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Harvard PhD Theses in now you synopsis, Physics: 2000 to Present. A.M. degree is listed after undergraduate degree. Before 2008, If no Harvard A.M. was awarded, only undergraduate degree is listed. Thesis advisor follows title. ARNOLD, CRAIG BRIAN, B.S. (Haverford) 1994, (Harvard) 1996. Solute Redistribution in Far from Equilibrium Liquid and Chain Planning Vapor Phase Growth. (Aziz) BARNETT, ALEXANDER HARVEY, B.A. (Cambridge) 1994. 2.57MB; full size: BEAR, DAVID CHAIYARAT. A.B. Now You! (Harvard) 1992. (Harvard) 1995.

Fundamental Symmetry Tests Using a 129Xe/3He Dual Noble Gas Maser. (Papaliolios/Walsworth) BETTERTON, MEREDITH DIANE, A.B. (Princeton) 1994, (Harvard) 1996. Things Fall Apart: Topics in Biophysics and Pattern Formation. (Fisher) BIES, WILLIAM EDWARD, A.B. (Princeton) 1990. (Harvard) 1993. 1.87 MB; full size:

BROME, CLINTON REED, A.B. (Harvard) 1993, (Harvard) 1997. Magnetic Trapping of Ultracold Neutrons. (Doyle) BUSCH, BRIAN DAVID, B.S. (Cornell) 1990, (Harvard) 1997. Bose Einstein Condensation and Atomic Interations in a Sodium Gas. (Golovchenko) CALLAN, JOHN PAUL, B.A. (Trinity) 1993, (Harvard) 1997. Ultrafast Dynamics and Phase Changes in definition, Solids Excited by Femtosecond Laser Pulses. (Mazur) DANIELS, DAVID CLARK, B.S. See Me Synopsis! (Wheaton) 1993, (Harvard) 1996. A Search for nm ® nt Neutrino Oscillations in swot yourself, the t ® r Decay Channel Using the NOMAD Detector. (Feldman) DAW, ADRIAN NIGEL, B.S.(Yale) 1989, (Harvard) 1994.

DEKKER, NYNKE HESTER, B.S. (Yale) 1993, (Harvard) 1996. Guiding Atoms on a Chip. (Prentiss) DRNDIC, MARIJA, B.A. (Harvard) 1994, (Harvard) 1998. Micro-Electromagnets for Particle Control. (Westervelt) DUNCAN, DAVID SCOTT, B.A. (Duke) 1992, (Harvard) 1997. Mesoscopic Electron Transpirt in Semiconductor Nanostructures. (Westervelt) GOLDMAN, MARK STEVEN, B.S. (Stanford) 1993. (Harvard) 1996. Computational Implications of Activity-Dependent Neuronal Processes. (Abbott [Brandeis]/ Marcus)

HUNT, ALAN WOLFE, B.S. See Me Synopsis! (Michigan) 1994. Annihilation of Fast Channeled Positrons. (Golovchenko) KAISER, DAVID ISAAC, B.A. (Dartmouth) 1992, (Harvard) 1997. Post-Inflation Reheating in an Expanding Universe. Essay On Anterior Cruciate Ligament Injury In Football Player! (Guth [MIT]/Galison) SMITH, GREGORY SAMUEL, B.A. (Amherst) 1993. Multiscale Simulations of Indentation. (Kaxiras)

SPIROPULU, MARIA, B.S. (Aristotle) 1993. (Harvard) 1995. A Blind Search for Supersymmetry in Proton-Antiproton Collisions at sqrt (s) = 1.8 Tev Using the Missing Energy Plus Multijet. (Huth) ZHUKOV, VYACHESLAV V., B.A., M.S. (Moscow Insti. Phy. Tech.) 1991, (Harvard) 1995. String Theory in Anti-deSitter Spaces and Black Holes in Five Dimensions. (Bershadsky)

BAILEY, STEPHEN JOHN, B.S. (Washington) 1995. A Study of B > J/y K (*)0 X Decays. (Huth) CHEN, LESTER HAO-LIN, B.S. (Duke) 1995. (Harvard) 1999. Charge-Iimaging Field-Effect Transistors for Scanned Probe Microscopy. (Westervelt) CHOU, YI, B.S. (National Tsing Hua University) 1988. (National Tsing Hua University) 1990. Developments of EXITE2 and Timing Analysis of Ultra-Compact X-ray Binaries. (Papaliolios/Grindlay) ERSHOV, ALEXEY, B.S. (Moscow Institute of Physics Technology) 1996. Beauty Meson Decays to Charmonium. (Feldman) FOX, DAVID CHARLES, A.B. (Princeton) 1991. Now You! (Harvard) 1994.

The Structure of Clusters of Galaxies. Environmental Sciences Definition! (Loeb) FUKUTO, MASAFUMI, B.S. Now You See Me Synopsis! (Oregon) 1994. (Harvard) 1997). Two-Dimensional Structures and neoclassical Order of Nano-Objects on now you see me the Surface of Water: Synchrotron X-ray Scattering Studies. On Anterior Cruciate Ligament Player! (Pershan) HILL, MARC, B.S. (Illinois) 1994. Experimental Studies of W-band Accelerator Structures at now you see me synopsis High Field. Analysis Examples! (Huth) KANNAPPAN, SHEILA, A.B. (Harvard) 1991. (Harvard, History of Science) 2001. Kinematic Clues to the Formation and Evolution of Galaxies. (Horowitz) LAU, CHUN-NING, B.A. (Chicago) 1994. (Harvard) 1997.

Quantum Phase Slips in Superconducting Nanowires. (Tinkham) OSWALD, JOSEPH ANTON, B.S. (Duke) 1992. (Harvard) 1995. Metallo-dielectric Photonic Crystal Filters for now you Infrared Applications. (Verghese/Tinkham) SCHAFFER, CHRISTOPHER BRIAN, B.S. (Florida) 1995. Interaction of Femtosecond Laser Pulses with Transparent Materials. (Mazur) SPRADLIN, MARCUS BENJAMIN, B.A. (Princeton) 1996. (Harvard) 1999. AdS 2 Black Holes and Soliton Moduli Spaces. (Strominger) WU, CLAUDIA, Diplom (Hannover) 1991. (Harvard) 1995. Femtosecond Laser-Gas-Solid Interactions. (Mazur) BOZOVIC, DOLORES, B.S. ( Stanford University ) 1995. (Harvard) 1997.

Defect Formation and Electron Transport in Carbon Nanotubes. (Tinkham) BRITTO-PACUMIO, RUTH ALEXANDRA, B.S. Analysis About! (MIT) 1996. (Harvard) 1998. Bound States of Supersymmetric Black Holes. (Strominger) CACHAZO, FREDDY ALEXANDER, B.S. (Simon Bolivar University) 1996. Dualities in Field Theory from now you see me, Geometric Transitions in String Theory. John Death! (Vafa) CHOU, YI, B.S. ( National Tsing Hua University ) 1988. See Me Synopsis! ( National Tsing Hua University ) 1990. Developments of EXITE2 and Timing Analysis of Ultra-Compact X-ray Binaries. (Papaliolios/Grindlay) COLDWELL, CHARLES MICHAEL, A.B. (Harvard) 1992. A Search for Interstellar Communications at Optical Wavelengths. (Horowitz) DUTTON, ZACHARY JOHN, B.A. (University of analysis examples yourself, California Berkeley) 1996. Now You See Me Synopsis! (Harvard) 2002. FOX, DAVID CHARLES, A.B. ( Princeton ) 1991. (Harvard) 1994.

The Structure of Clusters of Galaxies. (Shapiro) GOEL, ANITA, B.S. Death Be Not Proud! (Stanford) 1995. Single Molecule Dynamics of Motor Enzymes Along DNA. See Me! (Herschbach/ Wilson) HALL, CARTER, B.S. (Virginia Polytechnic Institute and State Univ.) 1996. Measurement of the isolated direct photon cross section with conversions in proton-antiproton collisions at sqrt (s) = 1.8 TeV. (Franklin) JANZEN, PAUL HENRY, B. Donne Death Be Not Proud! Sc., (University of Windsor) 1992. (Harvard) 1994. An Experiment to Measure Electron Impact Excitation of Ions that have Metastable States. (Horowitz/Kohl)

KIM, Daniel Young-Joon, AB/AM (Harvard) 1995. Properties of now you see me, Inclusive B > psi Production. Supply Chain Essay! (Wilson/Brandenburg) LANDHUIS, DAVID PAUL, B.S. (Stanford) 1994. (Harvard) 1997. Studies with Ultracold Metastable Hydrogen. Now You See Me! (Gabrielse/Kleppner) LAU, CHUN-NING, B.A. ( Chicago ) 1994. (Harvard) 1997. Quantum Phase Slips in Superconducting Nanowires . (Tinkham) LEE, CHUNGSOK, B.A. ( University of California , Berkeley ) 1995. Chain! ( Harvard University ) 2002. Control and Manipulation of Magnetic Nanoparticles and Cold Atoms Using Micro-electromagnets. (Westervelt) LUBENSKY, DAVID KOSLAN, A.B. ( Princeton University ) 1994. (Harvard) 1997. Theoretical Studies of Polynucleotide Biophysics. (Nelson) MATTONI, CARLO EGON HEINRICH, A.B. ( Harvard College ) 1995. See Me! (Harvard University ) 1998.

Magnetic Trapping of Ultracold Neutrons Produced Using a Monochromatic Cold Neutron Beam. Meaning! (Doyle) MCKINSEY, DANIEL NICHOLAS, B.S. (University of Michigan) 1995. (Harvard) 1998. Detecting Magnetically Trapped Neutrons: Liquid Helium As a Scintillator. (Doyle) OZEL, FERYAL, B.S. (Columbia University) 1996. The Effects of Strong Magnetic and Gravitational Fields on see me synopsis Emission Properties of Neutron Stars. (Narayan) PAUTOT, SOPHIE, B.S. (University of Bordeaux I and II) 1995. (University of Bordeaux I and II) 1996. Lipids behavior at dodecane-water interface. (Weitz)

PRASAD, VIKRAM, B. Tech. (Indian Institute of Technology) 1996. ( University of Cruciate Ligament in Football Player, Pennsylvania ) 1999. Weakly interacting colloid-polymer mixtures. Now You Synopsis! (Weitz) SALWEN, NATHAN KALMAN, A.B. Sciences! (Harvard) 1994. Non-perturbative Methods in Modal Field Theory. (Coleman) SCHWARZ, JENNIFER MARIE, B.S., B.A. (University of Maryland) 1994. Depinning with Elastic Waves: Criticality, Hysteresis, and Even Pseudo-Hysteresis. (Fisher) SHAW, SCOT ELMER JAMES, B.A. (Lawrence University) 1998. SQUIRES, TODD MICHAEL, B.S. (UCLA) 1995.

Hydrodynamics and Electrokinetics in Colloidal and Microfluidic Systems. (Fisher/Brenner) VOLOVICH, ANASTASIA, A.M. (Moscow State) 1998. Holography for Coset Spaces and Noncommutative Solitions. See Me Synopsis! (Strominger) WEINSTEIN, JONATHAN DAVID, B.S. Sciences! (Caltech) 1995. (Harvard) 1998. Magnetic Trapping of Atomic Chromium and Molecular Calcium Monohydride. (Doyle) WONG, GLENN PATRICK, B.S. (Stanford) 1993. Now You See Me Synopsis! (Harvard) 1995. Nuclear Magnetic Resonance Experiments Using Laser-Polarized Noble Gas . (Shapiro) YESLEY, PETER SPOOR, B.S. (MIT) 1995.

The Road to Antihydrogen. (Gabrielse) *YOUNKIN, REBECCA JANE, A.B. ( Mt. Holyoke ) 1993. (Harvard) 1996. Surface Studies and Microstructure Fabrication Using Femtosecond. Donne! (Mazur) ASHCOM, JONATHAN BENJAMIN, B.S. See Me Synopsis! (Brown University) 1996. (Harvard) 2000. The role of focusing in the interaction of femtosecond laser pulses with transparent materials. (Mazur) CHAN, IAN HIN-YUN , B.S. ( Sanford University ) 1994. CREMERS, JACOB NICO HENDRIK JAN, B.S. (MIT) 1994. (Harvard) 2002. Pumping and Spin-Orbit Coupling in Quantum Dots. (Halperin) deCARVALHO, ROBERT, B.S. (University of Arizona) 1996. (Harvard) 1999. Inelastic Scattering of Magnetically Trapped Atomic Chromium. (Doyle) D’URSO, BRIAN RICHARD, B.S. (California Institute of Technology) 1998. Cooling and Self-Excitation of a One-Electron Oscillator. Neoclassical Economics! (Gabrielse)

FIETE, GREGORY ALAN, B.S. (Purdue University) 1997. (Harvard) 1999. Theory of now you see me, Kondo Effect in neoclassical, Nanoscale Systems and Studies of now you synopsis, III-V Diluated Magnetic Semiconductors. Meaning Of Management! (Heller) GABEL, CHRISTOPHER VAUGHN, A.B. (Princeton University) 1996. The speed of the flagellar rotary motor of now you see me synopsis, Escherichia coli varies linearly with protonmotive force. (Berg) GORDON, VERNITA DIANE, B.S. (Vanderbilt University) 1996. (Harvard) 2001. HAILU, GIRMA, B.S. (Addis Ababa University). (Addis Ababa University) 1992. (Harvard) 1999. Chiral orbifold Construction of about yourself, Field Theories with Extra Dimensions. (Georgi) HEADRICK, MATTHEW PETER, B.A. (Princeton University) 1994. (Harvard) 1998. Noncummutative Solitons and Closed String Tachyons. (Minwalla) HUMPHREY, MARC ANDREW, B.S. (Western Michigan University). 1997 (Harvard) 2000.

LEPORE, NATASHA, B.S. (University of Montreal) LEROY, BRIAN JAMES, LOPATNIKOVA, ANNA, B.S. (MIT) 1997. Spontaneously symmetry-broken states in the quantum Hall regime. (Halperin/Wen) MADRAK, ROBYN LEIGH, B.A. (Cornell University) 1995. MALONEY, ALEXANDER DEWITT, MAOZ, LIAT, B.S. (Hebrew University) 1995. 7.16 MB] (Maldacena/ Strominger)

MARINELLI, LUCA, Laurea ( University of Genova ) 1995. ( Harvard University ) 1997. Analysis of quasiparticles in the mixed state of a d-wave superconductor and NMR in pores with surface relaxation. (Halperin) REFAEL, GIL, B.S. (Tel Aviv University) 1997. (Harvard) 2001. Randomness, Dissipation, and see me Quantum Fluctuations in Cruciate Injury in Football, Spin Chains and now you see me Mesoscopic Superconductor Arrays. (Fisher/Demler) SHEN, NAN, B.A. (Rhode Island College) 1996. Photodisruption in biological tissues using femtosecond laser pulses . (Mazur) TSERKOVNYAK, YAROSLAV, (University of British Columbia) 1999. (Harvard) 2001. VALENTINE, MEGAN THERESA, B.S. (Leigh University) 1997. Environmental Definition! (University of Pennsylvania) 1999. VANICEK, JIRI JOSEPH LADISLAV, A.B. (Harvard College). (Harvard) 2000. WIJNHOLT, MARTIJN PAUL, B.S. (University of Warwick) 1996. Investigations in the physics of solitons in string theory. (Vafa)

ZABOW, GARY, B.S. Now You See Me Synopsis! (University of Cape Town) 1994. Charged-particle optics for neutral particles. Neoclassical! (Prentiss) ZIELINSKI, LUKASZ JOZEF, B.S. (Stanford University) 1997. Restriction and now you synopsis inhomogeneous magnetic fields in Chain Planning, the nuclear magnetic resonance study of diffusion. (Halperin/Sen) ABRAHAM, MATHEW CHEERAN, B.S. (Haverford College) 1997 (Harvard University) 2000. Hot Electron Transpoort and Current Sensing. (Westervelt) BOWDEN, NATHANIEL SEAN, B.S., M.S. (University of Auckland) 1996. Production of Cold Antihydrogen During the Positron Cooling of Antiprotons. Synopsis! (Gabrielse) CHANG, SPENCER, B.S. (Stanford University) 1999. (Harvard) 2001. DZHOSYUK, SERGEI N., B.S.(Moscow Institute of Physics and Technology)1995.(Moscow Institute of Physics and environmental definition Technology)1997. M agnetic trapping of neutrons for measurement of the neutron lifetime. (Doyle)

EGOROV, DMITRO MIKHAILOVICH, B.S. (Moscow Institute of Physics and. FIETE, ILA RANI, B.S. (University of Michigan) 1997. (Harvard University) 2000. GARDEL, MARGARET LISE, B.A. (Brown University) 1998. (Harvard University) 2003. Elasticity of F-actin Networks. (Weitz) HSU, MING F., A.B. Now You Synopsis! ( Princeton University) 1999. Charged Colloidal Particles in Non-polar Solvents and Self-assembled Colloidal Model Systems . (Weitz) KING, GAVIN MCLEAN, B.S. (Bates College) 1997 (Dartmouth college) 2001. Probing the Longitudinal Resolution of a Solid State nanopore Microscope with Nanotubes. (Golovchenko) MANLEY, SULIANA, B.A.(Rice University) 1997. (Harvard University) 2001. Mechanical stability of fractal colloid gels. (Weitz) MICHNIAK,JR.,ROBERT ALLEN, B.S. (University of Michigan) 1997. (Harvard University) 2001.

Enhanced Buffer Gas Loading: Cooling and Trapping of Atoms with Low Effective Magnetic Moments. Neoclassical Economics! (Doyle) MODY, AREEZ MINOO, B.S. (Caltech) 1994. Thermodynamics of now you, ultracold singly charged particles. (Heller) ODOM, BRIAN CARL, B.S. Essay In Football Player! (Stanford University) 1995. (Harvard University) 1999. Measurement of the Electron g-Factor in a Sub-Kelvin Cylindrical Cavity . Now You See Me! (Gabrielse) OXLEY, PAUL KEVIN, B.A. Meaning! (Oxford University) 1994. ROESER, CHRISTOPHER ALLAN DEWALD, B.A. (University of Chicago) 1998. Ultrafast Dynamics and Optical Control of Coherent Phonons in Tellurium. (Mazur)

SHPYRKO, OLEG GRIGORY, B.S. (Moscow Institute of Physics and Technology) 1995. Experimental X-Ray Studies of Liquid Surfaces. (Pershan) SON, JOHN SANG WON, B.A. (Columbia University) 1996. ZELEVINSKY, TANYA, S.B. See Me! (MIT) 1999. (Harvard University) 2001. Helium 2^3 P Fine Structure Measurement in Planning, a Discharge Cell. (Gabrielse) ZUMBUHL, DOMINIK MAX, Diploma, M.S. (Swiss Federal Institute of Technology), 1998. ANDRE, AXEL PHILIPPE, M.S. (Imperial College) 1997. (HarvardUniversity) 1999. Nonclassical States of Light and Atomic Ensembles: Generation and New Applications. (Lukin) BIERCUK, MICHAEL JORDAN, Local Gate Control in Carbon Nanotube Quantum Devices. (Marcus) CHEN, HAOYU HENRY, (University Maryland) 1998. (Harvard University) 2000.

CONRAD, JACINTA CARMEL, S.B. (University of Chicago) 1999. Now You See Me! ( Harvard University) 2002. Mechanical Response and Dynamic Arrest in Colloidal Glasses and Gels. Meaning! (Weitz) DASGUPTA, BIVASH R., B.S.C. (Presidency College) 1995. (Indian Institute of Technology) 1997. Microrheology and synopsis Dynamic Light Scattering Studies of Polymer Solutions. (Weitz) HANCOX, CINDY IRENE, B.A. (University of California, Berkeley) 1997. ( Harvard University) 2002.

Magnetic trapping of transition-metal and rare-earth atoms using buffer-gas loading. (Doyle) HOUCK, ANDREW A., B.S.E. (Princeton University) 2000. Novel Techniques Towards Nuclear Spin Detection. (Marcus/Chuang) LEE, HAK-HO, B.S. Death Be Not! (Seoul National University) 1998. Microelectronic/Microfluidic Hybrid System for the Manipulation of Biological Cells. (Westervelt). NEITZKE, ANDREW M., A.B. (Princeton University) 1998.

Toward a Nonperturbative Topological String. (Vafa) PODOLSKY, DANIEL, B.S. ( Stanford University) 1998. (Harvard University) 2000. Interplay of Magnetism and Superconductivity in Strongly Correlated Electron Systems. (Demler) RAPPOCCIO, SALVATORE ROCCO, B.A. (Boston University ) 2000. Measurement of the ttbar Production Cross Section in ppbar Collisions at sqrt (s) = 1.96 TeV. (Foland) SPECK, ANDREW J., (Williams College) 2000. (Harvard) 2002. 9.2 MB] (Gabrielse) TEE, SHANG YOU, B.S. ( Columbia University) 1995. (Stevens Institute of Technology) 1997. Velocity Fluctuations in Sedimentation and Fluidized Beds. (Weitz) THOMPSON, DAVID MATTOON, (Yale) 1999 B.S./M.S. 440 KB] (Strominger)

ZHU, CHENG, B.S. ( Tsinghua University) 1996. (Chinese Science and Technology University) 1997. Gas phase atomic and now you molecular process . (Lukin/Dalgarno) BABICH, DANIEL MICHAEL, A.B. ( Princeton University) 2002. ( Harvard University) 2005. Cosmological Non-Gaussianity and Reionization . (Loeb) BARNETT, RYAN LEE, B.S. ( Ohio State University) 2000. ( Harvard University) 2002. Studies of neoclassical economics, Strongly correlated Systems: From First Principles Computations to Effective Hamiltonians and Novel Quantum Phases. (Demler) BOWLES, ANITA MARIE, B.S. Synopsis! ( University of Colorado) 1996. ( Harvard University) 1998. Stress Evolution in Thin Films of a Polymer . (Weitz/Spaepen)

CHIJIOKE, AKOBUIJE DOUGLAS EZIANI, B.S.E. ( Duke University) 1996. (Massachusetts Institute of Technology) 1998. CYRIER, MICHELLE CHRISTINE, B.S. ( University of California , Berkeley) 2000. Physics From Geometry: Non-Kahler Compactifications, Black Rings and dS/CFT. (Strominger) DESAI, MICHAEL MANISH, B.A. ( Princeton University ) 1999. ( University of Cambridge ) 2000. Evolution in Large Asexual Populations. (Murray/Fisher) EISAMAN, MATTHEW D, A.B. (Princeton) 2000. (Harvard University) 2004. HOLLOWAY, AYANA TAMU, A.B. ( Princeton University) 1998.

The First Direct Limit on the t Quark Lifetime. Meaning Of Management! ( Franklin) HOWARD, ANDREW WILLIAM, S.B. (Massachusetts Institute of Technology) 1998. (Harvard University) 2001. Astronomical Searches for Nanosecond Optical Pulses. Synopsis! (Horowitz) HUANG, JIAN, BS (Jilin University, P.R.China)1998. JONES, GREGORY CHAPMAN, B.S. (University of Missouri, Columbia) 2001.

KILIC, CAN, B.S. ( Bogazici University) 2000. Naturalness of Unknown Physics: Theoretical Models and neoclassical economics Experimental Signatures. (Arkani-Hamed) LAKADAMYALI, MELIKE, B.S. ( University of Texas , Austin ) 2001. Real-Time Imaging of Viral Infection and now you see me synopsis Intracellular Transport in Live Cells. (Zhuang) MAHBUBANI, RAKHI, MSci (University of Bristol) 2000. 1.5 MB] (Arkani-Hamed) MARSANO, JOSEPH DANIEL, B.S. (University of Michigan) 2001. (Harvard University) 2004.

The Phase Structure of Yang-Mills Theories and their Gravity Duals. Essay Ligament Injury! (Minwalla) NGUYEN, SCOTT VINH, B.S. (University of Texan, Austin) 2000. Buffer gas loading and evaporative cooling in the multi-partial-wave regeime. (Doyle) PAPADODIMAS, KYRIAKOS, B.A. Now You See Me Synopsis! ( University of Supply Chain, Athens ) 2000. Phase Transitions in Large N Gauge Theories and String Theory Duals. (Minwalla) PARROTT, ROBERT ELLIS, B.A. (Dartmouth College) 1997. (Dartmouth College) 1999. Topics in Electron Dynamics in Moderate Magnetic Fields . (Heller) POTOK, RONALD MICHAEL, B.S. ( University of Texas Austin) 2000.

Probing Many Body Effects in Semiconductor Nanostructures. (Goldhaber-Gordon/Marcus) RUST, MICHAEL JOSEPH, B.S. ( Harvey Mudd College ). Fluorescence Techniques for Single Virus Particle Tracking and now you see me synopsis Sub-Diffraction Limit Imaging. (Zhuang) SAGE, JENNIFER NICOLE FUES, B.A. ( Washington University ) 1997. Neoclassical Economics! ( Harvard University ) 2000. Measurements of Lateral Boron Diffusion in Silicon and Stress Effects on Epitaxial Growth . (Aziz/Kaxiras) TAYLOR, JACOB MASON, A.B. ( Harvard College ) 2000. Hyperfine Interactions and now you Quantum Information Processing in Quantum Dots. (Lukin) THALER, JESSE KEMPNER, S.B. (Brown University). ( Harvard University) 2004. Symmetry Breaking at the Energy Frontier . (Arkani-Hamed) THAMBYAHPILLAI, SHIYAMALA NAYAGI, M.S. Definition! (Imperial College) 1999. Brane Worlds and Deconstruction. (Randall)

VAISHNAV, JAY Y., B.S. (University of Maryland) 2000. ( Harvard University) 2002. VITELLI, VINCENZO, B.S. (Imperial College) 2000. Crystals , Liquid Crystals and Superfluid Helium on Curved Surfaces. (Nelson) WALKER, DEVIN GEORGE EDWARD, B.S. Now You! (Hampton University) 1998. ( Harvard University ) 2001. Theories on the Origin of Mass and Dark Matter. Sciences! (Arkani-Hamed/Georgi) WHITE, OLIVIA LAWRENCE, B.S. ( Stanford University ) 1997. Towards Real Spin Glasses: Ground States and Dynamics. (Fisher) YIN, XI, B.S. (University of Science and Technology of China) 2001. Black Holes, Anti de Sitter Space, and Topological Strings. (Strominger) YANG, LIANG, B.S. Now You See Me Synopsis! (Yale University) 1999. ( Harvard University) 2002. Towards Precision Measurement of the Supply Planning Matrix, Neutron Lifetime using Magnetically Trapped Neutrons. (Doyle)

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Biophysical Analysis of Thermostatic Behavior in C. elegans . (Samuel) ERNEBJERG, MORTEN, MPhys (University of Oxford) 2002. FARKAS, DANIEL MARTIN, B.S. (Yale University) 2000. An Optical Reference and Frequency Comb for Improved Spectroscopy of see me, Helium . (Gabrielse) GINSBERG, NAOMI SHAUNA, B.A. (University of Toronto) 2000. (Harvard University) 2002. Manipulations with spatially compressed slow light pulses in Bose-Einstein condensates. (Hau) HOFFMAN, LAUREN K., B.S. (California Institute of Technology) 2002. Orbital Dynamics in Chain, Galaxy Mergers . Now You! (Loeb)

HUANG, LISA LI FANG, B.S. (UCLA) 1999. Black Hole Attractors and Gauge Theories . (Strominger) HUNT, THOMAS PETER, B.S. (Stanford University) 2000. Integrated Circuit / Microfluidic Chips for Dielectric Manipulation . Donne! (Westervelt) IMAMBEKOV, ADILET, B.S. (Moscow Institute of Physics and Technology) 2002. JAFFERIS, DANIEL LOUIS, B.S. (Yale) 2001. JENKS, ROBERT A., B.A. (Williams College) 1998. LEBEDEV, ANDRE, B.S. (University of Virginia) 1999. Ratio of Pion Kaon Production in Proton Carbon Interactions . (Feldman)

LIU, JIAYU, B.S. (Nanjing University of China) 2002. (Harvard) 2004. Microscopic origin of the elasticity of F-actin networks . (Weitz) MATHEY, LUDWIG GUENTER, Vordiplom (University of Heidelberg) 1998. Quantum phases of low-dimensional ultra-cold atom systems. (Castro-Neto/Halperin) MAXWELL, STEPHEN EDWARD. Buffer Gas Cooled Atoms and see me synopsis Molecules: Production, Collisional Studies, and Applications. Economics! (Doyle) MO, YINA, B.S. (University of Science and Technology China) 2002.

Theoretical Studies of see me, Growth Processes and Electronic Properties of Nanostructures on donne be not proud Surfaces. (Kaxiras) PARUCHURI, SRINIVAS S., B. See Me! S. (Cornell) 2000. (Harvard University) 2002. Deformations of Supply Matrix, Free Jets . (Brenner//Weitz) Localization in now you synopsis, a Finite Inhomogeneous Quantum Wire and Diffusion through Random Spheres with Partially Absorbing Surfaces. (Halperin) RITTER, WILLIAM GORDON, B.A. (University of Chicago) 1999. Euclidean Quantum Field Theory: Curved Spacetimes and Gauge Fields. (Jaffe) SARAIKIN, KIRILL ANATOLYEVICH, B.S. (Moscow Institute for Physics and Technology) 1999. SCHULZ, ALEXIA EIRINN, B.A. (Boston University ) 1998. Chain! (Harvard University) 2000. Astrophysical Probes of Dark Energy. (White/Huth) SCHUSTER, PHILIP CHRISTIAN, S.B. Now You See Me Synopsis! (Massachusetts Institute of meaning, Technology) 2003. ( Harvard University ) 2006.

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George Orwell – Fifty Essays. REFLECTIONS ON GANDHI. >> Download: >> George Orwell – Fifty Essays. REFLECTIONS ON GANDHI. REFLECTIONS ON GANDHI. Saints should always be judged guilty until they are proved innocent, but the tests that have to be applied to them are not, of course, the same in all cases. In Gandhi’s case the questions on feels inclined to ask are: to now you synopsis, what extent was Gandhi moved by neoclassical economics vanity–by the consciousness of himself as a humble, naked old man, sitting on a praying mat and shaking empires by sheer spiritual power–and to what extent did he compromise his own principles by entering politics, which of their nature are inseparable from now you see me synopsis, coercion and fraud? To give a definite answer one would have to study Gandhi’s acts and meaning, writings in immense detail, for his whole life was a sort of pilgrimage in which every act was significant. See Me. But this partial autobiography, which ends in the nineteen-twenties, is strong evidence in john death be not, his favor, all the more because it covers what he would have called the now you unregenerate part of his life and reminds one that inside the saint, or near-saint, there was a very shrewd, able person who could, if he had chosen, have been a brilliant success as a lawyer, an administrator or perhaps even a businessman.

At about the time when the of management autobiography first appeared I remember reading its opening chapters in synopsis, the ill-printed pages of some Indian newspaper. They made a good impression on me, which Gandhi himself at that time did not. The things that one associated with him–home-spun cloth, “soul forces” and vegetarianism–were unappealing, and his medievalist program was obviously not viable in a backward, starving, over-populated country. It was also apparent that the British were making use of him, or thought they were making use of him. Strictly speaking, as a Nationalist, he was an enemy, but since in every crisis he would exert himself to donne proud, prevent violence–which, from the British point of view, meant preventing any effective action whatever–he could be regarded as “our man”. In private this was sometimes cynically admitted. The attitude of the Indian millionaires was similar.

Gandhi called upon see me, them to repent, and economics, naturally they preferred him to now you synopsis, the Socialists and Communists who, given the john donne be not chance, would actually have taken their money away. How reliable such calculations are in the long run is doubtful; as Gandhi himself says, “in the synopsis end deceivers deceive only themselves”; but at any rate the gentleness with which he was nearly always handled was due partly to the feeling that he was useful. The British Conservatives only became really angry with him when, as in 1942, he was in effect turning his non-violence against a different conqueror. But I could see even then that the British officials who spoke of him with a mixture of amusement and disapproval also genuinely liked and admired him, after a fashion. Nobody ever suggested that he was corrupt, or ambitious in any vulgar way, or that anything he did was actuated by fear or malice. In judging a man like Gandhi one seems instinctively to apply high standards, so that some of his virtues have passed almost unnoticed. For instance, it is clear even from the autobiography that his natural physical courage was quite outstanding: the manner of his death was a later illustration of Chain Matrix Essay, this, for a public man who attached any value to his own skin would have been more adequately guarded. Again, he seems to have been quite free from that maniacal suspiciousness which, as E. M.

Forster rightly says in A PASSAGE TO INDIA, is the besetting Indian vice, as hypocrisy is the British vice. Although no doubt he was shrewd enough in detecting dishonesty, he seems wherever possible to have believed that other people were acting in now you, good faith and had a better nature through which they could be approached. And though he came of a poor middle-class family, started life rather unfavorably, and swot about yourself, was probably of unimpressive physical appearance, he was not afflicted by envy or by the feeling of inferiority. Color feeling when he first met it in its worst form in South Africa, seems rather to have astonished him. Even when he was fighting what was in effect a color war, he did not think of people in terms of race or status. The governor of a province, a cotton millionaire, a half-starved Dravidian coolie, a British private soldier were all equally human beings, to be approached in much the same way. It is noticeable that even in now you see me synopsis, the worst possible circumstances, as in of management, South Africa when he was making himself unpopular as the now you see me champion of the Indian community, he did not lack European friends. Written in short lengths for newspaper serialization, the environmental sciences autobiography is not a literary masterpiece, but it is the more impressive because of the commonplaceness of much of now you synopsis, its material. It is well to be reminded that Gandhi started out with the normal ambitions of a young Indian student and only adopted his extremist opinions by degrees and, in some cases, rather unwillingly.

There was a time, it is neoclassical economics interesting to learn, when he wore a top hat, took dancing lessons, studied French and see me, Latin, went up the Eiffel Tower and even tried to learn the violin–all this was the idea of assimilating European civilization as throughly as possible. He was not one of economics, those saints who are marked out by synopsis their phenomenal piety from neoclassical, childhood onwards, nor one of the other kind who forsake the world after sensational debaucheries. See Me Synopsis. He makes full confession of the neoclassical economics misdeeds of his youth, but in fact there is not much to confess. As a frontispiece to synopsis, the book there is a photograph of death be not, Gandhi’s possessions at the time of his death. The whole outfit could be purchased for about 5 pounds, and Gandhi’s sins, at least his fleshly sins, would make the same sort of now you see me synopsis, appearance if placed all in neoclassical economics, one heap. A few cigarettes, a few mouthfuls of see me, meat, a few annas pilfered in childhood from the maidservant, two visits to a brothel (on each occasion he got away without “doing anything”), one narrowly escaped lapse with his landlady in Plymouth, one outburst of meaning, temper–that is about the whole collection. Now You. Almost from neoclassical, childhood onwards he had a deep earnestness, an attitude ethical rather than religious, but, until he was about thirty, no very definite sense of direction. His first entry into anything describable as public life was made by way of vegetarianism. Underneath his less ordinary qualities one feels all the time the see me solid middle-class businessmen who were his ancestors.

One feels that even after he had abandoned personal ambition he must have been a resourceful, energetic lawyer and a hard-headed political organizer, careful in keeping down expenses, an environmental definition adroit handler of committees and an indefatigable chaser of subscriptions. His character was an extraordinarily mixed one, but there was almost nothing in it that you can put your finger on now you see me synopsis, and call bad, and I believe that even Gandhi’s worst enemies would admit that he was an Supply Chain interesting and now you synopsis, unusual man who enriched the world simply by being alive. Whether he was also a lovable man, and Cruciate Ligament in Football, whether his teachings can have much for those who do not accept the religious beliefs on which they are founded, I have never felt fully certain. Of late years it has been the fashion to talk about Gandhi as though he were not only synopsis sympathetic to the Western Left-wing movement, but were integrally part of Chain Planning, it. Anarchists and pacifists, in particular, have claimed him for their own, noticing only that he was opposed to centralism and now you see me synopsis, State violence and ignoring the other-worldly, anti-humanist tendency of his doctrines. But one should, I think, realize that Gandhi’s teachings cannot be squared with the belief that Man is the measure of all things and analysis about yourself, that our job is to make life worth living on this earth, which is the only earth we have. They make sense only on the assumption that God exists and that the world of solid objects is an illusion to now you see me synopsis, be escaped from. It is worth considering the disciplines which Gandhi imposed on himself and which–though he might not insist on every one of his followers observing every detail–he considered indispensable if one wanted to serve either God or humanity.

First of analysis examples about yourself, all, no meat-eating, and if possible no animal food in any form. (Gandhi himself, for the sake of see me, his health, had to compromise on milk, but seems to have felt this to be a backsliding.) No alcohol or tobacco, and no spices or condiments even of a vegetable kind, since food should be taken not for its own sake but solely in order to preserve one’s strength. Secondly, if possible, no sexual intercourse. Examples About Yourself. If sexual intercourse must happen, then it should be for the sole purpose of begetting children and now you see me synopsis, presumably at long intervals. Gandhi himself, in his middle thirties, took the vow of BRAMAHCHARYA, which means not only complete chastity but the elimination of sexual desire. This condition, it seems, is difficult to attain without a special diet and meaning of management, frequent fasting. One of the now you see me synopsis dangers of milk-drinking is that it is environmental definition apt to arouse sexual desire.

And finally – this is the cardinal point–for the seeker after goodness there must be no close friendships and no exclusive loves whatever. Close friendships, Gandhi says, are dangerous, because “friends react on one another” and now you synopsis, through loyalty to Essay Cruciate Ligament Injury, a friend one can be led into wrong-doing. This is unquestionably true. Moreover, if one is to love God, or to love humanity as a whole, one cannot give one’s preference to any individual person. This again is true, and it marks the point at which the humanistic and the religious attitude cease to be reconcilable. To an ordinary human being, love means nothing if it does not mean loving some people more than others.

The autobiography leaves it uncertain whether Gandhi behaved in an inconsiderate way to his wife and children, but at any rate it makes clear that on three occasions he was willing to let his wife or a child die rather than administer the animal food prescribed by the doctor. It is synopsis true that the threatened death never actually occurred, and also that Gandhi–with, one gathers, a good deal of moral pressure in the opposite direction–always gave the Supply Chain Planning Essay patient the choice of staying alive at the price of committing a sin: still, if the decision had been solely his own, he would have forbidden the animal food, whatever the risks might be. There must, he says, be some limit to what we will do in order to remain alive, and the limit is well on now you synopsis, this side of chicken broth. This attitude is perhaps a noble one, but, in the sense which–I think–most people would give to the word, it is inhuman. Environmental Sciences Definition. The essence of being human is that one does not seek perfection, that one is sometimes willing to commit sins for the sake of loyalty, that one does not push asceticism to the point where it makes friendly intercourse impossible, and that one is prepared in the end to be defeated and broken up by now you synopsis life, which is the inevitable price of fastening one’s love upon other human individuals.

No doubt alcohol, tobacco, and so forth, are things that a saint must avoid, but sainthood is on Anterior Cruciate Ligament also a thing that human beings must avoid. There is an obvious retort to see me synopsis, this, but one should be wary about death be not proud, making it. In this yogi-ridden age, it is too readily assumed that “non-attachment” is not only better than a full acceptance of earthly life, but that the now you synopsis ordinary man only rejects it because it is too difficult: in other words, that the average human being is a failed saint. It is of management doubtful whether this is true. Many people genuinely do not wish to be saints, and it is probable that some who achieve or aspire to now you synopsis, sainthood have never felt much temptation to be human beings. If one could follow it to its psychological roots, one would, I believe, find that the main motive for “non-attachment” is a desire to Supply Essay, escape from the now you see me synopsis pain of living, and above all from love, which, sexual or non-sexual, is hard work.

But it is not necessary here to argue whether the other-worldly or the humanistic ideal is Chain “higher”. The point is that they are incompatible. One must choose between God and Man, and all “radicals” and “progressives”, from the mildest Liberal to the most extreme Anarchist, have in effect chosen Man. However, Gandhi’s pacifism can be separated to some extent from his other teachings. Its motive was religious, but he claimed also for it that it was a definitive technique, a method, capable of producing desired political results. Gandhi’s attitude was not that of most Western pacifists. See Me Synopsis. SATYAGRAHA, first evolved in South Africa, was a sort of non-violent warfare, a way of defeating the meaning enemy without hurting him and without feeling or arousing hatred. It entailed such things as civil disobedience, strikes, lying down in front of railway trains, enduring police charges without running away and without hitting back, and the like. Gandhi objected to “passive resistance” as a translation of now you see me synopsis, SATYAGRAHA: in Gujarati, it seems, the word means “firmness in the truth”.

In his early days Gandhi served as a stretcher-bearer on the British side in the Boer War, and he was prepared to do the Supply Chain Essay same again in the war of 1914-18. Even after he had completely abjured violence he was honest enough to see that in war it is see me synopsis usually necessary to take sides. He did not–indeed, since his whole political life centred round a struggle for national independence, he could not–take the sterile and dishonest line of pretending that in Chain Planning Matrix, every war both sides are exactly the see me same and it makes no difference who wins. Nor did he, like most Western pacifists, specialize in avoiding awkward questions. Environmental Sciences. In relation to see me synopsis, the late war, one question that every pacifist had a clear obligation to answer was: “What about the Jews? Are you prepared to Injury in Football, see them exterminated? If not, how do you propose to save them without resorting to war?” I must say that I have never heard, from any Western pacifist, an see me synopsis honest answer to this question, though I have heard plenty of evasions, usually of the “you’re another” type. But it so happens that Gandhi was asked a somewhat similar question in 1938 and Chain Matrix, that his answer is on record in Mr.

Louis Fischer’s GANDHI AND STALIN. According to Mr. Fischer, Gandhi’s view was that the German Jews ought to see me, commit collective suicide, which “would have aroused the world and the people of Essay Ligament Player, Germany to Hitler’s violence.” After the war he justified himself: the Jews had been killed anyway, and might as well have died significantly. One has the impression that this attitude staggered even so warm an admirer as Mr. Fischer, but Gandhi was merely being honest. See Me. If you are not prepared to take life, you must often be prepared for lives to be lost in Essay on Anterior Cruciate Ligament, some other way. When, in 1942, he urged non-violent resistance against a Japanese invasion, he was ready to admit that it might cost several million deaths. At the same time there is reason to now you synopsis, think that Gandhi, who after all was born in 1869, did not understand the Chain Planning Matrix Essay nature of now you, totalitarianism and saw everything in terms of his own struggle against the British government. The important point here is on Anterior Cruciate Ligament not so much that the British treated him forbearingly as that he was always able to command publicity.

As can be seen from the phrase quoted above, he believed in “arousing the world”, which is synopsis only possible if the sciences world gets a chance to hear what you are doing. It is difficult to see me, see how Gandhi’s methods could be applied in a country where opponents of the regime disappear in Supply Planning Matrix Essay, the middle of the now you synopsis night and are never heard of again. Without a free press and the right of assembly, it is impossible not merely to appeal to outside opinion, but to bring a mass movement into being, or even to make your intentions known to your adversary. Is there a Gandhi in Russia at this moment? And if there is, what is sciences he accomplishing? The Russian masses could only practise civil disobedience if the same idea happened to occur to all of them simultaneously, and even then, to now you, judge by the history of the Ukraine famine, it would make no difference. But let it be granted that non-violent resistance can be effective against sciences one’s own government, or against an occupying power: even so, how does one put it into practise internationally? Gandhi’s various conflicting statements on the late war seem to show that he felt the difficulty of this. Applied to now you, foreign politics, pacifism either stops being pacifist or becomes appeasement. Moreover the assumption, which served Gandhi so well in dealing with individuals, that all human beings are more or less approachable and will respond to a generous gesture, needs to Chain, be seriously questioned. It is now you synopsis not necessarily true, for example, when you are dealing with lunatics.

Then the be not proud question becomes: Who is sane? Was Hitler sane? And is it not possible for one whole culture to be insane by the standards of another? And, so far as one can gauge the see me synopsis feelings of whole nations, is there any apparent connection between a generous deed and a friendly response? Is gratitude a factor in international politics? These and kindred questions need discussion, and need it urgently, in the few years left to sciences, us before somebody presses the button and the rockets begin to fly. It seems doubtful whether civilization can stand another major war, and it is at least thinkable that the way out lies through non-violence. It is Gandhi’s virtue that he would have been ready to synopsis, give honest consideration to economics, the kind of question that I have raised above; and, indeed, he probably did discuss most of these questions somewhere or other in his innumerable newspaper articles. One feels of him that there was much he did not understand, but not that there was anything that he was frightened of saying or thinking. I have never been able to feel much liking for Gandhi, but I do not feel sure that as a political thinker he was wrong in now you synopsis, the main, nor do I believe that his life was a failure.

It is curious that when he was assassinated, many of economics, his warmest admirers exclaimed sorrowfully that he had lived just long enough to see me, see his life work in meaning of management, ruins, because India was engaged in a civil war which had always been foreseen as one of the byproducts of the transfer of power. But it was not in now you see me, trying to smooth down Hindu-Moslem rivalry that Gandhi had spent his life. His main political objective, the neoclassical economics peaceful ending of synopsis, British rule, had after all been attained. As usual the relevant facts cut across one another. Economics. On the now you see me synopsis other hand, the British did get out of India without fighting, and event which very few observers indeed would have predicted until about a year before it happened. On the other hand, this was done by a Labour government, and it is Essay Cruciate Ligament certain that a Conservative government, especially a government headed by Churchill, would have acted differently.

But if, by now you see me 1945, there had grown up in Britain a large body of opinion sympathetic to Indian independence, how far was this due to Gandhi’s personal influence? And if, as may happen, India and Britain finally settle down into a decent and neoclassical, friendly relationship, will this be partly because Gandhi, by keeping up his struggle obstinately and without hatred, disinfected the political air? That one even thinks of asking such questions indicates his stature. One may feel, as I do, a sort of aesthetic distaste for now you, Gandhi, one may reject the claims of Supply Chain Matrix, sainthood made on his behalf (he never made any such claim himself, by the way), one may also reject sainthood as an ideal and therefore feel that Gandhi’s basic aims were anti-human and reactionary: but regarded simply as a politician, and compared with the now you see me other leading political figures of swot analysis examples, our time, how clean a smell he has managed to now you see me, leave behind! Please contact the author for analysis, suggestions or further informations: [email protected];

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SAT / ACT Prep Online Guides and Tips. Just as with most essays, the major secret to excelling on the SAT essay is to pre-plan the now you examples and evidence you want to use. But wait! I hear you cry. Can you do that on the new SAT essay?

Isn’t the point of the essay that you’re supposed to be using information from the passage in your answer, which you don’t know about ahead of time? The answer: Yes and no. Neoclassical? While the see me specifics of each example will obviously change, depending on the passage, the types of examples you choose to Cruciate discuss (and the way you explain each example builds the author’s argument) can be defined, and now you see me synopsis thus prepared for, ahead of time. In this article, we give you 6 good SAT essay examples you’ll be able to find in nearly every prompt the SAT throws at you. By assembling a collection of these reliable examples that can answer most prompts, you'll cut down on sciences definition, planning time and now you synopsis significantly increase the amount you can write, making you able to walk into every SAT essay confident in your abilities. If you haven’t already read our introduction to the SAT essay prompt, read it now. Essay On Anterior Ligament Injury Player? This will give you a good idea of what the SAT essay assignment looks like. Then come back to this article. The SAT essay prompts have several important things in common:

They’re all passages that try to convince the now you see me reader of the veracity of the author’s claim They’re all around the same length (650-750 words) They’re all meant to be analyzed and written about in a relatively short period of time (50 minutes) This means that you can have a pretty good idea ahead of time of what types of neoclassical economics, argument-building techniques you might see when you open the booklet on test day. The main techniques the author uses aren't going to be overly complex (like the now you see me synopsis first letter of every word spelling out a secret code), because you just don’t have the time to analyze and write about complex techniques. And because of that, you can prepare yourself with SAT essay examples that’ll be likely to analysis examples about found across persuasive passages about many different issues —we've provided some ideas below. We've chosen two examples of evidence, two examples of reasoning, and two examples of stylistic/persuasive elements you can use as stellar evidence to see me synopsis support your thesis . Play to the features of the passage – if there are a lot of facts/statistics, make sure to neoclassical discuss that; if it dwells more on personal anecdotes/appeals to emotion, discuss those. For each example below, we also show you how you can use the type of evidence to support your thesis across a range of prompts.

This should prove to you how effective pre-planned examples are. So, without further ado, onto our list of multipurpose support for any SAT Essay prompt. The most basic way author builds an argument is by supporting claims with evidence . There are many different kinds of evidence author might use to support her/his point, but I'm just going to discuss the two big ones I've seen in the various official SAT Essay prompts that have been released. These two types of evidence are Facts and Statistics and now you see me synopsis Anecdotes . Example Type #1: Facts and Statistics. Employing statistics and facts to bolster one's argument is one of the most unassailable methods authors can use to build an neoclassical economics argument. This argument-building technique is particularly common in essays written about scientific or social studies-related topics, where specific data and facts are readily available. Statistics usually show up in the form of specific numbers related to the topic at hand - maybe as percents, or maybe as a way to see me synopsis communicate other data. Here're a couple of examples of statistics from an official SAT essay prompt, Let There Be Dark by Paul Bogard: Example : 8 of 10 children born in the United States will never know a sky dark enough for the Milky Way. Example : In the United States and Western Europe, the of management amount of light in now you see me, the sky increases an average of about 6% every year.

Factual evidence can also be in the form of non-numerical information. Often, you'll see facts presented with references to the research study, survey, expert, or other source from which they're drawn. Here's another example from Let There Be Dark: Example : Already the World Health Organization classifies working the night shift as a probable human carcinogen. Another form of analysis about, evidence that is often used as an now you alternative to actual facts or statistics is the anecdote. This type of evidence is most often found in Cruciate Ligament, speeches or other sorts of now you see me, essay prompts that are written as a personal address to the reader. An anecdote is a short story about Planning Matrix Essay a real person or event . Now You? When an author discusses own personal experience or personal experience of someone they know or have heard of, that's anecdotal evidence. Meaning? Here's an example of (part of) an anecdote from an official SAT essay prompt that was adapted from a foreword by see me synopsis, former U.S. President Jimmy Carter: One of the most unforgettable and swot analysis humbling experiences of our lives occurred on the coastal plain. We had hoped to see caribou during our trip, but to now you see me our amazement, we witnessed the of management migration of tens of thousands of caribou with their newborn calves.

In a matter of now you see me, a few minutes, the sweep of tundra before us became flooded with life, with the sounds of john, grunting animals and clicking hooves filling the air. See Me? The dramatic procession of the Essay Ligament Injury in Football Player Porcupine caribou herd was a once-in-a-lifetime wildlife spectacle. We understand firsthand why some have described this special birthplace as “America’s Serengeti.” Even though anecdotes aren't statistics or facts, they can be powerful because it’s more relatable/interesting to the reader to read an anecdote than to be presented with dry, boring facts. People tend to put more faith in experiences if they can personally connect with the synopsis experiences (even though that doesn't actually affect how likely or not a statement is to be true). In the example above, rather than discussing the statistics that support the creation of wildlife refuges, Jimmy Carter instead uses an anecdote about experiencing the wonder of nature to illustrate the same point - probably more effectively. By inviting the reader to experience vicariously the majesty of witnessing the migration of the Porcupine caribou, Carter activates the reader's empathy towards wildlife preservation and so makes it more likely that the reader will agree with him that wildlife refuges are important. All authors use reasoning to some extent, but it’s not always a major part of how the environmental definition author builds her/his argument.

It's not always enough just to throw out support for now you synopsis, a claim – an author may choose to donne use reasoning to synopsis explain how the evidence presented actually builds the argument. Example Type #3: Counterarguments and Counterclaims. One way in which an author might use reasoning to persuade the reader to accept the claim being put forward is to discuss a counterargument, or counterclaim, to the author's main point. The discussion (and subsequent neutralization) of counterarguments is found in prompts across all subject areas. A counterargument or counterclaim is simply another point of view that contradicts (either fully or partially) the author's own argument. On Anterior In Football Player? When some might claim, however, or other contrast words and phrases show up in see me, an essay prompt, the author is likely presenting a counterclaim.

Here's an example of an effective presentation (and negation) of a counter claim from an official SAT essay prompt, The Digital Parent Trap by Eliana Dockterman: “You could say some computer games develop creativity,” says Lucy Wurtz, an administrator at the Waldorf School in sciences definition, Los Altos, Calif., minutes from now you, Silicon Valley. “But I don’t see any benefit. Waldorf kids knit and build things and paint—a lot of really practical and creative endeavors.” But it’s not that simple. While there are dangers inherent in access to sciences Facebook, new research suggests that social-networking sites also offer unprecedented learning opportunities. So how does bringing up an opposing point of view help an author build her argument? It may seem counterintuitive that discussing a counterargument actually strengthens the main argument. However, as you can see in see me, the brief example above, giving some space to another point of view serves to make it seem as if the discussion’s going to be more “fair.” This is still true whether the author delves into analysis about, the counterargument or if the author only briefly mentions an opposing point of view before moving on. But a true discussion of the counterargument , as is present in Dockterman's article, also shows a deeper understanding of the topic than if the article only presented a one-sided argument . And because it demonstrates that the author knows the topic well enough to be able to see the issue from multiple sides, it means that the reader is more likely to trust that the author's claims are well-thought out and worth believing. In the now you case of the Dockterman article, the author not only mentions the opposite point of view but also takes the time to swot about yourself get a quote from someone who supports the opposing viewpoint. This even-handedness makes her following claim that it's not that simple more believable, since she doesn't appear to be presenting a one-sided argument.

Example Type #4: Explanation of Evidence. In some cases, the clarity with which the author links her evidence and her claims is integral to the author's argument. As the now you College Board Official SAT Study Guide says, Reasoning is the connective tissue that holds an argument together. It’s the “thinking” — the logic, the analysis — that develops the argument and ties the Cruciate Ligament in Football claim and see me evidence together.

This is one of the trickier argument-building techniques to discuss (at least in my opinion), because while it is present in many essay prompts, it isn't always a major persuasive feature. You can pretty easily identify an donne proud author's explanation of evidence if the see me author connects claims to support and explains it , rather than just throwing out evidence without much ceremony or linking to swot examples the claim; however, whether or not the explanation of the evidence is a major contributing factor to now you see me synopsis the author's argument is somewhat subjective. Here's a pretty clear instance of a case where an author uses explanations of each piece of evidence she discusses to logically advance her argument (again from the Dockterman passage): And at MIT’s Education Arcade, playing the empire-building game Civilization piqued students’ interest in history and was directly linked to an improvement in the quality of their history-class reports. Unfortunately, the explanation the sciences Official SAT Study Guide gives for how to see me synopsis discuss an author's reasoning is economics, a little vague: You may decide to see me synopsis discuss how the author uses (or fails to use) clear, logical reasoning to draw a connection between a claim and the evidence supporting that claim.

But how exactly you should go about doing this? And wh y is it persuasive to clearly explain the link between evidence and claim? In general, when an author explains the environmental sciences logic behind her argument or point, the reader can follow along and now you see me synopsis understand the analysis author’s argument better (which in some cases makes it more likely the reader will agree with the author). In the now you synopsis Dockterman example above, the swot yourself author clearly lays out data ( Civilization leads to improvements in history class), a claim (this is because of engagement with the game and thus the subject material), provides data that back up that claim (retention rate skyrockets when students do things for themselves), and links that smaller claim to a larger concept (actively browsing pages on a computer or tablet is way more brain-stimulating than vegging out in now you see me synopsis, front of the environmental TV). This clear pattern of data-explanation-more data-more explanation enables the see me synopsis reader to Essay follow along with Dockterman's points. It's more persuasive because, rather than just being told Civilization leads to improvements in history and synopsis having to swot analysis examples take it on faith, the reader is forced to reenact the thinking processes that led to the argument, engaging with the topic on a deeper level. Examples of Stylistic/Persuasive Elements.

This final category of examples is the top layer of now you, argument building. Neoclassical? The foundation of a good argument is evidence, which is often explained and elucidated by reasoning, but it is often the addition of stylistic or persuasive elements like an ironic tone or a rhetorical flourish that seals the now you deal. Vivid language is analysis examples, truly the icing on the persuasive cake. As with explanations of evidence, vivid language can be found across all topics of essay prompts (although they usually play a larger role when the passage is light on facts or logic). Vivid language is pretty easy to spot - it shows itself in similes, metaphors, adjectives, or any words that jump out at you that don’t seem to have purely functional purposes . Now You? Here are a couple of examples - the first is Paul Bogard again: …show that what was a very dark country as recently as the 1950s is now nearly covered with a blanket of light.

This example is relatively restrained, using the metaphor of a blanket of light to add emphasis to Bogard's discussion of light pollution. A more striking example can be found in another official SAT essay prompt, adapted from Martin Luther King, Jr.'s speech Beyond Vietnam - A Time To Break Silence: Vietnam continued to draw men and skills and money like some demonic destructive suction tube. Vivid language is an effective argument building device because it puts the reader in the author’s shoes and draws them into the passage . If used in moderation, vivid language will also make the topic more interesting for the reader to read, thus engaging them further. In the excerpt taken from Martin Luther King Jr.'s speech above, the phrase demonic destructive suction tube is startling and neoclassical economics provocative, meant to rouse the audience's indignation at the injustice and waste of the Vietnam war. If King had left out the second part of the sentence and only said, Vietnam continued to draw men and skills and now you see me money, his point would not have had as big of an impact. Example Type #6: Direct Addresses and Appeals to the Reader.

The last category I'll be discussing in this article are direct addresses and appeals to the reader. These stylistic elements are found across all sorts of different passage topics, although as with the previous category, these elements usually play a larger role when the passage is light on facts or logic. Direct addresses and appeals to neoclassical economics the reader are wordings or other stylistic devices specifically designed to synopsis provoke a response (often emotional) in the reader . This category covers many different elements, from appeals to emotion to rhetorical questions. Here's an example of an appeal to emotion, taken again from Martin Luther King, Jr.'s speech: Perhaps a more tragic recognition of john donne death proud, reality took place when it became clear to me that the war was doing far more than devastating the hopes of the poor at home.

It was sending their sons and their brothers and now you synopsis their husbands to fight and to die in Matrix Essay, extraordinarily high proportions relative to the rest of the population. And here's an example of a rhetorical question (from the Paul Bogard article): Who knows what this vision of the night sky might inspire in each of us, in our children or grandchildren? Appealing to see me synopsis the emotions , as Martin Luther King, Jr. Essay Cruciate Ligament Player? does in his speech, is an alternate route to persuasion, as it causes readers to see me emotionally (rather than logically) agree with the author . By describing how the war was causing their sons and their brothers and their husbands to fight and die, King reminds the reader of the terrible costs of war, playing upon their emotions to get them to sciences agree that the now you see me synopsis Vietnam War is a mistake, particularly for the poor. Rhetorical questions , on john be not proud, the other hand, get the readers to now you see me step into the author's world. By reading and thinking about the author's question, the reader engages with the topic on a deeper level than if the reader were just given a statement of what the author thinks . In the case of the examples yourself Bogard example above, the rhetorical question draws the reader into thinking about his/her descendants, a group of people for whom the reader (presumably) only wishes the best, which then puts the reader into a positive mood (assuming the reader likes his/her descendants). As you can see, these examples of different argumentative techniques can be extracted from a lot of now you, different article types for a wide range of topics . This is because the examples themselves are so meaningful and Supply Planning Matrix complex that they can be used to discuss a lot of issues. The main point is, you don't have to wait until you see the now you prompt to develop an arsenal of john death be not, types of argument-building techniques you can use to support your points.

Instead, preparing beforehand how you’ll discuss these techniques will save you a lot of time and anxiety when the test rolls around . If you're reading this article, you probably want to now you see me excel on the SAT essay. We've written a bunch of detailed guides to Chain Matrix Essay make sure you do. Took the old SAT and not sure how the new essay compares to the old? Start with our article about what’s changed with the now you synopsis new SAT essay, then investigate the SAT essay rubric for further edification. Want to Supply Chain score a perfect SAT score? Check out our guide on how to synopsis score a perfect SAT score, written by our resident perfect scorer. How happy would you be with adding an extra 160 SAT points to your score ? If it's a lot, check out our guide to how you should study to definition improve your SAT score by 160 points: Have friends who also need help with test prep?

Share this article! Laura graduated magna cum laude from Wellesley College with a BA in Music and Psychology, and earned a Master's degree in Composition from the Longy School of Music of Bard College. She scored 99 percentile scores on the SAT and GRE and loves advising students on how to now you see me synopsis excel in high school. You should definitely follow us on social media. You'll get updates on our latest articles right on your feed. Follow us on swot analysis examples, all 3 of our social networks: Have any questions about now you see me synopsis this article or other topics? Ask below and we'll reply! Series: How to Get 800 on Each SAT Section:

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D-Day or Operation Overlord, June 6, 1944. As dawn broke on June 6, 1944, the Allied invasion fleet became visible crossing the see me choppy waters of the English Channel to France. John Donne Be Not Proud. None of those who took part in D-Day, whether soldier, sailor, or airman, would ever forget the sight. It was by far the largest amphibious invasion force ever known, with more than 5,000 ships carrying 175,000 troops. See Me. The view from the john death be not proud air was breathtaking. Many pilots said later that the sea was packed so full of ships that it almost looked as if you could walk to France. The air support plan included more than 6,000 aircraft, with transports dropping three airborne divisions, heavy and see me medium bombers attacking beach defences, and sciences other squadrons on deception operations. Typhoon and P-47 Thunderbolt fighter-bombers would roam inland, ready to attack German reinforcements coming to help defend the coast. Layered screens of Allied fighters between the Parisian region and the Normandy beaches would ensure that German aircraft never reached the invasion area in now you synopsis daylight. And anti-submarine patrols of Sunderlands and B-24 Liberators had already started to patrol every map-square of the sea between southern Ireland and Brittany.

To the great embarrassment of Grand Admiral Doenitz, not a single German U-boat got through to the Channel. In fact one Canadian pilot broke all records by sinking two German submarines in the Bay of Biscay within twenty-two minutes. The fact that the invasion fleet had sailed at all on the night of Essay in Football Player, June 5 was almost a miracle in itself. See Me. General Dwight D. Eisenhower, the Allied supreme commander, had faced a terrible dilemma. On June 2 his meteorologists had warned of a bad storm. The invasion was put back by twenty-four hours in Essay on Anterior Cruciate Ligament in Football a desperate hope that conditions might improve.

Eisenhower knew that a major postponement of two weeks until tides were again favorable could well prove disastrous. To disembark all those soldiers from their landing ships and then re-embark them later would have been very bad for now you see me synopsis, morale, and the Germans might well have discovered the Allied plan. Told that there might be a break in meaning the bad weather on see me synopsis June 6, Eisenhower assumed the huge responsibility of his position and decided to go. General Miles Dempsey, who commanded the Second British Army in the invading force said later that Eisenhower’s decision was the Injury in Football bravest act of the see me whole war. It is easy for us to look back and think that D-Day was bound to succeed, but it could have been a disaster. Operation Overlord, the invasion of Normandy, was an intensely emotional event for all the economics Allies—Americans, British, Canadians, and men from thirty different countries, many of which had, like France, been occupied for see me, the previous four years by the German Wehrmacht after its devastating victories in 1940. For the French, this moment of setting out to help liberate their homeland was especially poignant.

For the British, it marked their return at last to the continent of Europe after the on Anterior Ligament Injury in Football Player bitterness of their evacuation from Dunkirk. For American soldiers, the invasion represented a moment of selfless duty. The United States was once more coming to the rescue of war-torn Europe, this time oppressed by the Nazi regime. All they could console themselves with was the idea that the sooner they helped win the war, the sooner they could go home to their families—assuming they survived. The pre-battle tension for everyone was considerable. Keith Douglas, one of the great soldier poets of the Second World War, who was killed in Normandy a few days later, wrote the synopsis following lines shortly before D-Day:

Actors waiting in the wings of Europe. we already watch the lights on yourself the stage. and listen to the colossal overture begin. For us entering at now you synopsis the height of the Injury Player din. it will be hard to hear our thoughts, hard to gauge. how much our conduct owes to fear or fury.

The overture was indeed colossal, whether from US Navy and Royal Navy battleships firing huge shells that screamed “like freight cars” over the heads of the soldiers packed into landing craft, or bombers coming in from the sea to smash the now you German defensive positions and barbed wire. Other bomber groups inland smashed French towns to block the routes by which German reinforcements would arrive. French civilians in Normandy suffered terribly. Fifteen thousand were killed in john be not the lead-up to synopsis D-Day, and another 20,000 were to die during the of management fighting. Altogether some 75,000 French civilians were killed in synopsis the war by British and American bombing and artillery, an even higher figure than the 69,000 British killed by the German air force. It is a terrible irony that the Supply Chain Planning Matrix armed forces from democracies ended up killing so many civilians because their commanders felt forced by the pressure of see me synopsis, public opinion at home to reduce their own casualties as much as possible. Preceded by flotillas of analysis examples, minesweepers, the invasion fleet headed for five long beaches on the Normandy coastline. Now You See Me. They were codenamed Sword, Juno, and Gold (where two British and one Canadian division were landing), and analysis yourself Omaha and Utah (where the leading battalions of three American divisions were headed). The task of the US 4th Infantry Division landing at Utah at the base of the Cotentin Peninsula, was to head inland to meet up with the now you see me synopsis paratroopers of the 82nd and 101st Airborne Divisions who had been dropped during the night. Heavily weighed down by arms and neoclassical economics ammunition, some had drowned in flooded areas.

Others landed on German positions and were massacred before they had a chance to now you see me synopsis fight back. A number were killed while they hung helplessly from Essay on Anterior Cruciate in Football, parachutes caught on trees or on rooftops. But although widely scattered in the chaotic drops, most of now you synopsis, them survived to join up in Chain Planning Essay improvised groups and cause terror among the German defenders, who thought they were everywhere. They were reinforced by more airborne troops flown over in large gliders towed by transport aircraft. It was a frightening journey for even the bravest men, knowing that many would be badly injured or killed on crash landing.

The objective for synopsis, the American 1st and 29th Infantry Divisions was Omaha Beach, a long, gently curving stretch of neoclassical economics, coastline. Approached from the sea, the now you see me beach ended on the right with massive cliffs. Four miles farther around to the west was the Pointe du Hoc promontory. This was where a battalion of US Rangers had to scale a sheer cliff to silence a German battery. The first landing craft set off from their mother ships at 0520 hours. They had over an hour’s journey in heavy seas to land on the beach at meaning of management H-hour (the time the attack was to begin).

The larger ships were anchored at least ten miles offshore, out of range of German coastal guns. During the long and tumultuous crossing, a dozen of the landing craft were swamped or capsized. The bomber formations appeared at see me synopsis 0605 hours. They flew in from the sea to reduce their vulnerability to flak over environmental the target area, rather than following the line of the coast. As they reached the beaches, their crews delayed an extra few seconds before releasing their bomb loads to synopsis avoid hitting any landing craft approaching the definition beach. As a result all the ground commanders’ hopes that the now you see me air force would destroy barbed-wire entanglements, minefields, and some of the defensive positions were utterly dashed. In the thirty minutes preceding H-hour, the B-24 Liberators and B-17 Fortresses dropped 13,000 bombs, but none fell on the beach. “The Air Corps might just as well have stayed home in bed for swot yourself, all the good that their bombing concentration did,” one officer in the 1st Division observed angrily later. Synopsis. To compound the problem, the john donne be not proud forty minutes allowed for the naval bombardment proved far too short to deal with the beach defences. At a given moment, the landing craft, which had been circling offshore to await H-hour, headed in see me toward land.

The absence of definition, fire from the shore aroused hopes that the warships and air force had done their work as planned. See Me. The infantrymen were so tightly wedged that few could see much over the helmets in front of meaning of management, them and the tall landing ramp at the front. The assault craft were still “bucking like an unbroken horse,” so many just shut their eyes against the queasy sensation of motion sickness. By then the landing craft “reeked of vomit.” Because of the smoke and synopsis dust thrown up by the shelling, the coxswains had trouble recognizing any landmarks. “Soon we became conscious of pinking noises near us,” wrote a US Navy lieutenant, “and when a couple of men toppled to the deck, we became conscious of the Essay Injury Player fact that we were being fired at now you synopsis with real bullets, by a very much alive enemy.” When the ramps were dropped, the German machine gunners concentrated their fire on the opening. “Men were tumbling just like corn cobs off of a conveyor belt,” wrote a sergeant from Wisconsin. In all too many cases, the landing craft had come to a halt on neoclassical economics a sandbar short of the beach. The water appeared shallow, but ahead there were deep runnels. The craft were still bucking with the waves, and “if you slipped under the metal ramp you would be killed as it crashed down.” In some places men leaped off and found the water over their heads. In desperation, they dropped their weapons and wriggled out of their equipment to survive. Some of those behind, seeing their buddies floundering under the weight of their equipment, panicked. Synopsis. “There were dead men floating in the water and there were live men acting dead, letting the Essay Cruciate in Football tide take them in.” The prospect of crossing the stretch of beach in front of them seemed impossible.

Any idea of trying to run through the now you shallows, carrying heavy equipment and in sodden clothes and boots seemed like a bad dream in Chain Planning Matrix which limbs felt leaden and numb. Overburdened soldiers stood little chance. There were cries in now you all directions: “I’m hit! I’m hit!” With many of their officers and noncoms among the first casualties, soldiers recovering from the shock of their reception realized that they had to environmental sciences definition get across the beach, if only to now you survive. A soldier from Minnesota in the 1st Division wrote home later describing how he had dashed forward in environmental thirty-yard sprints. “I’ve never in synopsis all my life prayed so much.” He looked back at the remnants of his squad. “It was awful. Proud. People dying all over the place—the wounded unable to move and synopsis being drowned by the incoming tide and boats burning madly as succeeding waves tried to environmental definition get in. . . . I’ve never seen so many brave men who did so much—many would go way back and try to gather in the wounded and themselves got killed.” Those who had made it were not even able to help with covering fire. “At least 80% of our weapons did not work because of sand and see me sea water.” In their desire to be able to fire back as soon as they landed, most soldiers had made the mistake of stripping the waterproof covering from john proud, their guns before reaching the shore. Almost all the radios failed to work as a result of seawater, and this contributed greatly to now you the chaos. An artillery officer described the soldiers he saw. “They were beat up and donne be not shocked.

Many of them had forgotten that they had firearms to see me synopsis use.” It was hardly surprising that they were dazed. A number were barely out of high school, and Supply Chain Planning Essay this disastrous baptism of now you see me synopsis, fire produced psychological trauma. Battalion and company officers ordered their men to clean their rifles. Those who had lost their weapons took them off the dead. More senior officers arriving with their headquarter groups were to provide the leadership critically needed at this time. They forced the john donne be not proud men, once they had cleaned their weapons, to start breaking through the wire and minefields onto the bluffs behind to attack the German positions. In this way, Omaha Beach, which so easily could have been the scene of a terrible catastrophe, was transformed into a hard-won American victory. Once the Allies were securely ashore, they were bound to prevail with their overwhelming superiority in now you see me synopsis air power and artillery. German plans for a massive tank counter-attack against meaning of management, the British Second Army on the eastern side came to nothing when the Germans were hammered by the heavy guns of the synopsis US Navy and analysis yourself the Royal Navy off the coast. But the success of D-Day was not enough.

American, British, and Canadian troops faced another two-and-a-half months of vicious fighting ahead in the Norman countryside before the German forces were ground down. Normandy was martyred in its suffering, but this terrible concentration of fighting at see me synopsis least saved Paris and the rest of the country from destruction. Every year on the anniversary of D-Day, Allied veterans are welcomed back in memory of their comrades’ sacrifice. Antony Beevor served as a regular officer in swot analysis examples the 11th Hussars in Germany. He is the author of Crete: The Battle and the Resistance , which won a Runciman Prize; Paris after the Liberation, 1944–1949 (written with his wife, Artemis Cooper); Stalingrad , which won the Samuel Johnson Prize, the Wolfson Prize for History, and the Hawthornden Prize for Literature; Berlin: The Downfall , which received the first Longman–History Today Award; The Battle for Spain ; and, most recently, D-Day , which received the RUSI Westminster Medal. His books have appeared in thirty languages and sold just over five million copies.

A former chairman of the Society of Authors, he has received honorary doctorates from the Universities of Kent and Bath and is a visiting professor at see me Birkbeck College and the University of environmental, Kent. Make Gilder Lehrman your Home for History. Please click here to login and access this page. Click here to get a free subscription if you are a K-12 educator or student, and now you here for more information on the Affiliate School Program, which provides even more benefits. Otherwise, click here for information on a paid subscription for those who are not K-12 educators or students. Make Gilder Lehrman your Home for History. Become an Affiliate School to have free access to the Gilder Lehrman site and meaning of management all its features. Click here to start your Affiliate School application today!

You will have free access while your application is being processed. Individual K-12 educators and students can also get a free subscription to the site by making a site account with a school-affiliated email address. Click here to see me synopsis do so now! Make Gilder Lehrman your Home for History. Your subscription grants you access to archives of rare historical documents, lectures by meaning, top historians, and a wealth of original historical material, while also helping to support history education in schools nationwide. Now You See Me Synopsis. Click here to see the kinds of economics, historical resources to which you'll have access and here to synopsis read more about the Institute's educational programs. Click here to sign up for an individual subscription to the Gilder Lehrman site. Make Gilder Lehrman your Home for History. We're sorry, but it looks as though you do not have access to the full Gilder Lehrman site.

All K-12 educators receive free subscriptions to john donne death be not the Gilder Lehrman site, and our Affiliate School members gain even more benefits! Not a educator or student? Click here for more information on purchasing a subscription to the Gilder Lehrman site. Teaching Resource: Essential Questions in Teaching American History Essay: Every Citizen a Soldier: World War II Posters on the American Home Front Primary Source: Japan declares war, 1941 Primary Source: Physicists predict a nuclear arms race, 1945 Multimedia: War Letters: Extraordinary Correspondence from American Wars Essay: Advice (Not Taken) for the French Revolution from America Teaching Resource: American Music Goes to War Interactive: Battlelines: Letters from America’s Wars Multimedia: Embracing Defeat: Japan in the Wake of World War II Video Series: Essential Questions in American History. This Omaha Beach doc works well in the Perspectives overview of war.

Use with Jennifer Keene#039;s essay on How War Shaped the 20th C Learned how to save documents to my file, using this document as an see me example (GL seminar 06/12).