A Rose For Emily - A Critical Approach

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Miss Emily Grierson, a woman whose family was upper class, passed away. While alive, her interactions with the community were the source of much community conversation. These conversations, described in detail in William Faulkner's "A Rose for Emily," provide the reader with an understanding of the past and present social interactions of the townspeople. The stories presented occur in a variety of locations and involve a variety of people. The vast variety of these settings and characters makes it impossible for "A Rose for Emily" to be told by a single individual. The combination of the townspeople's memories of their interactions with Miss Emily forms the story.

The degree of detail provided when events are described in this short story is astounding. Every event surrounding Miss Emily is painted so clearly that the reader feels like they were there. For example, the "four men crossed Miss Emily's lawn and slunk about the house like burglars," (p 57) in an attempt to find the source of "the smell" that had developed since her father's death gives the reader a visual description the men moving silently and cautiously around Miss Emily's estate. It also gives a hint as to the important requirement for stealth in this situation the town's Board of Aldermen had no desire to offend Miss Emily, so rather than telling her that her property was the source of an unpleasant odor, they took it upon themselves to remove the smell. Only an individual present throughout this expedition would have been able to provide the degree of detail this event was presented with. Another example of the detailed nature of this story is the almost omniscient level of knowledge surrounding Miss Emily's status with regards to paying taxes. The narrator knows this area of Miss Emily's interaction with the town starting in 184 when "Colonel Sartor is… remitted [Miss Emily's] taxes, the dispensation dating from the death of her father on into perpetuity," (p55) and finishing with her death some fifty to seventy years later. The reasoning behind Colon Sartor's actions, the different types of letters and requests sent by the town government, the unsuccessful attempt by the city officials to communicate the need for Miss Emily to pay taxes in person, and the repetitive, almost predictable, system of sending Miss Emily an annual tax form and receiving it a week later with no response shows an in depth, continued knowledge of the events surrounding this particular area of Miss Emily's interactions. Only a government official or have someone who could access the government documents would have been able to provide the detail that was given.

The events in "A Rose for Emily" are spread out over a large time period. There are some events that have as many as thirty years between them. The narrator describes the first event with as much detail and involvement as the last event. The townspeople notice different events around them depending on their personal experiences and where or what they are doing when the events occur a neighbour of Miss Emily would have been more likely to notice that "the Negro man went in and our with the market basket, but the front door remained closed," (p61) than an individual who lived across town and the older generation would be more likely to "[think] of [Miss Emily and her father] as a tableau Miss Emily a slender figure in white in the background, her father a spraddled silhouette in the foreground," (p57) than someone who had could not remember Mr. Grierson. Depending on a citizen's age and location, their memories of Miss Emily would be different. The time period over which the story is told is so vast that it is nearly impossible for an individual to provide all of the events that are described in the story.

For an individual to have the mental capacity to remember the specific details of each event that happened in the story they would need to not only have a very good memory, but they would have to be of a fairly mature age. The individual would have needed to be old enough to personally remember the events including the Colonel Sartor tax issue, the "relationship" between Homer Barron, her China painting lessons, and her death and the specifics of each of these events. These events span a total of no less than fifty years and are presented with such detail that it is highly unlikely that it is told by one person.Another reason it is unlikely that the story is told by only one person is that the events happen in a large variety of locations, at a variety of different times of day, and many of the events occur when only one or two people are present. The chances of an individual being present at all of the events are unlikely. With the variety of individuals that are involved in the interactions with Miss Emily and the variety of times that the interactions occurred, it is more likely to have been a collection of individual's experiences that tells the story.

The experiences with Miss Emily are presented in such a manner that even though they are not presented in chronological order, there is a logical flow from one event to another. This is caused by the inclusion of the emotional reactions to Miss Emily that the citizens of the town had. As an event causes an emotional reaction, or a conversation, this leads to the remembering of another event that occurred that would, under other circumstances, have seemed unlinked and irrelevant.

The presentation of the story is such that the reader could almost imagine a group of citizens sitting for coffee discussing their memories of Miss Emily after finding the corpse in her bed. It seems reminiscent and remembering in style. The stories help the reader walk down the "memory lane" of the town and see Miss Emily as they saw her a strange, lonely, isolated, proud individual who had little happiness in her life and was a constant mystery that could not be solved. No one could explain or understand Miss Emily's choice to remain isolated for the many years after her father's death. No one could understand why she would not accept guests into her house or why she never invited the community into her life. She was a puzzle until the day she died. The mystery that was Emily Grierson existed and puzzled many of the citizen's of her town. Her cold, dark nature and her unwelcoming attitude upon having visitors made her the focus of much conversation from the point her father died until she passed away herself. There were constant rumors and speculations being circulated and these concepts were the topics of the conversations. These conversations were combined to form "A Rose for Emily." The length of time over which the events described occur and the detail used in describing these events make it impossible for one individual to be the narrator. The story is a combination of memories of the communal experiences with Emily.

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A Writer's Analysis

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If not for immigration, I would definitely not be here today. Immigration allowed both my father's family and mother's family to move to Vancouver, Canada. My parents met in high school and the rest is history. Immigration has provided countless families with the opportunity to escape persecution, political strife and poverty, and start anew in a foreign land. North America was founded and established by immigrants, people from the East and the West. Today, we have a melting pot society consisting of people from all parts of the world.

The essay, Five Myths about Immigration by David Cole, effectively contradicts the assumptions of immigration. Cole argues each point tactfully contributing his own opinions in each myth. He begins the essay by presenting some historical background on the making of this nation. He tells about the "Know-Nothings" and their political movement to oust "the greatest influx of immigrants from Ireland, where the potato famine had struck, and Germany, which was in political and economic turmoil." The majority of these immigrants, "many of whom were dirt-poor and uneducated", fled to New York and Massachusetts. Cole continues by saying "The objects of prejudice are of course no longer Irish Catholics and Germans; 140 years later, "they" have become "us." The new "they" because it seems "we" must always have a "they" are Latin Americans (most recently Cubans), Haitians, and Arab Americans among others." So as time passes on, people from different areas want to relocate and choose a better life. Fundamentally, Cole's purpose is to look at the "five current myths that distort public debate and government policy relating to immigrants."

My initial reactions to this essay were that of opposition and disagreement. I thought Cole would condescend to the immigrant population about the laws of citizenship and freedoms. However, the message in which he is communicating to the reader is one of clearly understanding the facts of immigration. He absolutely sets immigration in perspective for the reader. His style of writing is persuasive and diplomatic. For example, his response to the first myth, "America is being overrun with immigrants," is "In one sense, of course, this is true, but in that sense it has been true since Christopher Columbus arrived. Except for the real Native Americans, we are a nation of immigrants."

David Cole's statements which are based on his opinions are extremely plausible because for each myth he addresses, he supports it either with a statistic, a quote or even excerpts from files of the Supreme Court. In the second myth, "Immigrants take jobs from U.S. citizens," he says "there is virtually no evidence to support this view, probably the most widespread misunderstanding about immigrants. As documented by a 14 A.C.L.U. Immigrants' Rights Project report, numerous studies have found that immigrants actually create more jobs that they fill." In addition, he used a rhetorical question to manipulate the reader; "But more important, even if this claim were true, is this legitimate rationale for limiting immigration in a society built on the values of pluralism and tolerance?" As you can see, Cole writes honestly and rationally. Unlike the other essays we have read, his comments are neither cynical nor sarcastic.

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Cole's use of vocabulary and language enhances the persuasiveness of his arguments. His coherent comments are written in a thoughtful, comprehendible manner gaining the respect from the reader. In addition, he shows compassion in the essay "I am especially sensitive to this history My forebears were among those dirt-poor Irish Catholics who arrived in the 1860s. Fortunately for them, and me, the Know-Nothing movement fizzled within fifteen years." In his conclusion, he closes with a testimony; "Growing up, I was always taught that we will be judged by how we treat others."

Unquestionably, I believe that David Cole has succeeded in arguing his points across in his essay. His methods of attacking these five myths had significant influence on me because his examples were effective and credible. I concur with all his contradictions about the five myths of immigrations and this is due to his logical writing and pertinent examples.

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Milly and molly and May," by, E.E Cummings and "Sea Fever,"

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The poems "Milly and molly and May," by, E.E Cummings and "Sea Fever," by, John Minefields are about the same root thing. They are both about the power of that the sea has over people. In "milly and Molly and May' the sea is a place of re-self-discovery. As to in "Sea fever" It is as if the sea controls the people's lives. The poems show two very different views of the sea, and it's power over people.

The poem "Milly and Molly and May" paints a picture of the sea as a warm place filled with happiness. The beach is a place filled with adventured to go on and things to play with. It described the sea as a place of re-discovery, where you can go to remember whom you really are inside. It leaves you with a contempt felling, it is as if you were ever to lose yourself or have a problem, the sea would put you back on the right track.

In the poem "Sea Fever" it portrays a very different view of the sea. The sea is written to be a cold place. The sea is a place of work in solitude, a place that is dreaded and put of going to. It is a cold, windy and, demanding place, which calls you to come to it. It is as if it has control over you and you are a slave to it and, also that you are a slave to the life you have. It leaves you with a cold feeling, as if there is no control over life.

In the poem "Milly Molly and May" it gives the idea that there is control over live, it is just that the sea redirects that path that is being taken. It is a jolly place of fun and dancing a place that you want to go to and play. Contrary to the poem "Sea Fever" where it seem that the people in the poem are a slave to their way of life. That the sea has control of them and they are but it's puppets made to do it's bidding. Both poems have different view of the sea, but no two people look at one thing the same way. Help with essay on Milly and molly and May," by, E.E Cummings and "Sea Fever,"

The poems both show the power the sea has over people. If it is to rediscover yourself or that it controls a person life. They both show they way that a spectator would see the sea. What a person sees is all how they look at it E.E Cummins saw the sea as a warm place where children play. Although John Minefields saw it as a place where work is to be done and extreme control over life. The both show different sides of the same thing, neither is wrong, just different.

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"The Epic of Gilgamesh: Legacy and Life Fulfillment"

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What we are today comes from our thoughts of

Yesterday and our present thoughts build our life

Of tomorrow our life is the creation of our mind.

~Dhammapada~ Upon reading the Epic of Gilgamesh, one may wonder if there is a lesson to learned. What insight into life is presented as a moral of the story? One lesson may suggest the conditions that inspire a fulfilling life. This lesson is one of growth; to appreciate a life that inevitably ends in death, a person must prepare a foundation of experiences to leave as a legacy. Through the experiences of the principle character, King Gilgamesh, the Epic of Gilgamesh suggests that acts of personal greatness and selfishness are not the key to a fulfilling life and legacy. Additionally, the text suggests that meaning and appreciation can be established through wisdom and altruism.

Building a fulfilling life begins by examining the negative qualities that are not essential to the end result. In the Epic, it is the selfishness portrayed by King Gilgamesh that suggests to the reader that a legitimate life legacy requires more than personal indulgence and fame. As king, Gilgamesh aacts less like a guardian shepherd, watching over the flocks of Uruk, than he does as a wild, uncontrolled force the people of Uruk refer to as an unmatched beast and a loose bull (). The reason he is described in such negative terms is that he does nothing positive for the citizens of Uruk. Instead, he spends his time taking young boys from their families, as well as keeping young women from their husbands for his own purpose (4). That the king tyrannizes over his citizens in this manner suggests that he longs for power and greatness, but shows he does not care for his people in the way a shepherd would care for his flock. Another example of Gilgameshs selfishness is his abandonment of Uruk for the fame of slaying Humbaba, the wild guardian of the forest. According to Gilgamesh, glory will be mine if he can conquer this unprecedented foe, which illustrates his determination to obtain recognition for his potential triumph (). He even suggests that, should he die in battle with the great beast, the future clans of Uruk would prais his heroism (4). Focused solely on his desire for fame, Gilgamesh appears oblivious to the citizens fears that he may die, as they describe Humbaba as the awful monther whose breath is mixed with fire and death (-4) suggesting that they consider it impossible for him to succeed, and are worried that they will be left without a leader.

A fulfilling life requires a foundation of wisdom, with which an individual may gain an appreciation of the aspects of life that a precious and important. This is emphasized when King Gilgamesh is given a wise insight on his quest for immortality from Siduri the barmaid, and Urshanabi the boatman. When Gilgamesh meets Siduri at her inn, he asks for advice and directions to help him on his way. Statng that an appreciation of life comes from relishing warm food and cool drinks, cherishing children to whom you love gives life, and by playing joyfully with your chosen wife (68), Siduris response is on that gives a deeper answer to his need for directions. She views him as one who searches everywhere for grace suggesting that she understands that Gilgamesh is a person who seeks fulfillment with his life (66). Urshanabi the boatman, provides Gilgamesh with similar insight. The observant ferryman mentions twice that Gilgameshs

face seems tense; [his] eyes do not glance well

and hell itself is part of how [he] looks...

[he is] like one whos been without a home, without

a bed or roof for a long time, wandering the wilds

on some random search (70).

The emphasis on random search suggests that Urshanabi is referring to the futility of a quest for immortality, when the appreciation of the comforts of home should become the focus of the kings quest for a meaningful life.

Finally, it is through emotional hardship, and spiritual cleansing that one may gain an appreciation of the wisdom from others, leading to a fulfilling life and legacy. The Epic illustrates this through King Gilgamesh, by his actions after the death of Enkidu, his journey to find immortality, and his eventual return to Uruk. When gilgameshs close companion Enkidu dies, he appears to regress into a state of wildness, as he is described as wander[ing] through the woods like a savage beast (5). Stripped of his direction (as suggested by his wandering path), the king says, I am afraid (5) indicating the fear an individual may experience when facing life choices independantly.

In this period of transition, Gilgameshs concept of what makes his life important is changing. The emotional breakdown of the king may suggest the elimination of his negative preconceptions, such as selfishness, which will allow new wisdom, such as an apprciation of others, to enter his mind. This transition is also reflected in the passage of darkness Gilgamesh takes on is journey for immortality

Oh the night, unholy and blind,

that wrapped him as soon as he stepped

forth upon that path (6).

While the image of darkness suggests a loss of focus, it may also serve to clarify the lesson in the text. It suggests a sense of vulnerability that accompanies the transition of Gilgameshs personal beliefs, before he gains sight of all precious goods, (6) that lead to a fulfilling life. Upon returning home, Gilgamesh asks Urshanabi to study the base, the brick, the old design [of the walls surrounding Uruk]. Is it permanent as can be? Does it look like wisdom designed it? (8). He appears to recognize the value of wisdom when applied to useful actions, such as in the structure of the walls. By this, the lesson may be the importance of the old design; the wisdom imparted by others with which one may achieve a fulfilling life, and leave a legacy that possibly provides others witht he same wisdom for growth.

By suggesting that gaining a fulfilling life can be achieved through the acceptance of wisdom and good will, rather than through self-indulgence or fame, the text offers an insight about life. As the narrator suggests, one who [acts] nobly in the way one should to lead and [act] wisely too as one who [seeks] no fame (), is one who will lead a fulfilling life. This lesson of the Epic of Gilgamesh may cause one to pay close consideration to the quality of ones life and of the legacy one may intend to leave behind for others to follow. While readers do not have to endure the same journey as King Gilgamesh, each individual may encounter different difficulties or obstacles in their passage through life that require the humble use of others advice. Jackson, Danny P. The Epic of Gilgamesh. Wauconda,

Illinois Bolchazy-Caducci Publishers, Inc., 17.

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Schools should have stronger discipline

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In schools, students will be disciplined if they do any of the following; fail to follow reasonable and clear instructions from a teacher, behave in such a way as to threaten the health of a student or teacher, commit an act of violence or cause significant damage or destruction to property, or if knowingly involved in the theft of property.

Also, if they possess, use or deliberately assist others in the use of illegal substances, behave in a way which threatens the good order of the schools program or facilities, consistently behave in a manner which interferes with the educational opportunities of any other pupil, engages in unacceptable discriminatory behaviour or harassment of another person, and is over the age of 15 years and fails to take advantage of the educational opportunities provided by the school, they can be suspended for up to 10 days. In extreme cases, the student can be expelled from the school.

I think that these days, when a student does something wrong, and are suspended, they are really just getting days off. It is not discipline, the way they get to stay home and do what they want most of the time. It is just like a holiday to them, so when they do something wrong, they don't mind getting suspended. These days, discipline is not hard on students. The discipline we get does not leave any effect on us, unlike the discipline in the old days, where they would be hit with a can or paddle. This kind of discipline would leave an effect on the students these days, as years ago, the students were too scared of the punishment, to do anything wrong.

My opinion is that they should change the discipline system to be harsher, so the students will think twice before making any trouble. They should not suspend the students and send them home, the students should get an in-school suspension where they have school duties or school work that they have missed. Weekend detention should also be introduced, as this would make the students change their ways because they would not like to spend all their weekends at school when they could be elsewhere.Do my essay on Schools should have stronger discipline CHEAP !

Overall, my opinion is that schools should have stronger discipline, as students would not behave so badly if they know the discipline was harsher. The discipline these days does not affect students in the slightest so students have no reason that can hold them back from breaking the rules.

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The Vietnam War

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The Vietnam War was the longest military conflict in U.S. history. The hostilities in Vietnam, Laos, and Cambodia claimed the lives of more than 58,000 Americans. Another 04,000 were wounded. The Vietnam War was a military struggle fought in Vietnam from 15 to 175, involving the North Vietnamese and the National Liberation Front (NLF) in conflict with United States forces and the South Vietnamese army. From 146 until 154, the Vietnamese had struggled for their independence from France during the First Indochina War. At the end of this war, the country was temporarily divided into North and South Vietnam. North Vietnam came under the control of the Vietnamese Communists who had opposed France and who aimed for a unified Vietnam under Communist rule. The South was controlled by Vietnamese who had collaborated with the French. In 165 the United States sent in troops to prevent the South Vietnamese government from collapsing. Ultimately, however, the United States failed to achieve its goal, and in 175 Vietnam was reunified under Communist control; in 176 it officially became the Socialist Republic of Vietnam. During the conflict, approximately to 4 million Vietnamese on both sides were killed, in addition to another 1.5 to million Lao and Cambodians who were drawn into the war.

In the 150s, the United States began to send troops to Vietnam, during the following 5year period, the ensuing war would create some of the strongest tensions in US history. Almost million US men and women were sent thousands of miles to fight for what was a questionable cause. In total, it is estimated that over ,5 million people on both sides were killed. For much of Vietnams history it has been under foreign rule, primarily by the Chinese. In 1860, France began its domination of the area and had, by the late 1th century, implemented its colonization in a number of regions around the Gulf of Tonkin. During WWII, the Japanese government took control of much of the area and set up a puppet regime that was eventually forced out by the Vietnamese at the end of that war in 145. After WWII and until 155, France fought hard to regain their former territories in the region, but with a poorly organized army and little determination among the troops, their efforts soon collapsed. The French were finally defeated at Dien Bien Phu on the 8th of May 154 by the communist general Vo Nguyen Giap. The French troops withdrew, leaving a buffer zone separating the North and South and set up elections in order to form a government in the South. The communist regime set up its headquarters in Hanoi under the leadership of Ho Chi Minh. Many North Vietnamese left the country and fled south where the self-proclaimed president, Ngo Dinh Diem had formed the Republic of Vietnam. Between 155 and 160, the North Vietnamese with the assistance of the southern communist Vietcong, tried to take over the government in South Vietnam, and in November 16 President Diem was overthrown and executed. The following year, the North Vietnamese began a massive drive to conquer the whole country aided by China and Russia. Fearing a communist takeover of the entire region, the United States grew more and more wary of the progress of Ho Chi Minh and the Vietcong. Communism had become the evil menace in the United States and with expansion of Soviet rule into Eastern Europe, Korea and Cuba, the Americans were bent on stopping communism from spreading any further.

With the cold war at its height, the US leaders were worried that an attack on North Vietnam by the US would create tensions with the Chinese and Russians that would, in turn, lead to a larger conflict and possibly WW III. This created a difficult situation for the US and would eventually lead to many internal conflicts, which ultimately prevented the US from forming a firm policy for the region. The US was also faced with a number of cultural differences between the two countries, and what was considered corrupt by the US government was considered legitimate by South Vietnamese standards. It was difficult for the US to portray South Vietnam as a hard working, hard fighting democracy; corruption was widespread among officials and the armed forces. The Army of the Republic of Vietnam (ARVN) was disorganized due to the low morale of its leaders and their singular interest in personal gain. Therefore the US had a great deal of difficulty in holding the army together in South Vietnam and saw only one solution, that was to start taking care of things for themselves. By 150 the US began sending their first troops, firstly in an advisory role, which slowly escalated into a full blown commitment.

The large-scale involvement of the US came under the tenure of President Lyndon B. Johnson and his Gulf of Tonkin Resolution. Johnson had replaced John F. Kennedy after he was assassinated in Dallas, Texas 16. As president, he was torn between the differing strategies the US had for Vietnam. The increasing involvement and the escalation of troop involvement meant there were more casualties and more problems at home. But Johnson, who was always concerned about his image, and as president, held the power to halt the war in Vietnam, could not face the thought of being regarded as the first president in US history to loose a war. The pressure around him grew so intense, that he was only left with one option and that was not to run for a second term. Basically, he handed the hot potato to Richard M. Nixon.Order Custom Essay on The Vietnam War

The top US commander in Vietnam was General William Westmoreland; he had to face an army full of young men placed in an environment that was totally alien to them. There was no clear front to the conflict and basically, the enemy could be hiding anywhere and everywhere. Life in the jungle was tortuous and there were no home comforts. Drugs and other stimulants filtered their way into the daily routine of many servicemen and morale quickly started to fall. For the first time, people in the US resisting the draft were given acceptance although still not by the majority of citizens. Riots and demonstrations against the war became the norm in the US, with numerous veterans taking part in the efforts to stop the war, strengthening the issue. Finally, the US government saw that it was in a no-win situation and began making plans to withdraw. After great efforts by the US to withdraw, and the establishment of a cease-fire on January 7th, 17, American soldiers began leaving Vietnam for good. The North Vietnamese finally conquered South Vietnam in early 175, totally ignoring the cease-fire and on July nd, 176, North and South Vietnam were officially united as a single communist state. It had cost an estimated million lives and the injury or disablement of many millions of others.

The Second Indochina War, 154-175, grew out of the long conflict between France and Vietnam. In July 154, after one hundred years of colonial rule, France was forced to leave Vietnam. Communist forces under the direction of General Vo Nguyen Giap defeated the allied French troops at Dien Bien Phu, a remote mountain outpost in the northwest corner of Vietnam. This decisive battle convinced the French that they could no longer maintain their Indochinese colonies and Paris quickly sued for peace. As the two sides came together to discuss the terms of the peace in Geneva, Switzerland, international events were already shaping the future of Indochina. The Geneva Peace Accords, signed by France and Viet Nam in the summer of 154, reflected the strains of the international Cold War. Drawn up in the shadow of the Korean War, the Geneva agreement was an awkward peace for all sides. Because of outside pressures brought to bear by the Soviet Union and the Peoples Republic of China, Vietnams delegates to the Geneva conference agreed to the temporary partition of their nation at the seventeenth parallel. The Communist superpowers feared that a provocative peace would anger France and its powerful ally, the United States. Moscow and Peking did not want to risk another confrontation with the West so soon after Korea. Furthermore, the Communists believed they were better organized to take southern Vietnam by political action alone, a prediction that did not come to pass. According to the terms of the Geneva Accords, Vietnam would hold national elections in 156 to reunify the country. The division at the seventeenth parallel would vanish with the elections. The United States and many anti-Communists did not support the Accords. Secretary of State John Foster Dulles thought that the political protocols of the Accords gave too much power to the Vietnamese Communists. He was not going to allow the Communists to take southern Vietnam without a fight. Instead, Dulles and President Dwight D. Eisenhower supported the creation of a counter-revolutionary alternative south of the seventeenth parallel. The United States supported this effort at nation-building through a series of multi-lateral agreements that created the Southeast Asia Treaty Organization (SEATO). The SEATO Treaty provided for the mutual defense of all signatories, including the newly-created and U.S.-supported, Government of the Republic of Vietnam (GVN), or South Vietnam. In 156, Ngo Dinh Diem, a staunchly anti-Communist figure from the South, won a controversial election that made him president of South Vietnam. From his first days in power, Diem faced stiff opposition from his opponents. He urged the United States to support his counter-revolutionary alternative, claiming that the Democratic Republic of Vietnam (DRV), or North Vietnam, wanted to take South Vietnam by force. In late 157, with American aid, Diem began to counterattack. He used the help of the American Central Intelligence Agency to identify those who sought to bring his government down and arrested thousands. In 15, Diem passed a series of acts known as Law 10/5 that made it legal to hold someone in jail if they were a suspected Communist without bringing formal charges.

From the moment he took power, Diem faced enormous difficulties. Students, intellectuals, Buddhists and others joined the Communists in opposition to Diems rule. The more these forces attacked Diems troops and secret police, the more he tried to control their protests. The president maintained that South Vietnam was a peace-loving democracy and that the Communists were out to destroy his new country. The Kennedy administration seemed split on how peaceful or democratic the Diem regime really was. Some Kennedy advisers believed Diem had not instituted enough social and economic reforms to remain a viable leader in South Vietnam. Others argued that Diem was the best of a bad lot. As the White House met to decide the future of its Vietnam policy, a change in strategy took place at the highest levels of the Communist Party. From 156-160, the Communist Party of Vietnam desired to reunify the country through political means alone. Accepting the Soviet Unions model of political struggle, the Communist Party tried unsuccessfully to cause Diems collapse by exerting tremendous internal political pressure. After Diems success against Communist cells in the South, however, southern Communistsconvinced the Party to adopt more violent tactics to guarantee Diems downfall. At the Fifteenth Party Plenum in January 15, the Communist Party finally approved the use of revolutionary violence to overthrow Ngo Dinh Diems government. In May 15, and again in September 160, the Party confirmed its use of revolutionary violence and the combination of the political and armed struggle movements. The result was the creation of a broad-based united front to help mobilize southerners in opposition to the Saigon government.

The united front had long and historic roots in Vietnam. Used earlier in the century by the Communists to mobilize anti-French forces, the united front brought together Communists and non-Communists in an umbrella organization that had limited, but important goals. On December 0, 160, the Party s new united front, the National Liberation Front (NLF), was born. Anyone could join this front as long as they opposed Ngo Dinh Diem. Many non-Communists who did join the Front may not have realized that the Party would ultimately dissolve the NLF and limit non-Communist representation in a unified government.

The character of the NLF and its relationship to the Communists in Hanoi has caused considerable debate among scholars, anti-war activists, and policy makers. From the birth of the NLF in 160, government officials in Washington claimed that Hanoi directed the NLFs violent attacks against the Saigon government. In a series of government white papers, Washington insiders denounced the NLF, claiming that it was merely a puppet of Hanoi. The NLF, in contrast, argued that it was autonomous and independent of the Communists in Hanoi and that it was made up mostly of non-Communists. Many anti-war activists supported the NLFs claims. Washington continued to discredit the NLF, however, calling it the Viet Cong, a derogatory and slang term meaning Vietnamese Communist.

In 161, President Kennedy sent a team to Vietnam to report on conditions in South Vietnam and to assess future American aid requirements. The report, now known as the December 161 White Paper, argued for an increase in military, technical, and economic aid, and the introduction of large-scale American advisers to help stabilize Diems government and crush the NLF. As Kennedy weighed the merits of these recommendations, some of his other advisers urged the president to withdraw from Vietnam altogether, claiming that it was a dead-end alley.

In early January 17, the Nixon White House convinced the Thieu-Ky regime in Saigon that they would not abandon South Vietnam if they signed onto the peace accord. Likewise, Hanoi convinced leaders of the NLF that all southern political prisoners would be released shortly after the peace accord was signed. On January , therefore, the final draft was initialed, ending open hostilities between the United States and the DRV. The The Paris Peace Agreement did not end the conflict in Vietnam, however, as the Thieu-Ky regime continued to battle Communist forces. From March 17 until the fall of Saigon on April 0, 175, ARVN forces tried desperately to save South Vietnam from political and military collapse. The end finally came, however, as DRV tanks rolled south along National Highway One. On the morning of April 0, Communist forces captured the presidential palace in Saigon, ending the Second Indochina War.

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Airlines

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For airlines, business class is fare game

Brad Foss

Boston Sunday Globe, October 1, 00Custom writing service can write essays on airlines

Summary With airlines expected to lose nearly $8 billion for the second year in a row, the industry has become less generous with business customers who want to fly on the cheap. The airline industries have added more restrictions. Carries have increased fees for paper tickets and extra baggage. The airlines no longer offer free alcoholic drinks on international ones. Also carriers have gotten particularly tough with corporate customers, refusing to let them use discounts negotiated by their employer when they purchase cheaper fares aimed at leisure travelers. The cheapest leisure fares are about one-sixth the price of typical business fares. If customers buy cheap fares at leisure travelers, the chances that they have to follow a lot of restrictions such as these tickets are nonrefundable tickets; customers will have to pay a fee to fly standby; and those customers who miss their flights will have to buy brand new tickets. Travelers think because of the airlines add more restrictions and fees are really annoying, so the benefits of cheap tickets generally outweigh the downside.

Bias Air travelers began to curtail spending roughly 18 months ago as a result of the economic downturn. Also it is affected by last year's terrorist attacks. To survive, major carriers undertook a wide range of cost-cutting measures. Employees were laid off. Planes were grounded. Schedules were shrunk. But in contrast, the stricter rules, extra fess, and scaled back services aggravate travelers. According to David Swierenga, chief economist at the Washington based Air Transport Association said "the industry is losing its shirts, is flat on its back and is looking for every dollar or revenue that it can find." If business customers want to fly on the cheap, the airlines will add hefty fees with tight restrictions. These carriers hope to generate tens of millions of dollars by charging customers more fees on these cheap tickets.

Reaction Now a day, it is not easy to find cheap tickets without restrictions and fees. The question for the travelers is "should they buy the refundable fares?" To me, travelers have to be careful about making their flights and sticking to their original travel itineraries because they will have to pay for fees if they decide to change the schedules or cancellations. Also if travelers cannot decide their schedules, they should be willing to pay the fares without the restrictions or refundable fares. Also, it would be better way for both travelers and airlines, if travelers would be willing to pay a touch more and carriers are easy on the restrictions and fixed the problems that cause delays.

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