Essay on Langston Hughes Jazz Poet - 922 Words

Langston Hughes Many poets are well recognized for their poems and live that they lived but, one poet is not all that well known. This poet had a rough live living in persecution just because of his skin color. The famous but forgotten Langston Hughes had an exciting career and very intense writings during the severe segregation era which he had lived in Langston Hughes traveled around the world, which made his very exciting career although, it started out slow, and once it got going it took off very quickly. Langston Hughes moved from Missouri to Illinois then to Ohio. He spent time in Mexico, France, New York, Africa, The U.S.S.R and Washington D.C., where he started his writing career and won his first award (Langston Hughes). In†¦show more content†¦Hughes developed a metaphorical mountain which represents the thing that stands in their way (Neilson). Hughes poems â€Å"Ku Klux†, â€Å"Who But The Lord† and â€Å"Way Of The White Folks† are three of these examples of this. The Poem â€Å"Ku Klux† talks about an African-American being taken into an alley way by the Ku Klux Klan who demanded that he say that he believes in the â€Å"White Man† and no matter what his answer is he still gets mugged. The poem is very descriptive in detail of what went on and because of this it make the poem seem like a true story and not a work of fiction. In â€Å"Who But The Lord† it talks about an African-American walking down a street committing no crimes being pursued and mugged by a police officer. He also state in the poem â€Å"who but the lord cares for me† and â€Å"dose the lord even care† making the reader feel sympathy and what he feels. In â€Å"Way Of The White Folks† it talks about all of the â€Å"Whites† Enslaving â€Å"Blacks† all throughout history, the â€Å"Whites† taking all of the good jobs and being rich, greedy selfish people. Langston Hughes wrote about the Twenties through Sixties and what it was like to be an African-American (Brinkman). During this time African-Americans had their own schools, drinking fountains, churches, places in city buses and their own bathrooms. People despised the African-Americans and for why, they didShow MoreRelatedLangston Hughes: A Jazz Poet1045 Words   |  5 Pages Langston Hughes (James Mercer Langston Hughes) was a poet, columnist, dramatist, essayist, lyricist, and novelist. He was one of the earliest innovators of the literary art form called jazz poetry. Hughes, like others, was active in the Harlem Renaissance, and he had a strong sense of racial pride. Through his poem, novels, short stories, plays, and kids books, he promoted equality, condemned racism, and injustice, and celebrated African American culture, and humor. (Illinois). Langston HughesRead MoreThe Influences for Langston Hughes Successful Writing Career979 Words   |  4 Pagesthroughout our history. Langston Hughes was able to recognize that, â€Å"Man had the inability to bridge cultures† (Bloom 16). In one of his writings, Luani of the Jungles, Langston writes about the interactions in a relationship between a white man and a black woman, â€Å"that is not ruined by outside disapproval, but the man’s own obsession and oversimplification of their racial differences† (16). Hughes’s ability to speak openly about his ideas earned him the title of â€Å"the Poet of Laureate of Harlem† (BaileyRead MoreThe Harlem Renaissance By Langston Hughes1033 Words   |  5 Pagesto around 1935. Even though this period was short, it still lives on though all African American artists today. According to Biography.com in the article about Langston Hughes, there were many artist, musicians, and writers such as Langston Hughes, who was a huge part of the Harlem Renaissance period. Langston Hughes was a well-known poet and play writer. In the magazine called â€Å"The Crisis† his poem â€Å"Negros Speak of River† was published in 1921 and brought him attention in all the black communitiesRead MoreEssay on James Langston Hughes891 Words   |  4 Pages (February 1, 1902 - May 22, 1967) Born in Joplin, Missouri, James Langston Hughes was born into an abolitionist family. He was the grandson of grandson of Charles Henry Langston, the brother of John Mercer Langston, who was the the first Black American to be elected to public office in 1855. Hughes attended Central High School in Cleveland, Ohio, but began writing poetry in the eighth grade, and was selected as Class Poet. His father didnt think he would be able to make a living as at writingRead MoreLangston Hughes The Weary Blues Analysis1256 Words   |  6 PagesOn Langston Hughes’s The Weary Blues Kevin Young, a graduate of Harvard University and one of the winners of the Guggenheim Fellowship, writes the historical perspective of Langston Hughes. He discusses the flowering of the African American literature and culture and how it is actually just the extension of the New Negro movement. From the Harlem Renaissance, Langston Hughes is able to represent â€Å"different things† for â€Å"different men.† The uprising of Hughes’s poems are the result of their hardshipsRead MoreLangston Hughes : Jazz Poetry And Harlem Renaissance1212 Words   |  5 PagesLangston Hughes Jazz Poetry and Harlem Renaissance Langston Hughes was an African American poet who was born on 01 February 1902 in Joplin, Missouri. His parents separated and later divorced during his childhood. Subsequently he was raised predominantly by his maternal grandmother. His grandparents were politically active and supporters of the abolition of slavery. They were activists in the movement for voting rights for African Americans. Through their active involvement in his upbringingRead MoreReoccurring Themes in the Work of Langston Hughes Essay1649 Words   |  7 PagesLangston Hughes is an extremely successful and well known black writer who emerged from the Harlem Renaissance (â€Å"Langston Hughes† 792). He is recognized for his poetry and like many other writers from the Harlem Renaissance, lived most of his life outside of Harlem (â€Å"Langston Hughes† 792). His personal experiences and opinions inspire his writing intricately. Unlike other writers of his time, Hughes expresses his discontent with bl ack oppression and focuses on the hardships of his people. Hughes’Read MoreEssay on Langston Hughes? Influence on American Literature1422 Words   |  6 Pages Langston Hughes was one of the great writers of his time. He was named the â€Å"most renowned African American poet of the 20th century† (McLaren). Through his writing he made many contributions to following generations by writing about African American issues in creative ways including the use of blues and jazz. Langston Hughes captured the scene of Harlem life in the early 20th century significantly influencing American Literature. He once explained that his writing was an attempt to â€Å"explain andRead More Langston Hughes Essay670 Words   |  3 Pages James Langston Hughes was born February 1, 1902, in Joplin, Missouri. His parents divorced when he was very small, and his father (who found American racism made his desires to be a lawyer impossible) left the family and emigrated to Mexico. Hughes moth er moved with her child to Lawrence, Kansas, so she and he could live with his grandmother, Mary Langston. Langston Hughes mother moved to Topeka in 1907, leaving the five-year-old with his grandmother. Langston came from a family of African-AmericanRead MoreEssay on Langston Hughes a Harlem Renaissance Man1463 Words   |  6 Pagesknown as Harlem matured into the hideaway of jazz and the blues where the African American artist emerged calling themselves the â€Å"New Negro.† The New Negro was the cornerstone for an era known today as the Harlem Renaissance (Barksdale 23). The Harlem Renaissance warranted the expression of the double consciousness of the African Americans, which was exposed by artists such as Langston Hughes. James Mercer Langston Hughes was an African American poet, journalist, playwright, and novelist whose works

Food Inc When The Food Industry Keeps Their Farmers Under...

In the movie â€Å"Food Inc† we saw how the food industry keeps their farmers under their control. Food incorporation sets new protocols that require the farmers to keep purchasing more on dept. As a result of loans and only $18,000 annually (Kenner) they are stuck in a hole that they can’t get out of. I find many things disturbing about this. First off, I find it disturbing that he picked a poorly educated farming area. It seems obvious that the farmers don’t know what they got into and don’t have any knownldge of how to get out. I find it an example of poor unionization within the small farmers that are to be blamed not the ones that find out how to exploit it (Kenner). The movie went even deeper into the pocket of these corporations. We got to see who is really in the FDA. We soon found out previous CEO’s of food incorporation such as Tyson has taken control of the FDA board (Kenner). As a result, there wasn’t only a question of conflict o f interest. Further towards the end of the movie we see how a natural farm works. During which, we are told by the owner of the farm that the FDA attempted to shut them down due to the threat of possible contamination during the gutting process in the farm. Though the farm took action and made an independent study that showed their food was cleaner than the food industry. This is a great example of independence; just because we have one huge company that can do anything it doesn’t mean it more efficient or safer. Further into the movie weShow MoreRelatedMovie Review : Food, Inc.1655 Words   |  7 PagesDecember 2014 Film Guide Review Introduction 1. Give the name of film, producer and the year. The film I chose is titled Food, Inc. It was directed by Robert Kenner, and produced by Robert Kenner and Elise Pearlstein in 2008. 2. Why did you select this film for your review? I chose Food, Inc. for my film review because it was on Netflix, and because I have always been interested in food production documentaries. 3. Had you seen it before? If so, how did a second viewing help in your understanding orRead MoreHidden Truths of the Food Industry2363 Words   |  10 PagesThe hidden truths of the Food Industry It was our normal routine during the week, driving through the drive thru to get the kids a bite to eat. One day it could be Jack n the Box, another day it could be Mc Donald’s or Carl’s Jr, which ever fast food was voted on amongst my daughters is where we went. This past summer what seemed to be just another trip through the drive thru became a nightmare after eating hamburgers at our usual Carl’s Jr. Not so long after we ate, my older daughter began withRead MoreNestle Marketing Plan1453 Words   |  6 PagesMarketing Plan - Nescafà © Dictado, Louise Lejano, Mark Albert Basa, Carol Belle Magnaye, Angelica Current Marketing Situation Analysis A. Industry Study Nearly a hundred years after it first started operations in the country, Nestlà © Philippines, Inc. (NPI) today is a robust and stable organization, proud of its role in bringing the best food and beverage throughout the stages of the Filipino consumers’ lives. The Company employs more than 3,200 men and women all over the country. It is now amongRead MoreProblems of the Food System Essay2113 Words   |  9 Pagesdiscretion. Even though it is great that food is now readily available at all times, this convenience comes at a price, for both the producer and the consumer. Farmers are cheated out of money and are slaves to big business, workers and animals are mistreated. And, because food now comes at a low cost, it has become cheaper quality and therefore potentially dangerous to the consumer’s health. These problems surrounding the ethics and the procedures of the instantaneous food system are left unchanged due toRead MoreOppresion From Processed Food Chains Essay21 07 Words   |  9 PagesThe availability and efficiency of food in America latterly is great enough to be valued. It is a norm in the America culture to get subsistence quick, abundant of quantity, and have no notion of the origin nor be able recognize the chief source. In Omnivore’s Dilemma: A Natural History of Four Meals, the author Michael Pollan, goes on an expedition to trace the sources of the foods that feeds the nation, he explores the industrial food chain, which develops food so multifaceted that only with anRead MoreThe Grocery Market And Natural Food Retail Chain Essay1518 Words   |  7 PagesConclusion The grocery market and natural-food retail chain that is being represented can be explained though the Porter’s 5 Forces Model because it has categories that are important when describing any industry. Porter’s 5 Forces include supplier power, buyer power, established rivals, new entrants, and substitutes and these can all be used to describe how profitable a firm will be in the industry. Supplier power in this market is high because of the uniqueness of goods. Buyer power in the marketRead MoreWe Must Stop The Meat And Poultry2069 Words   |  9 PagesConsuming food throughout the years, many people have enjoyed the savory flavor and tenderness of raw food such as meat and poultry. Although, many people do not know where their food is coming from and on top of that, the industries are keeping their mouths shut from explaining where and how our food is being processed. As consumers, we all deserve to know what we are putting in our bodies to prevent major casualties, though the only reason why industries are keeping shut is because none of themRead MoreMonsanto Balances Environmental Ethical Factors Case Study2446 Words   |  10 Pagesexisting genes within plant seeds, to meet certain aims; for example, higher crop yields or insect resistance. Their seeds have increased quantity and availability of crops, and help all farmers worldwide increase food production and revenues. Monsanto was started in 1901 by John F. Queeny, selling food additives, food extracts, and artificial sweeteners to different companies. Times changed and in the seventies, Monsanto marketed its first roundup herbicide that would propel the company even moreRead MoreTyson Foods5607 Words   |  23 PagesBACKGROUND During the Great Depression, Arkansas poultry farmer John Tyson supported his family by selling vegetables and poultry. 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Piaget’s Developmental Theory Free Essays

1.ABSTRACT The main aim of this research was to test Piaget’s developmental theory on children within the pre-operational stage. Piaget claimed that children aged 2 – 7 are unable to make appearance and reality distinctions of liquids, mass and numbers, while some other theorists claim that with the appropriate wording and concept, children would perform better in these experiments. We will write a custom essay sample on Piaget’s Developmental Theory or any similar topic only for you Order Now Therefore this research aimed to verify that assertion by carrying out a conservation of liquid experiment with a six-year-old child. Two glasses filled to the same extent with Ribena were presented to The Child. One of the glasses was then poured into a shorter and wider bowl. The child reported that the liquid content in the cup was ‘bigger’ than that in the bowl, because its contents were ‘taller’. The questions and procedure were handled in an age appropriate manner, as illustrating by Donaldson and McGarrigle, however The Child’s response does verify Piaget’s theory on the pre-operational child’s inability to conserve. 2.INTRODUCTION Jean Piaget has been attributed as the father of cognitive development. His belief was that a child’s cognitive development influences their social and emotional development. He proposed several principles regarding child development that has influenced substantial research on child psychology (Smith et al, 2003). Piaget proposed that cognitive development of humans is based on their ability to adapt and learn from the environment through assimilation and accommodation (Piaget, 1952). This process in children is based on developmental stages, which is in turn dependent on the age of the child (Schaffer and Kipp, 2009). He proposed four cognitive development stages in children: such as the sensori – motor period (children of age 0-2), preoperational period (children of age 2 to 7), the concrete operations age (children aged 7 to 11 years) and the formal operations stage (children aged 11 or 12 and above). The pre-operational period of a child’s development is that stage at which children are able to relate to objects symbolically (Piaget, 2001). Piaget asserts that the thinking of 2 – 7 year olds is animistic, egocentric and characterised by centration. They are able to reason about objects and events based on their symbolic representation (Damon and Lerner, 2006). However Piaget (2001) asserts that children of this age range are unable to make appearance and reality distinctions of these objects. Therefore if the appearance of two similar objects (number, mass or liquid) has been changed, the child would be unable to deduce this logically (Schaffer and Kipp, 2009). This occurrence is attributed to their inability to conserve, which refers to a person’s understanding that superficial changes in appearance do not reflect change in quantity (Damon and Lerner, 2006). Pre-operational children lack the thought process required to apply principles of compensation and r eversibility and therefore have difficulty in conservation tasks (Piaget, 2001). Though Horowitz (1987), amongst other theorists, has verified the authenticity of this theory, Vygotsky’s (1978) emphasis on the socio-cultural affect on childhood development portrays that cognitive development cannot be viewed in isolation. This view is supported by Damon and Lerner (2006) who discovered that cognitive development of children in various parts of the world differs significantly. Donaldson and McGarrigle (1978) found that children’s responses to Piaget’s experiments improved by up to 48% when the wording and context were changed. Even slight variations in the wording could help clarify the meaning of the question, and can have positive effects on the child’s performance (Locke and Ciechalski, 1995). The major objective of this research is therefore to ascertain the effect of wording on a pre-operational research carried out with a 6-year-old child. Would a variation in the wording and context of the experiment result in a different response from a child in the pre-operational stage? 3.METHODOLOGY This research would be adopting a deductive approach to answering the research question. Existing theories have been reviewed, which would then form the basis of this research that aims to verify or discredit such assumptions (Horowitz, 1987). a. Participants This research was carried out with a 6-year-old male. He is from xxx origin, class, school, hobbies and activities. He is well averse in English language and can communicate effectively. b. Material The conservation of quantity experiment was utilised in this research. The materials present were two empty glasses (measuring 30ml, 5cm long and were conical in shape), one clear plastic bowl (square in shape and measuring 5 cm square, 2 cm long) and a jar of diluted Ribena, which were all set on a dining table. Two chairs were present, with the child sitting opposite the researcher. c. Ethics The participant utilised in this research, is the researcher’s child. The child’s permission was sought without interfering with his playtime with friends, eating time or homework time, thereby removing any obstacles that would have prevented the child’s full attention. The procedure was explained thoroughly to the child, the researcher confirmed that the child fully understood what was going to happen before the experiment commenced. The Child’s identity has been protected in this researcher, by referring to him as ‘The Child’. d. Design This experiment was designed to replicate Piaget’s conservation of quantity experiment as depicted in Piaget (1952). The procedures, materials and participants are to a considerable extent, a replication of Piaget’s experiments. e. Procedure The replication of Piaget’s experiment followed the following sequence. The two glasses, one bowl and Ribena jar were placed in the middle of the table. The Child was invited over and talked through the whole procedure. Consent was sought from the child, in that he wanted to participate and understood the procedure and what was required of him. Equal portions of Ribena were poured into both glass cups. The child was asked if the quantity in both glass cups were the same. Then the Ribena in one of the cups was poured into the square plastic (shorter and wider). The child was asked again if he thought the quantity in the glass and the bowl were the same. The responses derived from the child were recorded and the experiment was concluded. 4.Results The following conversation ensued during the experiment: – Researcher: â€Å"I am going to pour Ribena into these two cups for you and your brother. I want to give you the same amount† – Child consents and nods head. Researcher pours equal quantity into both glass cups. – Researcher: â€Å"Do you think the Ribena in the two cups are the same amount, or are they different?† – Child examines content in both cups. – The Child: â€Å"They are the same amount mummy.† – Researcher: â€Å"OK, but this one cup does not look clean, let me pour the Ribena into that bowl.† Pours contents in one of the glass cups into the bowl. – Researcher: â€Å"Is that OK, would you like the one in the bowl or the one in the cup?† – Child examines content of the glass cup and bowl. – The Child: â€Å"I would like the one in the cup†. – Researcher: â€Å"WhyAre they different?† – The Child: â€Å"The one in the cup is bigger mummy, that’s why I want it.† Child has mischievous look on face, like he has done something really smart. – Researcher: â€Å"OK, I would give you, but why do you think the one in the glass is bigger† – The Child: â€Å"Because it looks taller, and the one in the bowl looks shorter. I want the one in the glass cup.† 5.Discussion The major objective of this research was to ascertain whether a change in the wording or context of the experiment would result in any significant difference in response from the participant, with respect to Piaget’s conservation experiment of liquids for children in the pre-operational developmental stage. Piaget claimed that children in this stage were unable to distinguish between the same quantities of liquids that had been poured right in front of them into glasses with different shapes (Piaget, 1952). However Donaldson and McGarrigle (1974) recorded better results in kids when the wording of the experiment and context were more ‘child friendly’. The experiment was therefore carried out with a 6-year-old kid, and the materials and language utilised were those that the child were familiar with and had a keen interest in (in this case – a bigger share of Ribena fruit juice). The child reported that the quantities of Ribena in the conical shaped glass cup, and square shaped plastic bowl, were indeed different, and that he wanted the glass cup because that was ‘bigger’, even though he saw the researcher pour the contents of the other glass cup into the shorter and wider bowl. When asked to expatiate on the reason why he thought the contents of the glass cup were bigger, he attributed it to the contents being ‘taller’. The child did not seem to understand that though the contents had been poured into a shorter and wider bowl, the contents of the liquid had not changed; it was only the width of the bowl that made the liquid lose height. These findings conform to Piaget’s (1952) theory on the cognitive developmental stages within children. It illustrates that The Child is not able to conserve and deduce logically that the quantities in both containers are indeed the same. Though the wordings and context were changed significantly to represent something that the child would understand fully, he did not seem to verify Donaldson and McGarrigle’s (1974) theory on the changes in response that could occur. Though a change in wording and context does enable The Child to understand the experiment better and answer the questions more effectively, the findings of this research illustrate that he is still unable to logically deduce the correct answer. However, the fact that this research was carried out on just one child, poses a severe limitation. Responses gotten from The Child, though reliable and valid, are not generalisable for all kids aged 6. It does not imply that all six-year-old kids in the vicinity, same school or even the same house, would give the same response. Another limitation pointed out by Schaffer and Kipp (2009) is that kids start an experiment with a predisposition that something is bound to change. When the researcher inquires about the content the second time, they believe that something must have changed for that question to be asked, thereby prompting their response. Though my research on wording and context did not necessarily disprove Piaget’s theories, I believe it does pose a significant opportunity as children seem to understand the situation better, and are more interested when the experiment is of interest to them. I therefore recommend further research with more children, using the procedures outlined in this study. Word Count: 1578 6.References Damon, W., and Lerner, R. M. (2006) Handbook of Child Psychology: Social, emotional and personality development, John Wiley and Sons, 1128pp Donaldson, M. and McGarrigle, J. (1974) Some clues to the nature of semantic development, Journal of Child Language, Vol. (1), p185-194 Horowitz, F. D. (1987) Exploring developmental theories: toward a structural / behavioral model of development, Routledge, 216pp Locke, D. C., and Ciechalski, J. C. (1995) Psychological techniques for teachers, Taylor Francis, 338pp Piaget, J. (1952). The Origins of Intelligence in Children, New York: International University Press. Piaget, J. (1972). Psychology and Epistemology: Towards a Theory of Knowledge. Penguin. Piaget, J. (2001) The Psychology of Intelligence, 2nd Edn Revised, Routledge, 203pp Schaffer, D. R., and Kipp, K. (2009) Developmental Psychology: Childhood and Adolescence, Cengage Learning, 647pp Smith, P. K., Cowie, H., and Blades, M. (2003) Understanding children’s development, Wiley-Blackwell, 663pp Vygotsky, L.S. (1978). Mind and society: The development of higher mental processes. Cambridge, MA: Harvard University Press How to cite Piaget’s Developmental Theory, Essay examples

Hong Kong Sample Essay Example For Students

Hong Kong Sample Essay Hong Kong is universe widely known for being the world’s fiscal hub and for being the world’s richest metropolis ; most people don’t know that before being a fiscal metropolis. it had a rich history behind it. It went through one of the greatest. harshest wars in history. the Second World War. There are many grounds why the Japanese were so successful in capturing Hong Kong ; they invested most of their money into the Nipponese Army. While they had latest guns and arms. the local Hong Kong civilians merely had out of day of the month rusty rifles. While the Canadians were taught to last. the Nipponese wanted to honor their households and their emperor ; so they were willing to give their lives for their state and their emperor. It would be black to their households and their state if they did non win ; they had high finding and morale. On December 8th. Japan invaded Hong Kong. Winston Churchill quoted. â€Å"If Japan of all time attacked Hong Kong. and Hong Kong would hold no opportunity in supporting it. † The others people said salvaging it was deserving a attempt to salvage Hong Kong. so Winston Churchill told the Canadian military personnels to cover with it because the British idea that Hong Kong wouldn’t be attacked. The onslaught started at 07. 30 on December 8th 1941. The Nipponese air force destroyed what aircraft the British had at Kai Tak airdrome and technology units rapidly repaired destroyed Bridgess. The British underestimated the Japanese. stating their military personnels that the Japanese merely had 5. 000 military personnels when in fact the Japanese sent 50. 000 soldiers. the British merely had 6. 000 soldiers. The British besides estimated that it would merely take a hebdomad for the Japanese to get but in fact it merely took 12 hours to make Hong Kong from China. It was recorded that the Japanese had been singing on thei r manner to the boundary line of Hong Kong. On November 16th 1941 Britain. sent Winnipeg ( Canadian ) soldiers arrived in Hong Kong as they were â€Å"unfit for combat. † They had neer thrown a manus grenade or used a rifle in their full life-time. The Canadians merely arrived in Hong Kong a few hebdomads before the invasion. In such a short period of clip. they merely a few hebdomads to fix. How were they supposed to acquire used to even the geographics of Hong Kong. allow entirely non even cognizing Hong Kong Island? Many of the British ground forcess expected that the Japanese would assail from the sea. so many of the defense mechanisms were directed to south of Hong Kong Island. Even though the Japanese were exhibiting their captives and all adult females were instantly turned into cocottes in Kowloon. the British still stood their guard near the sea. They most surely did non anticipate the Nipponese to assail across the seaport. In order for the Canadians to derive some assurance. the general told his military personnels that the Japanese would neer come across the H2O at dark. he told them that the Japanese were prone to sea illness. and that they could non see good in the dark. Harmonizing to an anon. beginning. it was non hard to happen the Canadians ; they had hung their underwear outside to dry. The Japanese could non believe how easy they were to happen and believe the Canadians were stupid and the Nipponese idea this was truly amusing. On Christmas twenty-four hours. 25th of December 09. 00 the General tried to carry the Governor and the Defence Council of the island that farther opposition would take to many unneeded deceases. The Defence Council refused any talk of resignation. By mid-afternoon the Japanese had made major inroads into the places held by the general’s work forces and he eventually persuaded the Governor to give up the island. The Japanese were really prepared as they had stron g connexions with a Triad leader in China who was working for the Japanese. .u00851d76bea490deb309ff893e042e8f , .u00851d76bea490deb309ff893e042e8f .postImageUrl , .u00851d76bea490deb309ff893e042e8f .centered-text-area { min-height: 80px; position: relative; } .u00851d76bea490deb309ff893e042e8f , .u00851d76bea490deb309ff893e042e8f:hover , .u00851d76bea490deb309ff893e042e8f:visited , .u00851d76bea490deb309ff893e042e8f:active { border:0!important; } .u00851d76bea490deb309ff893e042e8f .clearfix:after { content: ""; display: table; clear: both; } .u00851d76bea490deb309ff893e042e8f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00851d76bea490deb309ff893e042e8f:active , .u00851d76bea490deb309ff893e042e8f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00851d76bea490deb309ff893e042e8f .centered-text-area { width: 100%; position: relative ; } .u00851d76bea490deb309ff893e042e8f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00851d76bea490deb309ff893e042e8f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00851d76bea490deb309ff893e042e8f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00851d76bea490deb309ff893e042e8f:hover .ctaButton { background-color: #34495E!important; } .u00851d76bea490deb309ff893e042e8f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00851d76bea490deb309ff893e042e8f .u00851d76bea490deb309ff893e042e8f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00851d76bea490deb309ff893e042e8f:after { content: ""; display: block; clear: both; } READ: Reflection of Society in The Grapes of Wrath EssayThe bulk of them were from Formosa ( Taiwan ) . Their function was to undermine the Hong Kong defense mechanisms. spread false rumor and describe the place of the British guns and the pill-boxes. The following scheme the Japanese used was to state the line â€Å"Hey. it’s me Joe. † As Joe is a truly common name in Canada and in Britain Joe was a truly common name they used lead on the Canadians. They repeated and perfected this line until there was no hint of a foreign speech pattern. The Nipponese soldiers said this to the Canadian soldiers to misdirect them into believing that they were their countrymen. whe n the Canadian solider lowered their defense mechanisms the Nipponese attacked them. Overall I think that the British made really foolish errors that they underestimated their enemies and misjudged the earnestness of the conflict. I think that the Japanese were strategically good prepared than the British in everything they did particularly when the British were loath to support Hong Kong. All the Nipponese military personnels that were sent to Hong Kong had a batch experience in war and that the all Canadians had perfectly no experience in contending made Japan win Hong Kong. They wholly let down Hong Kong being unable to protect Hong Kong.