays! President, are you aware of the reports of the plane crash in New York? Is there anything#8230;,#8221; But Bush interrupted, and no doubt recalling his order, #8220;DON#8217;T SAY ANYTHING YET,#8221; Bush responded, #8220;I#8217;ll talk about it later.#8221; But still the president did not leave. #8220;He stepped forward and opponent review master thesis shook hands with [classroom teacher] Daniels, slipping his left hand behind her in another photo-op pose. He was taking his good old time.#8230; Bush lingered until the press was gone.#8221; [ Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by Bill Sammon, 10/02, p. 90] Think about that: rather than rush out of the room at a mockingbird essay good, the first chance, Bush actually stayed until after all the dozens of reporters had left! Having just been told of opponent review master a Pearl Harbor-type attack on US soil, Bush was indeed #8220;openly stretching out the moment.#8221; But he still wasn#8217;t done. Bush then turned to principal Tose-Rigell, who was waiting to learning, take him to the library for his speech on education.

He explained to her about the terror attacks and why he had to review master thesis, leave. [ Fighting Back: The War on service learning Terrorism#8212;From Inside the Bush White House , by opponent review master, Bill Sammon, 10/02, p. 90] Finally, he went to an empty classroom next door where his staff was based. [ABC News, 9/11/02] Given that Bush#8217;s program was supposed to editor cover letter, end at 9:20, he left the classroom only a couple of minutes earlier than planned, if even that. [Sarasota Herald-Tribune, 9/16/01] The reason given why Bush didn#8217;t leave as soon as Card told him the news is: #8220;Without all the facts at hand, George Bush had no intention of upsetting the schoolchildren who had come to opponent master, read for him.#8221; [MSNBC, 10/29/02] Advisor Karl Rove said, #8220;The President thought for a second or two about women, getting up and walking out of the opponent master room. But the drill was coming to a close and he didn#8217;t want to alarm the children.#8221; [ABC, 9/11/02] This excuse is patently absurd, given the security risks and importance of service learning Bush being informed and opponent thesis making decisions as Commander in Chief. To Kill Essay Good! Nor was the drill coming to thesis, a close: one drill had ended and another was about to begin#8212;it was a perfect time to simply say, #8220;Excuse me#8221; and leave the copy cover room. Sarasota-Bradenton International Airport is only 3frac12; miles away; in fact, Booker was chosen as the location for the photo-op partly because of its proximity to master, the airport. Essay! [Sarasota Herald-Tribune, 9/12/02] Hijackers could have crashed a plane into opponent review thesis, Bush#8217;s publicized location and his security would have been completely helpless to stop it. Remember, Bush#8217;s schedule had been announced on rights September 7 and two of the 9/11 hijackers came to Sarasota that same day. [White House, 9/7/01, Longboat Observer, 11/21/01, Washington Post, 1/27/02] Furthermore, the Secret Service was aware of the strange request for an interview a few hours earlier and the previous night#8217;s report of a person in opponent review thesis, town who had made violent threats against good Bush. Master! Indeed, a few days after 9/11, Sarasota#8217;s main newspaper reported, #8220;Sarasota barely skirted its own disaster. As it turns out, terrorists targeted the president and Air Force One on Tuesday, maybe even while they were on the ground in Sarasota and prynne certainly not long after. The Secret Service learned of the threat just minutes after Bush left Booker Elementary.#8221; [Sarasota Herald-Tribune, 9/16/01]

Bush in opponent thesis, a holding room before giving his speech. Communications director Dan Bartlett points to hamlet essay, the TV, and the clock reads 9:25. [White House] Once he was out of the classroom, did Bush immediately leave Booker? No. He stayed in thesis, the adjacent room with his staff, calling Vice President Cheney and thesis learning National Security Advisor Rice, and opponent review master preparing a speech. [Telegraph, 12/16/01, St. Petersburg Times 9/8/02] Incredibly, even as uncertain information began to examining plot through, surface, suggesting that more planes had been hijacked (eventually 11 planes would be suspected) [CBS, 9/11/02], Bush was allowed to make his remarks at 9:30#8212;exactly the opponent review master thesis time and place stated on his advance schedule. [Federal News Service, 9/10/01, see the transcript of his speech here] Why hasn#8217;t Bush#8217;s security staff been criticized for essay, their completely inexplicable decision to stay at review master thesis, the school? And why didn#8217;t Bush#8217;s concern for the children extend to not making them and the rest of the 200 or so people at the school terrorist targets? President Bush speaks at 9:29 in the library of Booker Elementary School. [From Booker Elementary website] At 9:16, NORAD was notified that Flight 93 had been hijacked, and at 9:24 it was notified that Flight 77 had also been hijacked and was heading toward Washington (though, as discussed above, the hijacking was known long before this). Rights Women! [NORAD, 9/18/01] No media report has suggested that the possible shooting down of hijacked airplanes was discussed at this time, however. Review Master Thesis! It appears the rights women essays discussion was not broached until after 9:55. [Washington Post, 1/27/02, CBS, 9/11/02] At about 9:26, it was either FAA head Jane Garvey or FAA administrator Ben Sliney (and not Bush) who decided to halt all airplane takeoffs in the US. Opponent Master! [Time, 9/14/01, USA Today, 8/13/02] Additionally, no evidence has appeared suggesting Bush had a role in editor letter, ordering any fighters into the skies. Review Thesis! Finally, to the Airport. Bush talks on a cell phone on the way to the Sarasota airport. Andrew Card is in front of him. Essay! [AP] By 9:35, Bush#8217;s motorcade was ready to review master thesis, take him to the Sarasota airport where Air Force One was waiting. Women Essays! [Telegraph, 12/16/01] At 9:37, Flight 77 crashed into opponent review thesis, the Pentagon.

Bush was informed as his motorcade got near the airport. (Apparently Bush could be reached by prynne essay, phone in his limousine at this time.) [Washington Times, 10/8/02, Telegraph, 12/16/01] The motorcade arrived around 9:43 and pulled up close to Air Force One. Security conducted an extra-thorough search of master thesis all the to kill a mockingbird essay vs evil baggage for the other passengers, delaying takeoff until 9:55. [St. Opponent Thesis! Petersburg Times, 9/8/02 (B)] A year later, Chief of Staff Andrew Card recalled that, #8220;As we were heading to Air Force One#8230; [we] learned, what turned out to be a mistake, but we learned that the Air Force One package could in fact be a target.#8221; [MSNBC, 9/9/02] This echoes the report mentioned above that #8220;terrorists targeted the president and Air Force One#8230; maybe even while they were on the ground in hamlet and death essay, Sarasota#8230;#8221; [Sarasota Herald-Tribune, 9/16/01] This only increases the strangeness that Bush wasn#8217;t immediately evacuated at review, 9:03 as some of his security had recommended. Plot Conflict! Dogs thoroughly check luggage underneath Air Force One. Opponent Master! [AP] Bush spoke by telephone to Cheney as the motorcade raced to the airport. [St. Petersburg Times 9/8/02] Supposedly, during this call Bush issued an order to ground all flights within the country. [Sarasota Magazine, 11/01] The FAA did shut down the examining plot essay nationwide air traffic system at opponent master, around 9:45. [MSNBC, 9/22/01, CNN, 9/12/01, New York Times, 9/12/01, Newsday, 9/10/02, Washington Post, 9/12/01] But other reports state that it was FAA administrator Ben Sliney who made the decision without consulting anyone. And Death! [USA Today, 8/13/02, USA Today, 8/13/02 (B)] For some time it was claimed that Transportation Secretary Norman Mineta had made the decision, but it was later revealed that Mineta didn#8217;t even know of the review order until 15 minutes later. Apparently, #8220;FAA officials had begged [the reporter] to hamlet life and death, maintain the opponent master thesis fiction.#8221; [Slate, 4/2/02] The idea that Bush made the decision is even less plausible. Essay! In fact, there is no evidence at all to suggest that Bush had by this point made even one decision relevant to his security or that of the review thesis country.

Where is the security covering Bush as he leaves Sarasota? Is a good public relations photo more important than security, minutes after the rights Secret Service was told Bush could be attacked as he left Sarasota? [AP] Air Force One Takes Off Without Fighter Escort. Master! Air Force One took off at either 9:55 or 9:57 a.m. Prynne! [CNN, 9/12/01, New York Times, 9/12/01, Telegraph, 12/16/01, CBS, 9/11/02, Washington Post, 9/12/01, Washington Post, 1/27/02, AP, 9/12/01] Communications Director Dan Bartlett remembered, #8220;It was like a rocket. For a good ten minutes, the plane was going almost straight up.#8221; [CBS, 9/11/02] But, incredibly, Air Force One took off without any military fighter protection. Opponent Review! This defies all explanation. And Death! Recall that at review thesis, 9:03 a.m., one of Bush#8217;s security people said, #8220;We#8217;re out of a mockingbird essay good vs evil here. Can you get everyone ready?#8221; [Sarasota Herald-Tribune, 9/10/02] Certainly, long before Bush left the elementary school at 9:35 a.m., arrangements would have been made to get fighters to Sarasota as soon as possible. Not only would it have been advisable to protect Air Force One, but it would have been only sensible as another way to protect Bush on the ground from terrorist attack even before he left the school.

In Florida, there were two bases said to have fighters on opponent review thesis 24-hour alert, capable of examining plot conflict through getting airborne in opponent master, approximately five minutes. Homestead Air Station, 185 miles from Sarasota, and Tyndall Air Station, 235 miles from Sarasota; both had the highest readiness status on learning 9/11. Review Master Thesis! Presumably, as happened at other bases across the prynne punishment essay country, just after 9:03, base commanders throughout Florida would have immediately begun preparations to get their fighters ready. [Aviation Week and opponent thesis Space Technology, 6/3/02] Fighters left bases on plot a comparison/contrast essay the same alert status and traveled similar distances to reach Washington, DC, well before 10:00, so why were the fighters delayed in master, Florida? [Aviation Week and Space Technology, 9/9/02] Military planes should have been over Sarasota by the time Bush left Booker at 9:35 a.m. Yet, as will be described below, more than one hour after Air Force One took off, there were still no fighters protecting it! Air Force One departs Sarasota. [AP] An administration official claimed, #8220;The object seemed to be simply to get the President airborne and out of the way.#8221; [Telegraph, 12/16/01] But without fighter cover this makes little sense, because the rights women essays sky was arguably more dangerous than the ground. At the time, there were still over 3,000 planes in the air over the US [USA Today, 8/13/02 (B)], including about half of the planes in the region of master Florida where Bush was. [St. Petersburg Times, 9/7/02] Recall, too, that the Secret Service learned of a threat to prynne punishment, Bush and opponent master thesis Air Force One #8220;just minutes after Bush left Booker Elementary.#8221; Karl Rove, also on Air Force One, confirmed that a dangerous threat was known before the plane took off: #8220;They also made it clear they wanted to get us up quickly, and they wanted to get us to a high altitude, because there had been a specific threat made to Air Force One#8230;. A declaration that Air Force One was a target, and said in a way that they called it credible.#8221; [New Yorker, 10/1/01] Cheney, right and sitting, talks to Bush.

Condoleezza Rice, center and sitting, and others, look on. Editor Internship Cover! [White House] Shoot Down Authorized#8212;Too Late. Review Master Thesis! Once he was airborne, Bush talked to Cheney again and Cheney recommended that Bush #8220;order our aircraft to shoot down these airliners that have been hijacked.#8221; [CBS, 9/11/02] #8220;I said, #145;You bet,#146; #8221; Bush later recalled. #8220;We had a little discussion, but not much.#8221; [Newsday, 9/23/01, USA Today, 9/16/01, Washington Post, 1/27/02] However, even though only Bush had the to kill essay authority to order a passenger plane shot down [CNN, 10/26/99], the order was apparently given before Bush discussed it with Cheney. One flight commander recalled, #8220;After the Pentagon was hit, we were told there were more [airliners] coming. Not #145;might be#146; ; they were coming.#8221; A call from someone in the White House declared the Washington area #8220;a free-fire zone,#8221; meaning, according to one of the responding fighter pilots, #8220;we were given authority to opponent review master thesis, use force, if the situation required it.#8221; [Aviation Week and Space Technology, 9/9/02] Extraordinary times can demand extraordinary measures, so having someone other than Bush give this order could be understandable. Examining Conflict A Comparison/contrast! But Bush was available and talking to people like Cheney after 9:30 a.m. Around this time, officials feared that as many as 11 airliners had been hijacked [CBS, 9/11/02], so why weren#8217;t Bush and Cheney even considering this course of action until about 10:00 a.m.? Was Bush being kept out of the loop in reality, or only in the media reports?

Is the lateness of this discussion merely political spin to opponent master thesis, reduce speculation that Flight 93 had been shot down? Flight 93 was still in the air after the Bush authorization, and hamlet fighters were given orders to shoot it down if necessary. [ABC News, 9/11/02] NORAD knew at 9:16 a.m. that Flight 93 was hijacked [NORAD, 9/18/01], but supposedly fighters weren#8217;t scrambled until minutes before it crashed at master, 10:06 a.m. Going Nowhere as Threats Increase. Shortly after takeoff, Cheney apparently informed Bush of #8220;a credible threat#8221; to Air Force One. [AP, 9/13/01 (D)] US Representative Adam Putnam #8220;had barely settled into his seat on examining Air Force One#8230; when he got the news that terrorists apparently had set their sights on the plane.#8221; [Orlando Sentinel, 9/14/01] The Secret Service had received an anonymous call: #8220;Air Force One is review master thesis next.#8221; The caller allegedly knew the agency#8217;s code words relating to Air Force One procedures. Editor Cover Letter! Pilot Colonel Mark Tillman was told of the threat and he asked that an armed guard be stationed at the cockpit door. The Associated Press reported that the opponent review threat came #8220;within the same hour#8221; as the to kill essay Pentagon crash ( i.e. , before 10:00 a.m., roughly when the plane took off). [AP, 9/13/01 (D)] Details suggest this threat was not the same as the earlier one, but it#8217;s hard to opponent master, know for hamlet life essay, sure. In his comments at Booker, Bush said he was immediately flying back to Washington, but soon after takeoff, he, Cheney and the Secret Service began arguing whether it was safe to fly back to the capital. [Telegraph, 12/16/01] Andrew Card told Bush, #8220;We#8217;ve got to let the dust settle before we go back.#8221; [St. Petersburg Times, 9/8/02] The plane apparently stayed over Sarasota until the argument was settled. Thesis! Accounts differ, but until about 10:35 a.m. [CBS, 9/11/02 (B), Washington Post, 1/27/02], Air Force One #8220;appeared to be going nowhere.

The journalists on board #150; all of whom were barred from communicating with their offices #150; sensed that the plane was flying in big, slow circles.#8221; [Telegraph, 12/16/01] Cheney apparently called Bush again at 10:32 a.m., and told him of another threat to Air Force One. Within minutes, the argument was over, and the plane turned away from examining through a comparison/contrast essay, Washington and flew to Louisiana instead. [Washington Post, 1/27/02] Bush recalled: #8220;I wanted to come back to Washington, but the circumstances were such that it was just impossible for the Secret Service or the national security team to thesis, clear the way for thesis learning, Air Force One to review master, come back.#8221; [CBS, 9/11/02] Given that the rocket-like takeoff was due to a threat, this must have been another threat, possibly even a third threat. Colonel Mark Tillman in to kill a mockingbird good, the cockpit of Air Force One. [CBS] Around 10:55 a.m., there was yet another threat to Air Force One. The pilot, Colonel Mark Tillman, said he was warned that a suspect airliner was dead ahead. Opponent Review! #8220;Coming out of Sarasota there was one call that said there was an airliner off our nose that they did not have contact with.#8221; Tillman took evasive action, pulling his plane even higher above normal traffic. [CBS, 9/11/02 (B)] Reporters on board noticed the rise in elevation. Hamlet Life And Death Essay! [Dallas Morning News, 8/28/02, Salon, 9/12/01] The report was apparently a false alarm, but it shows the folly of having Bush fly without a fighter escort. Opponent Master! Were There Threats to Air Force One?

The threat or threats to Air Force One were announced on September 12, after mounting criticism that Bush was out of sight in Louisiana and prynne punishment essay Nebraska during most of the day and did not return to master, Washington until 10 hours after the hester prynne essay attacks. White House spokesman Ari Fleischer said there was #8220;real and credible information that the White House and Air Force One were targets.#8221; [White House, 9/12/01] On September 13, New York Times columnist William Safire wrote#8212;and Bush#8217;s political strategist Karl Rove confirmed#8212;that there was an #8220;inside#8221; threat that #8220;may have broken the secret codes [showing a knowledge of presidential procedures].#8221; [New York Times, 9/13/01] Had terrorists hacked their way into sensitive White House computers? Was there a mole in the White House? No. It turned out the entire story was made up. [Washington Post, 9/27/01] The press expressed considerable skepticism about the story. For instance, one Florida newspaper thought Fleischer#8217;s disclosure was #8220;an apparent effort to explain why the president was flown to Air Force bases#8221; before returning to Washington. [St. Review Master! Petersburg Times, 9/13/01] When asked on September 15 about the #8220;credible evidence,#8221; Fleischer said, #8220;we exhausted that topic about women essays, two days ago.#8221; [White House, 9/15/01] On September 26, CBS News reported: #8220;Finally, there is review this postscript to the puzzle of how someone presumed to be a terrorist was able to call in editor internship cover, a threat against Air Force One using a secret code name for opponent review, the president#8217;s plane. Well, as it turns out, that simply never happened. Sources say White House staffers apparently misunderstood comments made by their security detail.#8221; [CBS, 9/26/01] One former official who served in George Bush Sr.#8216;s administration told Human Events Online, which bills itself as #8220;the national conservative weekly,#8221; that he was #8220;deeply disappointed by copy editor internship letter, [Bush#8217;s] zigzagging across the review thesis country.#8221; [Human Events Online, 9/17/01] At the end of the month, Slate magazine awarded its #8220;Whopper of the Week#8221; to rights women, Karl Rove, Ari Fleischer, and review Dick Cheney. [Slate, 9/28/01] No one knew exactly where the bogus story originated from, but #8220;what can be safely said is that it served the White House#8217;s immediate purposes, even though it was completely untrue.#8221; [Telegraph, 12/16/01] What were those purposes? A well-informed, anonymous Washington official said, #8220;It did two things for [Cheney].

It reinforced his argument that the President should stay out of town, and it gave George W. an excellent reason for doing so.#8221; [Telegraph, 12/16/01] When Bush was asked in May 2002 why he had flown to conflict, two Air Force bases before returning to Washington, Bush said, #8220;I was trying to get out of harm#8217;s way.#8221; [White House, 5/21/02] The most obviously bogus threat#8212;the mole knowing secret codes#8212;came from Cheney in a pivotal moment in opponent review master, his argument with Bush over where Bush should go. But were the other threats, for instance, the one made before Air Force One even took off, or the airline suspected of life crashing into master thesis, Air Force One, also bogus? The approximate route of Bush#8217;s journey on Air Force One is shown in yellow. Keep in mind the examining plot through a comparison/contrast plane flew in circles somewhere over master, Florida for essay, about 40 minutes before heading west. Why did the first planes scrambled to defend the plane come from master thesis, Ellington, Texas, and editor internship cover letter not any of the three likely Florida bases? When Does the opponent review Fighter Escort Finally Arrive? Much like the time when Bush left the Booker classroom, the copy editor cover letter time when fighters finally reached Air Force One is rarely mentioned, and when it is, the facts are highly debatable. According to one account, around 10:00 a.m. Air Force One was #8220;joined by an escort of F-16 fighters from review master, a base near Jacksonville, Florida.#8221; [Telegraph, 12/16/01] But one month later, it was reported that in thesis service learning, Cheney#8217;s 10:32 phone call, he told Bush that it would take another 40 to 90 minutes [as late as noon] to get protective fighters up to escort Air Force One. [Washington Post, 1/27/02] Another account said, #8220;Air Force One headed toward Jacksonville [at 10:41] to meet jets scrambled to give the presidential jet its own air cover,#8221; but it isn#8217;t said when the plane actually met up with the fighters. [New York Times, 9/16/01 (B)] We know that when Air Force One took evasive action around 10:55, there was no fighter escort. NORAD commander Major General Larry Arnold later said, #8220;We scrambled available airplanes from Tyndall [note this is near Tallahassee, not Jacksonville, Florida] and then from Ellington in Houston, Texas,#8221; but he doesn#8217;t say when. Review Master! [Code One Magazine, 1/02] In another account, the first two F-16s to arrive are piloted by Shane Brotherton and Randy Roberts, from the Texas Air National Guard, not from hester prynne essay, any Florida base. Opponent Review! [CBS, 9/11/02] All that#8217;s known for sure is that by 11:30 there were six fighters protecting Air Force One. [Sarasota Magazine, 9/19/01] President Bush (center, stooped down) and staff look out the windows of Air Force One to see their newly arrived fighter escorts. [White House] It would appear that fighters arrived some time between 11:00 and 11:30.

These fighters were supposed to be on 24-hour alert, ready to get into hamlet life essay, the air in about five minutes. If we assume the fighters flew at master thesis, a speed of 1,100 mph, the same speed Major Gen. Essay! Arnold said fighters used to reach New York City earlier in the day when traveling a comparable distance [MSNBC, 9/23/01 (C), Slate, 1/16/02], the fighters should have reached Sarasota in about 10 minutes. Thesis! Yet they took around two hours to reach Air Force One from when they were likely first needed, shortly after 9:00. This clearly goes beyond mere incompetence, yet no newspaper article has ever raised the hamlet life essay issue. Was Cheney able to prevent the fighters from reaching Air Force One, perhaps to convince Bush not to opponent review, return to Washington?

If so, why? Did Cheney assume (or know) that Bush was in hester punishment essay, no real danger? Like so many other questions surrounding 9/11, we do not know. Barksdale Air Force Base. Air Force One at Barksdale Air Force Base. Review Master Thesis! [AP] Air Force One landed at Barksdale Air Force base near Shreveport, Louisiana at about 11:45 a.m. [CBS, 9/11/02, Telegraph, 12/16/01, Sarasota Magazine, 11/01] #8220;The official reason for landing at Barksdale was that Bush felt it necessary to thesis service learning, make a further statement, but it isn#8217;t unreasonable to assume that #150; as there was no agreement as to master thesis, what the President#8217;s movements should be it was felt he might as well be on the ground as in the air.#8221; [Telegraph, 12/16/01, CBS, 9/11/02] Ironically, the hester prynne punishment essay landing came only master thesis a short time after Bush#8217;s plane was finally protected by fighters. To Kill Good Vs Evil! There was quite a difference in the protection afforded Bush at review master thesis, Barksdale and what was in conflict essay, Sarasota. Review Thesis! Bush was left unprotected at a known location in Sarasota for nearly 30 minutes. At Barksdale, a location that was at the time unknown, Congressman Dan Miller #8220;was amazed at the armored equipment and soldiers with automatic weapons that immediately surrounded the plane.#8221; [Sarasota Magazine, 11/01] Bush was driven to to kill a mockingbird good, base headquarters in a Humvee escorted by armed outriders. Reporters and opponent master thesis others remained under strict orders not to women essays, give out their location. [Telegraph, 12/16/01] Bush walking inside Barksdale Air Force Base. Master Thesis! [White House] Bush was taken to a secret and secure place on the base. [Louisiana Life, Autumn 2002] Shortly after 12:30 p.m., Bush taped a short speech, which he wrote on to kill a mockingbird essay good a napkin. [Louisiana Life, Autumn 2002, Salon, 9/12/01, Washington Times, 10/8/02] The tape was broadcast on television at review thesis, around 1:20 p.m. [Salon 9/11/01] He also #8220;spent the internship next hour and a half talking on the phone,#8221; again arguing with Cheney and others over where he should go next. [Sarasota Magazine, 11/01] The Secret Service felt the situation in Washington was still unsafe. Opponent Master! [CBS, 9/11/02] Bush told Karl Rove: #8220;I want to copy editor internship, go back home as soon as possible.#8221; Rove answered: #8220;Our people are saying it#8217;s unstable still.#8221; [AP, 9/13/01 (D)] Bush was told he could get to opponent review thesis, the US Strategic Command center in Offutt, Nebraska, quicker than he could fly to Washington, so he agreed to go to to kill a mockingbird, Nebraska. [Telegraph, 12/16/01, AP, 9/13/01 (D)] Just after 1:00 p.m., Bush supposedly #8220;received an intelligence report from the base commander that a high-speed object was headed for his ranch in thesis, Crawford, Texas.#8221; It turned out to be another false alarm. [ Fighting Back: The War on Terrorism#8212;From Inside the thesis Bush White House , by Bill Sammon, 10/02, p.117] This may well be another bogus report designed to explain why Bush didn#8217;t return to Washington at this time, since US airspace was declared clear except for thesis, some military and copy emergency flights at opponent master, 12:16 p.m. [USA Today, 8/12/02 (C)] By 12:30, the FAA reported that only about 50 of these flights were still flying in US airspace, and none were reporting problems [CNN, 9/12/01, New York Times, 9/12/01], so how could an unknown plane have been headed toward Bush#8217;s ranch 30 minutes after that?

Offutt Air Force Base. Air Force One left Barksdale for hamlet essay, Offutt Air Force Base around 1:30 p.m. [CBS, 9/11/02, Telegraph, 12/16/01, Salon, 9/11/01, Washington Post, 9/11/01, MSNBC, 9/22/01, CNN, 9/12/01] The Air Force One entourage was pared down to a few essential staffers such as Ari Fleischer, Andrew Card, Karl Rove, Dan Bartlett, and Gordon Johndroe [White House, 9/11/01], plus about five reporters. Thesis! [AP, 9/12/01 (D)] During the flight, Bush remained in service, #8220;continuous contact#8221; with the White House Situation Room and Vice President Cheney. Review! [CNN, 9/11/01 (B)] Air Force One landed at Offutt shortly before 3:00 p.m. [Washington Post, 9/11/01] At 3:06, Bush passed through security to the US Strategic Command Underground Command Center [Salon, 9/11/01, CBS, 9/11/02] and was taken into plot through, an underground bunker designed to master, withstand a nuclear blast. [Telegraph, 12/16/01] Bush, center, with Andrew Card to his left, takes part in conflict through essay, a video conference from inside Offutt Air Force Base. [White House] There, he held a teleconference call with Vice President Cheney, National Security Advisor Rice, Defense Secretary Rumsfeld, Deputy Secretary of State Richard Armitage, CIA Director Tenet, Transportation Secretary Norman Mineta, and opponent master others. [ABC News, 9/11/02, Telegraph, 12/16/01, Washington Times, 10/8/02] The meeting lasted about an hour. [Telegraph, 12/16/01, Salon, 9/11/01, AP, 8/19/02] Rice recalled that during the meeting, Tenet told Bush, #8220;Sir, I believe it#8217;s al-Qaeda. We#8217;re doing the assessment but it looks like, it feels like, it smells like al-Qaeda.#8221; [CBS, 9/11/02] By this time, people were anticipating and expecting another reassuring public statement from Bush. [Orlando Sentinel, 9/12/01] The White House staff was preparing for rights women essays, Bush to opponent review master thesis, address the nation from the a mockingbird essay vs evil Offutt bunker, but Bush decided instead to return to Washington. Thesis! [CBS, 9/11/02] As a side note, Warren Buffett, one of the richest people in the world, was hosting an unpublicized charity benefit inside the high security Offutt military base at 8:00 a.m. A Mockingbird Good Vs Evil! With him were business leaders and several executives from the World Trade Center, including Anne Tatlock of Fiduciary Trust Co. Opponent Review Master! International, who likely would have died had it not been for the meeting. [San Francisco Business Times, 2/1/02] They watched a lot of the television coverage that morning, but it#8217;s unknown if any of these people were still at Offutt by the time Bush arrived in the afternoon. This photo of Bush speaking to internship cover, Cheney shortly after leaving Offutt was later used for Republican fundraising. [White House] Back in Washington.

Air Force One left Offutt around 4:30 p.m. [MSNBC, 9/22/01, CNN, 9/12/01, Telegraph, 12/16/01] and opponent review thesis landed at Andrews Air Force Base at 6:34 p.m., escorted by two F-15 fighters and one F-16. Service Learning! [CNN, 9/11/01] Bush then took the Marine One helicopter to the White House [Salon 9/11/01], arriving shortly before 7:00 p.m. [CNN, 9/12/01, Telegraph, 12/16/01, AP, 8/19/02] Bush gave a nationally televised speech at 8:30 p.m. Opponent! [CNN, 9/12/01, White House, 9/11/01], speaking for to kill a mockingbird good vs evil, about five minutes. Opponent Review Thesis! [US News, 9/14/01] In what would later be called the Bush Doctrine, he stated, #8220;We will make no distinction between the terrorists who committed these acts and those who harbor them.#8221; [Washington Post, 1/27/02] Bush addresses the nation. [White House] Around 9:00 p.m., Bush met with his full National Security Council, followed roughly half an hour later by a meeting with a smaller group of key advisors. Bush and his advisors had already decided bin Laden was behind the attacks. CIA Director Tenet told Bush that al-Qaeda and the Taliban in Afghanistan were essentially one and the same. [Washington Post, 1/27/02] The many accounts of what happened to Bush on 9/11 are riddled with disinformation of false threats, omitted details, fudged timing, and more. But around September 11, 2002, the heavily publicized first anniversary of the attacks, there was an rights, obvious attempt to further rewrite the opponent review thesis story. Examining Plot Conflict Through! Chief of Staff Andrew Card claimed that after he told Bush about the second World Trade Center crash, #8220;it was only a matter of seconds#8221; before Bush #8220;excused himself very politely to the teacher and to the students, and he left#8221; the classroom. Card also stated that Bush #8220;quickly excused himself to review, a holding room.#8221; [San Francisco Chronicle, 9/11/02] In a different account, Card said, #8220;Not that many seconds later the president excused himself from the classroom.#8221; [MSNBC, 9/9/02] The Booker school video shows these statements are lies#8212;unless #8220;a matter of thesis service learning seconds#8221; means over 700 seconds! Sandra Kay Daniels, the teacher whose second-grade classroom Bush visited on 9/11, told the Los Angeles Times that after Card informed Bush of the second crash, Bush got up and left. #8220;He said, #145;Ms. Opponent! Daniels, I have to leave now.#146;#8230; Looking at his face, you knew something was wrong. I said a little prayer for him. He shook my hand and left.#8221; Daniels also said, #8220;I knew something was up when President Bush didn#8217;t pick up the book and participate in thesis, the lesson.#8221; [Los Angeles Times, 9/11/02] However, the Booker video clearly shows that Bush did follow along after being told of the second plane. Thesis! [Video: Center for Cooperative Research, Buzzflash, Global Free Press, The Emperor#8217;s New Clothes, or Liberty DYNU] The New York Post reported, #8220;A federal agent rushed into the room to essays, inform the president of the opponent United States.

President Bush had been presiding over [Daniels#8217;s] reading class last 9/11, when a Secret Service agent interrupted the lesson and asked, #145;Where can we get to a television?#146; #8221; Daniels then claimed that Bush left the class even before the second crash: #8220;The president bolted right out of here and told me: #145;Take over.#146; #8221; When the second crash occurred, she claims her students were watching TV in a nearby media room. [New York Post, 9/12/02] This article is riddled with errors. As mentioned previously, the thesis service Secret Service was already watching the second plane crash live on television in an adjacent room at 9:03#8212;long before this supposedly happened. Nor did Bush #8220;bolt#8221; out of the room; in opponent thesis, fact, even pro-Bush author Bill Sammon called Bush #8220;the dawdler in chief#8221; for taking so long to leave the essay room. [ Fighting Back: The War on Terrorism#8212;From Inside the Bush White House , by Bill Sammon, 10/02, p. 90] Bush shows a CBS reporter around Air Force One as part of master thesis his 9/11 anniversary interview. [AP/CBS] Bush himself took part in the historical revisionism. Hamlet Essay! In an extensive video interview shown on CBS#8217;s #8220;60 Minutes,#8221; he again repeated his bizarre belief that he was watching television when the first crash took place. CBS also revived the false story that terrorists had broken Air Force One#8217;s secret codes, even though it was CBS who debunked that same story nearly a year earlier. [CBS, 9/11/02] Vital Questions Remain Unanswered. Needless to say, in the anniversary hoopla, Bush and other leaders were described as #8220;resolute,#8221;#8220;brave,#8221;#8220;strong,#8221; and opponent master thesis so forth. Even the minor level of examining conflict essay media criticism just after 9/11 that led to several reporters losing their jobs was absent.

The topic of review master Bush#8217;s behavior on 9/11 has been barely mentioned in the media since. There are many questions that deserve answers. So many pieces of the puzzle do not fit. Punishment! Simply by opponent review master, reading the editor letter mainstream media reports, we can see that mere incompetence doesn#8217;t explain what happened to Bush on opponent review thesis that day. Copy Editor Internship Cover! For instance, it makes no sense that Bush would listen to a story about a goat long after being told the US was under attack, and even after the Secret Service decided to opponent, immediately evacuate him from the school. It defies explanation that Air Force One#8217;s fighter escort took two hours to appear. Internship Cover Letter! And it is mind-boggling that there are seven different versions of how Bush learned about the first crash. It#8217;s doubtful that the Independent Commission investigation will look critically at review master thesis, what Bush did on 9/11 and why he did it. Despite the contradictory reports, no one in the mainstream media has yet demanded clarification of the many obvious inconsistencies and problems of the to kill essay good official version. Anyone even asking questions has been quickly insulted as anti-American, accused of master thesis bashing the president in rights, a time of war, or branded a conspiracy nut. Only a few relatives of the opponent review master 9/11 attacks have been able to raise these issues publicly.

For instance, Kristen Breitweiser told Phil Donahue: #8220;It was clear that we were under attack. Why didn#8217;t the Secret Service whisk [Bush] out of that school?#8230; [H]e is the prynne punishment essay commander-in-chief of the United States of America, our country was clearly under attack, it was after the second building was hit. Review Master Thesis! I want to copy editor internship cover, know why he sat there for 25 minutes.#8221; [Donahue, 8/13/02] But so far, few have listened to their concerns. Because the media has failed in its role to ask these questions, much less attempt to answer them, it is now the responsibility of ordinary Americans#8212;of you, of me, and thesis the people we know#8212;to gather the information, look for prynne, answers, and sound the alarm. Allan Wood has assisted with the research for, and editing of, the opponent master thesis 9/11 Timeline. Hester Essay! He is also a member of 911CitizensWatch.org. Master! Any questions, comments, or additional information regarding this article can be sent to copy editor internship cover, his email: aninterestingday @hotmail.com (remove the space). Opponent Review Master Thesis! Thanks to Melissa Kavonic for assisting in a mockingbird, the proofreading of the master thesis article. The Center for Cooperative Research needs your support.

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Franz Liszt and his recital tradition. Franz Liszt and his recital tradition. Need essay sample on Franz Liszt and his recital tradition ? We will write a custom essay sample specifically for you for only $12.90/page. Franz Liszt is master, a famous Hungarian composer and pianist of thesis learning, 19th century. He is famous for his innovative style and virtuoso style, which influenced general music process development and creative activity of many other famous composers. Liszt’s impact in development of musical process.

Liszt is famous for being the first who used “piano recital” term. This term was first applied in London on the 9th of June, 1849, and this was the publisher of Liszt, Frederick Beale, who offered it. This was the first time is world music history when piano was regarded as an instrument able to opponent master thesis perform a solo recital. Rights Essays. Besides, most critics consider Liszt to be the review master first who performed his solo recitals fully from memory, and good, the first who turned the open lid of the piano to the audience. Combination of opponent master, all these innovations indeed makes him an outstanding person, and he appeared to play for to kill a mockingbird essay vs evil thousands of people. Similar to popular rock or pop stars today, Liszt used his fame and recognition to achieve his personal aims. In the middle of 1840’s he dressed Hungarian national dress while playing his recitals to support protest against the influence of Austria in his native state. In the beginning of 1840’s Liszt’s fame exploded and his recitals gained a significant popularity in Europe. This is opponent review, not surprising that he also became a celebrity among ladies, who often struggled to get the items, which he threw while playing recitals.

Thus, his popularity among ladies can be compared to his fame expressed by his audience. The same year he was appointed Weimar’s Kapellmeister extraordinaire. To Kill A Mockingbird Essay Good. In 1844 he left Marie d’Agoult for taking up this appointment. In 1847 he took a tour in Russia, and there he got acquainted to Princess Carolyne Sayn-Wittgenstein, who was famous as a talented writer: “She was an author, and not an easy read at that! Her writing style is review, excessively verbose; the writings themselves encompassing 16 volumes of over thesis, 1600 pages.”[1] It is supposed that some writings by Liszt created later were the subject of his activity together with Princess Carolyne Sayn-Wittgenstein, like earlier works were edited by Marie d’Agoult, and Princess is known to edit his work during later periods of his creative activity. Liszt, as any talented person, had a versatile talent, and was talented writer. It is evident that the opponent review master writing style of Princess Carolyne Sayn-Wittgenstein influenced his style. Critics point to the biography of Chopin, written by rights women essays Liszt, as an example of such influence, both with his chronology of gypsy music. In 1847 Liszt made a decision to abandon giving public recitals.

The next year he accepts the opponent review master thesis offer of the Grand Duchess of Russia Maria Pavlovna to come to Weimar and settle there. From time to plot through a comparison/contrast essay time he gave his recitals at the theatre and worked as the conductor of the court up to opponent review master thesis 1861. During this Weimar period he made a great impact in to essays the New German School as the teacher and conductor, and opponent master, his role in music progress during this period should not be underestimated. This period of his creative activity was remarkably productive. Essay. He created several etudes, the chorus to Prometheus (dramatic scenes of Herder), fifteen Hungarian Rhapsodies, the opponent review master thesis Graner Fest Messe, several organ music pieces, the symphonies of to kill good, Faust and Dante, twelve symphonic poems, the Thirteenth Psalm (orchestra, chorus and tenor), two concerts for piano (Totentanz, the B minor piano sonata, Concerto Pathetique). At present symphonic poem form by opponent master thesis Liszt is the key element of the most popular and vs evil, modern music. Before Liszt, all the forms of music had been organized and divided into few movements. Concertos or symphonies were separated into several movements, three or five average, and each of master, them had its specific themes and tempo. These movements complimented each other, but were separated with a pause. This was courage and self-assurance, inherent to Liszt’s character, which inspired him to cancel these limits and turn the piece of music into and death, a single united movement. This movement led the audience from the very beginning to the end without interruptions.

Many of such poems were grounded on the themes transformation: “Liszt would launch the piece with a small kernel, or musical phrase, which journeyed through various transformations, each evoking a different stage of development in regards to the specific subject being treated, thus culminating into an appropriate finale… be it soft and ethereal, as in Orpheus, triumphant, as in Tasso, or the fateful moan of the dying Hamlet. This contribution to review master music history is by thesis itself enough to secure Liszt a golden thrown in the Pantheon of Composers, yet, this is review thesis, only one of many that this great master bequethed to the world.”[2] Another important aspect and an innovative element of the music composed and played by Liszt was its deep psychologism and emotionality, which far exceeded what existed before. Thus, Liszt is an innovator not in music sphere only, but also in the sphere of human sensitivity, due to his huge contribution into non-verbal, emotional form of human communication. According to thesis biographers, he became the first person who tried to review thesis use his music in learning, the hospitals, as a kind of therapy, visiting sick patients. Master. There is prynne punishment, one specific feature, inherent to his creations, which add life and review master, passion into his music – they are not metronomic. “The dark timbres of the Dante Sonata, Hamlet, Dante Symphony or the hester passionate swells of Harmonies du soir are all sonic premieres in opponent review master thesis, human history.

Pushing beyond the mathematical Bach, the grace of Mozart or brotherhood of Beethoven, Liszt released the thesis service very heart, soul, and to master some people’s chagrin, demons of mankind. Wagner’s great “Ring”, especially Siegfried, could never have been born without knowing Liszt. Grieg’s famous Hall of the Mountain King shows a kinship to Liszt’s Inferno movt. from the Dante Symphony. Dvorak’s popular Largo from his New World Symphony also derives colorings found in the intro of Liszt’s Purgatory movt., again from Liszt’s Dante Symphony. The power and breadth of Liszt’s music clearly touched many, yet sadly… Liszt rarely, or never, received credit…until now.”[3] As it has already been mentioned above, one of innovated features of his style was adding more life and giving up metronomic beat. As a conductor, he concentrated rather on live expression than on pure rhythm. As many modern critics suppose, strict adherence to metronomic beat and over use of it may deprive the performance of its humanistic features, and this observation is especially true for the writings of Romantic period. Hester Punishment Essay. Moreover, a lot of modern exponents are criticized for review thesis exceeding roboticizing the music of Romantic style, which affects it humanistic content. The nature of contemporary surroundings and modern directions in general culture express the nature and values of industrial world, and that is why Liszt’s music has a special meaning for humanity.

The critics emphasize that, in distinction from the works that demand metronomic rhythm, such as Bolero by Ravel or the 8th Symphony of Shostacovich, the works of Romantic style should be performed with emotions, rather than mind, and this recommendation fully corresponds to punishment the advice, given by Liszt – a metronome should not be used. Alteration of topics within the limits of one work, created and used by Liszt, was subsequently widened as a leitmotif by Wagner. This method added integrity to the symphonic poems, and it can be seen both in his symphonies and his concertos, like B minor sonata. Opponent Thesis. Modern music education cannot be imagined without master class and solo piano recital, and copy cover, these are both Liszt’s innovations, and his performing manner became a standard for today, when public recitals are played from memory. Some critics find and discuss contradictions in review master, the manner and style of Liszt as a composer “in its combination of romantic abstraction and otherworldliness with a cynical diabolism and examining conflict through, elegant, worldly manners.”[4] His character and review master, personality could not escape influencing his work as a composer and conductor. His intellect in combination with his creative nature produced an unusual way of making and performing music. Internship Cover Letter. He was not seeking for new sides of review, music only, but he inspired, taught and conducted the others in doing the to kill a mockingbird essay good vs evil same, risking personally and professionally. Some of his pieces of opponent review, piano music are considered to be the most difficult works that ever appeared, like Transcendental Studies. As far as the form of music plays is concerned, there is another remarkable feature of Liszt’s style, which deserves attention – he was not afraid of experimenting with large-scale structures (for instance, he extended traditional form of sonata, or, united forms that previously consisted of multiple movements).

He added the editor cover piano a transcendental character, making the piano speak as an review master, orchestra, and enrich its scope. As it has already been mentioned, this was Liszt who invented and implemented the term symphonic poem. Thesis Service. Another important feature of this form was its disobeyance to traditional rules, and referring to some picture or literary idea. All such pieces point out thesis construction of internship cover, music more vividly then painting or writing. For instance, Faust Symphonie, consisting of three parts with its live characters of Mephistopheles, Faust and Gretchen, is based upon transformation of the themes, rather then on expressing the idea through narrative, and it is another proof of opponent review master, great talent of Liszt. Unfortunately, he didn’t succeed in revolutionizing liturgy, he managed to thesis learning create dramatic and emotional pieces with his psalm settings, such as Christus oratorio and Missa solemnis.

These works were popular during his lifetime and are now widely used for performance. Influence Of Liszt And Other Famous Composers. The influence of Beethoven upon music process is great, even if Beethoven’s general impact into tradition is omitted. In comparison to other masters, Bethoveen’s influence turned out to be the strongest. Thesis. But even in comparison to Beethoven’s impact, Liszt’s influence is immense. His influence is evident in the works of numerous genius composers: Dvorak, Brahms, Bruckner, Wagner, Mahler, Bedrich Smetana, Edvard Grieg, Cesar Franck and editor cover, Saint-Saens.

Russian school experienced the influence of his innovative style too, including Borodin, Balakirev, Cui. Scheherazade by Rimsky-Korsakov includes the elements of thesis, Battle of the Huns by Liszt. To Kill Essay. The influence of Liszt’s Fantasy Fugue on Bach (1856) is clearly evident in Mussorgsky’s Pictures at an Exhibition (1874). Even Tchaikovsky, who was fond of Mozart’s music and style, experienced the influence of Liszt in his Fatum, Hamlet, The 1812 Overture and the Piano Concerto No.1. Review Thesis. Subsequently, Liszt’s influence was continued and developed by other composers, like Wagner, who influenced many famous opera composers, including Puccini, and thus tradition of plot conflict through a comparison/contrast, Liszt continued indirectly. Berlioz was the composer who promoted creative and colorful thinking, enlarged the scope and made it grand. He created music works, inspired by review master literature images and involving schematic implications. Actually, Berlioz is often regarded as the beginner of Romantic stream, which starts with Liszt and ends with Wagner, and thesis service learning, even beyond this style, including Richard Strauss and Mahler.

Liszt occupied the central part of the split between these two directions, and the romantic tradition with weaker influence, implemented in the works of Brahms, Schumann and Mendelssohn. Paganini’s violin was the source of inspiration for Liszt’s showmanship and thesis, genius. Liszt mentioned that Paganini is an example for him in creating genius music for piano, as Paganini did it for violin. Following this intention, Liszt even transcribed numerous solo caprices for violin by Paganini – his famous etudes – into virtuosic pieces for piano. Many famous and talented pianists of that time, including Mendelssohn and Chopin, were insulted by showmanship, expressed in playing manner of Liszt, but at hamlet essay, the same time they appreciated his great talent of pianist and his technique. As Clara Schumann expressed it, “Liszt played at sight what we toil over and at the end get nowhere with.”[5]

Liszt is often mentioned with Paganini as the opponent master symbol of great talent, charismatic genius and virtuosity, which fully captures large audiences they played for. Internship Letter. Both these figures can be compared to opponent review modern popular rock stars, with their captivating charisma and attention-getting capacity. Liszt’s concerts were made special by numerous charming women, who tried to express their affection with the composer and his talent. In his studio, Liszt often played Beethoven, but for public concerts he mostly chose his own works, and this was partly his self-admiration, which encouraged him for inventing solo recital as a special way of performance. The impact made by editor cover Chopin into Liszt’s creative activity expressed through Liszt’s specific poetic and intimate atmosphere, created by his works. He demonstrated a new aspect of piano music, making this instrument sound softly, creating pastel shadows. Barcarolle by Chopin, followed by Le Jeux d’eau a la Villa de Este by Liszt make up the way leading to impressionism of Ravel and Debussy. Some critics suppose that Liszt as a composer developed slower than as a performer.

Before the year of 1834 his activity included mostly transcribing other composers’ works to perform them on his solo concerts. During the period of 1835 – 1839 he wrote a lot of opponent review, his well-known works, as Transcendental Etudes, or three collections of the Annees de Pelerinages, which included a lot of important piano works, such as the Tre Sonetti di Petrarca or Vallee d’Obermann. Internship. The Hungarian Rhapsodies (namely, No.8, No.2, and No.12) followed these works with operatic paraphrases, such as the Waltz from Gounod’s “Faust, Wagner’s Overture to “Tannhauser” and Verdi’s “Rigoletto”, and opponent, songs (‘Der Lindenbaum’, “Die shone Mullerin”, Das Wandern). While speaking about Liszt’s impact into world music tradition it is necessary to punishment essay mention a remarkable detail – Beethoven completed the straight line development of historical tradition in music, while Liszt started the period when the music process separated into many directions and schools, and opponent master, he appeared to influence all of these directions. There were no other music composer in the music historical process that is associated with such immense influence: “He was like a prism – the single source of light that fractured into multiple rays of diverse and colorful influence; From the Late Romantics such as Rachmaninoff, Busoni and Mahler, to a comparison/contrast essay the Impressionists Debussy and Ravel, onto the Atonal Schoenberg. All these latter schools were becoming prevalent only in the next century, after Liszt’s death. Bartok, Gershwin and even Sibelius, who only died in 1957, owed a great deal to Liszt. Thus Liszt’s vast prismatic rays of influence enlightened the multitude, spanning two centuries, helping to shape the master colorful diversity of musical forms we know and hamlet life and death essay, cherish today.”[6] Another composer, often compared to opponent master thesis Liszt is Mozart.

Indeed, they have much in common, both of them were recognized as talented pianists at their early age. But while the touring period of Mozart finished at rights women, his teen years, the fame and popularity of Liszt started to develop immensely. He was recognized for opponent review his physical attractiveness too: “His magnetic stage presence, flowing long hair, fiery eyes and phenomenal playing drew large audiences everywhere he went”. [7]Women made up a significant part of his audience and copy letter, he was aware of his attractiveness and review master thesis, used it. There were numerous scandals about his romantic relations with women, including married ones. While speaking about a mockingbird vs evil Liszt’s playing, its theatrical and showy manner is always mentioned as an review master, inherent element of composer’s style. As recognized by his numerous coevals, his piano mastery had no rivals. For instance, Schumann portrayed his Paganini Studies and Douze Grandes Etudes as “studies in storm and dread designed to be performed by, at most, ten or twelve players in the world”.[8]

It was stated that Liszt devoted more then ten hours a day to working on essays, his performance, playing trills, arpeggios, scales and played them again and again to make his manner faultless. Later he applied these techniques in opponent review thesis, his works, which sometimes made his works technically difficult, like Transcendental Etude No.5 “Feux follets”. He aimed at perfectness and put challenges for himself, setting new levels to reach them. Physical structure of Liszt’s hands is sometimes treated as a factor significant for his abilities in rights, reaching high level in playing techniques. Review Master. The fingers of Liszt had no any extreme length, although they were remarkably slender. At the same time, there are almost no small skin connectors between his fingers, which probably allowed him cover wider notes span in comparison to average pianists.

While speaking about Liszt’s innovative style it is necessary to mention that in spite of being spectacular, the hamlet life and death essay emotional content of his music deserved no less attention. According to the memoirs of his spectators, he played so deeply and emotionally that often moved the audience to tears, and opponent, this quality developed through his lifetime: “reports of his playing in old age include observations that it was surprisingly and distinctly subtle and hamlet and death essay, poetic, with great purity of tone and effortlessness of execution; in contrast to opponent master thesis the more tumultuous so-called “Liszt school” of playing, which by then had already started to become traditional in Europe.”[9] Incredible combination of emotional content of to kill a mockingbird vs evil, Liszt’s works and his virtuoso technique make him unique and attract attention of music admirers all over opponent master thesis, the world since the 19th century. Rights. There are no recordings of review master thesis, his playings at preset, but his pieces are still often performed all over the world, and are still popular in many countries. Gooley, Dana.

The Virtuoso Liszt. Cambridge, UK:Cambridge Universtiy Press, 2004. Sachs, Harvey. Virtuoso. New York: Thames and Hudson Inc., 1982. Sadie, Stanley. New Grove Dictionary of rights women essays, Music and Musicians. 2nd. New York: Grove’s Dictionaries Inc., 2001. Schonberg, Harold.

The Lives of the Great Composers. 3rd. Review Thesis. New York: W.W. Norton Company, Inc., 1997. DiSilvio, Rich. The Franz Liszt Site. 2006. 22 Oct 2007. Franz Liszt. Hester Punishment. Biographies. 15 Sep 2004.

Maurice Abravanel.com. 21 Oct 2007. Holland, Bernard. Critics Notebook; For Liszt, A Balancing Of Heart And Hands. The New York Times 22 Jan 2001 1. Review Thesis. 21 Oct 2007. Hughes, Rupert. The Great love Affairs of Great Musicians: Volume 2. Whitefish, MT: Kessinger Publishing, 2004. Prynne Punishment Essay. The Project Gutenberg, 2004.

21 Oct. 2007. http://www.gutenberg.org/files/11419/11419-h/11419-h.htm. Coby Lubliner. How Hungarian was Liszt? http://www.ce.berkeley.edu/ [1] Rupert Hughes,. Opponent Master. The Great love Affairs of Great Musicians: Volume 2. (Whitefish, MT: Kessinger Publishing), 2004. Service. The Project Gutenberg, 2004. 21 Oct. 2007. http://www.gutenberg.org/files/11419/11419-h/11419-h.htm. [2] Bernard Holland,. Critics Notebook; For Liszt, A Balancing Of Heart And Hands. (The New York Times 22 Jan 2001) [3] Dana Gooley.

The Virtuoso Liszt. (Cambridge, UK:Cambridge Universtiy Press, 2004). [4] Harvey Sachs,. Virtuoso. (New York: Thames and Hudson Inc., 1982). [5] Stanley Sadie,. New Grove Dictionary of Music and Musicians. 2nd. (New York: Grove’s Dictionaries Inc., 2001). [6] Harold Schonberg,.

The Lives of the Great Composers. Opponent. 3rd. (New York: W.W. Norton Company, Inc., 1997). [7] Rich DiSilvio. The Franz Liszt Site. Copy Internship Letter. 2006. 22 Oct 2007.

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“Life Story,” Virginia Lee Burton’s Picture Book for the Ages. “Life Story” involves an audacious expanse of master thesis, time and space, but it’s very definitely about our home. In 1962, Virginia Lee Burton, the Gloucester, Massachusetts, writer and examining conflict a comparison/contrast, illustrator of “Mike Mulligan and master thesis, His Steam Shovel,” “Katy and the Big Snow,” and essay good, the Caldecott Award-winning “The Little House,” among others, published her final picture book, “Life Story,” a hardy, quiet work of genius that starts with the birth of the sun, proceeds through fires and ferns and glaciers, and ends with you, the reader, living your life in opponent review the present day. Rights Women. “Life Story,” a Wagnerian opera of master, a book with a Hansel and Gretel aesthetic, is not as famous, somehow, as “Mike Mulligan and letter, His Steam Shovel” or “The Little House.” It can be maddeningly hard to find at average bookstores, but good ones have it and loyal fans value it. For children, “Life Story” is one of the review thesis first works of art or science that will attempt to explain natural history, contextualizing the thesis dinosaurs, those megastars of kid-dom, in time and place among the opponent thesis stars and on the planet, and it does so with a humanizing artistic realism; the final section, fittingly and comfortingly, zooms in on examining plot a comparison/contrast, life as we recognize it. Much of it depicts the world of a century or half-century ago, but compared with the Mesozoic it’s quite familiar. Virginia Lee Burton grew up in Massachusetts and California; her mother was a poet and master, an artist, and her father was an engineer and a dean at M.I.T. She attended art school in San Francisco, then moved to Boston. She married the artist George Demetrios, and editor internship cover, they moved to Gloucester and raised a family.

There, in Cape Ann, Burton founded a textile collective, Folly Cove Designers. When she wrote books, she designed them in their entirety, from the typeface to opponent review, the illustrations to to kill good, the layout. After the failure of her first book submission, about a piece of review, dust, she learned to a mockingbird essay, test the stories on her own children first. “Children are very frank critics,” she said. Much of Burton’s work concerned nature and the passing of time, with subthemes of industrialization and urbanization. ( The New Yorker wrote, of “Katy and opponent master thesis, the Big Snow,” “Another unusual picture book by this author artist, who is adept at to kill essay good vs evil, personifying machines. Her new heroine is a beautiful red crawler tractor of many talents… Spirited, imaginative, and even somewhat informative about how city highway departments work.”) “The Little House” is about a thoughtful pastoral cottage that weathers many years, wondering about opponent review, life in the city, until eventually a city grows around her. (More eventually, she is moved back to an idyll, where she remains.) The novelist Anne Tyler, who earlier this year cited The Little House as the one book that made her who she is today, once wrote in the Times , “When I see those words now (and when I hear them, murmuring across the decades in my mother#x27;s voice), I recall the feeling of elderly sorrow that came over me at age four. At age four, listening to ‘The Little House,’ I had a sudden spell of . . . wisdom, I guess you could say.

It seemed I#x27;d been presented with a snapshot that showed me how the world worked: how the years flowed by and people altered and nothing could ever stay the same.” The mood of “The Little House” hovers between cozy and elegiac, wistful and realistic. In “Mike Mulligan and His Steam Shovel,” Mike Mulligan’s steam shovel, Mary Anne, who had contributed to the irrevocable remaking of the thesis service American landscape—digging canals, cutting through mountains for trains, straightening curves for highways, smoothing ground for airport runways, digging holes for opponent review thesis, skyscrapers in big cities—is displaced by newer shovels: gasoline shovels and life essay, their ilk. (A sign that says “No Steam Shovels Wanted” might prompt thoughts about waves of immigrants—including Mulligan, perhaps.) Joy is restored when they find a town-hall basement to dig, in a country town called Popperville; in the end, Mary Anne becomes its furnace, and Mulligan its janitor. “Life Story” involves a more audacious expanse of time and space, but it’s very definitely about our home. Opponent Thesis. Its opening pages introduce a cast of narrators (including an astronomer, a geologist, a paleontologist, and copy cover letter, the author); leading animals (trilobites, cephalopods, sea scorpions) and plants (seaweeds, moss plants, ferns), and supporting players (protozoa, jellyfish, corals, brachiopods; worms, round, flat, and opponent review, segmented). The Table of Contents is a playbill of sorts. Prologue, Scene 6 is letter Introducing Sedimentary Rocks.

Act I, Scene 5 is Life in the Ordovician Seas. Act II, Scene 3 is Life by the Cretaceous Seas Lakes. If you have an old one, as I do, there are nine planets, and Permian Deserts, and Prehistoric Man. If you have a new one, from 2009 or later, there are eight planets—Pluto, once spinning toward the edge of its page, has spun off—and a Permian Climate, and Prehistoric Humans. The action unfolds in a theatre.

On the left-hand page of each spread, text and single-color art, featuring galaxies, Gorgosauruses, or cross-sections of earth, swirl up toward a globe, locating each player in its context. On each right-hand page, a gorgeous full-color painting illustrates the opponent review action behind the proscenium arch. Burton’s style is like that of a bold, science- minded Grandma Moses with a keen sense of perspective; her dawn-of-time stuff has the near-psychedelic energy of van Gogh’s “Starry Night”; her dinosaurs have the monstrous drama of Zallinger’s “The Age of rights women, Reptiles.” At the opponent thesis beginning of the hester punishment essay play, and the end, there are red velvet curtains. In real life, it would be a very challenging production. “Eons and eons ago our sun was born, one of the millions and billions of stars that make up our galaxy, called the review master thesis Milky Way,” it begins.

It reads like a bedtime story; it is a bedtime story. (A comprehensive one.) “Our Earth is the third largest planet out from the Sun. It is not the biggest planet, nor is it the hester smallest, but to us it is the most important, for this is where we live.” This simple observation is a life lesson about perspective: “to us it is the most important” could be said of your home town, your neighborhood, your block. Children are beginning to understand home and how it feels, home versus the rest of the world. It’s a good stage of life to begin contemplating the thesis planets orbiting the sun, the celestial neighborhood, our place in things. Burton goes on to explain time, and the Earth’s axis, and to offer solid theories about how the copy editor moon came about—“But nobody really knows because there was nobody there,” she writes. As flaming meteorites from outer space bombard a “red-hot sea of lava,” we see fireworks over opponent thesis fiery mountaintops in rights essays a bright-red soup: a beautifully horrifying hellscape, necessary to create what we now inhabit. Reassuring us, as ever, is the proscenium arch, the sign that says “Scene 4.” Then: heat from the interior, metamorphic rock, clouds of steam hiding the sun; clouds, torrential rains, ocean basins filling, rivers, mountains, streams, sand, gravel, clay, sedimentary rock.

Life! Tiny cells, microorganisms. Now we’re cooking. Sea plants, animals without backbones. Trilobites rule, and then their rule ends. Opponent. Cephalopods show up. Copy Cover Letter. (“The name ‘cephalopod’ simply means ‘having feet on review, the head,’ ” Burton tells us, respectfully understanding what we will enjoy.) Squid, fish, and lichens join the thesis learning party; eventually, vertebrates come to town. Creatures develop lungs and crawl onto land . Great swamp forests, proto-frogs, the Age of Plants. A mass extinction. Warming. Opponent Review Thesis. Reptiles continue to “play the leading roles”; early mammals, and dinosaurs appear; a “few of the reptiles” return “to a life in the water,” she writes. Thesis Service Learning. (“Screw this,” I like to imagine them saying.)

Ah, the dinosaurs. Some of the herbivores among them, she writes, have “grown tremendous.” If you have an original “Life Story,” you’ll find your old friend Brontosaurus, the thunder lizard; in new editions, it’s an Apatosaurus, but I’m holding out hope for the Bronto#x27;s return someday . Mountains rise, seas flood the opponent thesis lowlands, flowering plants appear. Welcome, flowers! “Life Story” has the beautiful effect, each time you read it, of making you appreciate and acknowledge each kind of rights women, life form in turn, and each kind of atmospheric and geologic force that contributed to its existence. A meteor kills the dinosaurs; their bones remain in our museums. Opponent. Things get hot and humid, and dense forests cover the lowlands. Birds and mammals take center stage. Cooling, drying, grasses. More flowers.

Very weird mammals, lumbering and snoutish. Prynne Punishment. Things normalize, then get very cold. The Ice Age! Humans, playing a “very minor role,” doubtless are freaking out. Humans are new to this story, Burton writes, compared with “the long length of time that all other Life had been present.” She tells us about opponent review master thesis, cave paintings, fire, tools.

The humans learn to grow plants and domesticate animals. Soon enough we’ve got villages, towns, ships, languages, the Old World and the New World. Vs Evil. We see teepees, Native Americans in canoes, a Mayflower-looking thing in the distance. Uh-oh. Now the scene zeroes in on the New World, the life of the “settlers.” Not easy, she writes. (The locals would agree.) Burton writes, “When our great-grandparents were young, our country was mostly a farming country.” (Future editions could slap on a couple more greats.) Later, cities grew, and farms were deserted.

This is where “The Little House” might begin. As we proceed to review, modernity, the service learning compositions of Burton’s paintings have fixed elements—a central curving river or a central curving driveway snaking off into the mountains. Opponent. The setting becomes a farm, a farm with a farmhouse, a cheerful dwelling that remains the same from season to season as nature changes around it. This aspect is like a progenitor to Richard McGuire’s “Here,” published last year, which examines a house in rights essays the woods from decade to decade, inside and out, human and material, deep into the past and opponent, far into rights women essays the future; where McGuire’s book is adult and psychological, Burton’s is child-focussed and geological. A tender painting shows a young family standing in front of opponent review thesis, a wild lot. “Twenty-five summers have passed quickly since we bought the old orchard, meadow, and woodland and moved a little house and examining plot through a comparison/contrast essay, my barn studio into review the middle of it,” Burton writes. (This is life in hamlet life Folly Cove, though she doesn’t explicitly say so.) She paints the house and orchard in fall, winter, and opponent review master thesis, spring, in pinks, indigos, and spring green, describing the frost, the leaves, the evergreens, the examining plot through a comparison/contrast essay migrating birds, days growing longer and shorter, thaw, buds, rising sap. Review. In spring, lichens, liverworts, ferns, and mosses, those primordial Act I scene-stealers, return to the stage. As the book ends, night falls—Burton looks up at the Big Dipper, the Milky Way, the learning hands on the clock—and a new day begins: dawn, a new baby lamb in the meadow, sunrise. Opponent. The beautiful red velvet curtain is shown on the sides of the proscenium arch. Internship Cover. “And now it is your Life Story,” she writes. You play the leading role. “The stage is set, the time is now, and the place wherever you are.” The endpages, a pen-and-ink drawing of people in a natural-history museum whose design evokes “Babar” and Richard Scarry and other delights, introduce comforting notes of urbanity and society, while reinforcing the wondrous lessons of the whole book—all of time and life—in a single spread. You close the book in a state of opponent review, mild shock. How did she do it?

How do we account for all of this glory? Burton is a master of the curlicue, the sine curve, the zigzag; her colors morph from mood to mood, unafraid of darkness and drama. As the story proceeds through time, the contrast of dark and light almost evokes American Romantic painting. Examining Conflict Through A Comparison/contrast. But her style is more like sophisticated folk art, her line drawings clear and opponent thesis, intelligent, with hand-lettered warmth. Part of the brilliance of her style, and of the examining through a comparison/contrast book over opponent all, is that the coziness and a mockingbird essay good vs evil, domestication on the final pages, including in the Native American scene, includes and depends on the thunderous nature surrounding it and contributing to it. We couldn’t have the teepee and canoe or the farm and baby lambs without the sea of fire and the Ice Age. Opponent Review Master Thesis. Between curtains, we observe and to kill essay good, absorb the progression of time, the interconnectedness of life, of opponent, humans and animals, time and space and hamlet, our place in the world.

“Life Story” is beloved, and, in predictable quarters, loathed, or even feared. A one-star review of “Life Story” on Amazon has the headline “Theory of Evolution Taught.” The reviewer, a kindly proponent of Scriptures and creationism who loves Burton’s other works, worries that children reading “Life Story” will learn that they “come from master sludge and by chance,” and says that “no matter how sentimental or awesome the illustrations are,” the book might undermine how children view themselves, their worth, and the world they live in. Learning. Another, seeming to agree, replies, “After reading it, religious stories always seemed so . small.” That makes sense. The Biblical world is a younger and smaller world than what we see in “Life Story.” Burton’s world—our world—is a warm, expansive universe, glorious and swirling and operatic and beautiful. Here, like a family in a Cape Ann apple orchard looking at the Milky Way, we feel awe and comfort at once—at home in a cozy speck of the review thesis galaxy. Sarah Larson is a staff writer at The New Yorker .