Jackie Robinson was also known as Jack Rossevelt Robinson....

Jackie Robinson was also known as Jack Rossevelt Robinson. Jackie Robinson had very many struggles; Jackie was drafted and assigned to Fort Riley, Kansas, where he faced racial discrimination on a daily basis, he was the first African American in baseball, transformed the face of American sports forever, and his father abandoned the family when Jackie was an infant, and forced his mother and four older siblings to join the Great Migration of the time and move to California. Jackie was born on January 31, 1919. He was born into a family of sharecroppers in Cairo, Georgia. It is still said that he never completely knew his real father, but there are other stories to. Jackies real father is also said to have left the family the same†¦show more content†¦About the only time he did not get critized is when he played baseball in the Negro League for the Kansas City Monarchs. It was a whole baseball league for only blacks. Just like at the same time, Major Leagues were for only whites; of course, until Jackie came in. When Jackie was invited to go to the Brooklyn Dodgers minor league team, those were his worst days. That was where all the racism and hatred was for Jackie. When he stepped onto the field, just for his first game, everyone was booing and cussing at him. They wrote notes and letters to him saying that he does not belong on the baseball field. That because he was a black, he should not be able to play and he should go back to the Negro Leagues. We all know he hated having all that for doing nothing. Jackie never did anything to the white people, but the while men and women were very mean and rude for no reason! When Jackie broke the color barrier for Major League on April 15, 1947, baseball changed forever. Now in baseball, as usual, everyone was booing Jackie when he stepped onto the field. He had to deal with all of it. His teammates were very good with him and so was the coach and team manager. Now the fans were and even hotel managers were not. When they were go ing to a playoff game against the Cincinnati Reds, the hotel manager would not let the whole team stay just because Jackie was black. Thats how bad it all was. White men were mean and rude for no

Essay on Shakespeare in Love and Romeo and Juliet

Shakespeare In Love, Romeo and Juliet the play, Romeo and Juliet with Leonardo DiCaprio All these works display very different ideas from the original story and its creation. Each one of them has its own way of portraying the time, the characters, and the themes. Being shown a variety of opinions about what exactly was going on in Shakespeares head when he was writing this magnificent play allows us to be open to our own ideas about its creation. It gives everyone the chance to put on their own version in their head. Thus making it a very controversial play. Sometimes ideas and opinions are so wide spread that people argue about what exactly was the purpose of a certain action or scene. This is what leads to†¦show more content†¦After this heartbreaking news, he chooses to take his own life. In the end both Romeo and Juliet wind up committing suicide and it is all because they are forbidden to live happily together. This original story has taken many twists as I previously mentioned. First, we have the actual play, as written by William Shakespeare himself. This is the concrete which each of the other versions lay upon. It tells the original story the way he wrote it and wanted it shown. This does not include many stage directions or character descriptions. Meaning that it is very possible that Shakespeare knew exactly how he wanted people to see his work yet he felt the need to leave it open for interpretation. The original theme of Romeo and Juliet is that of a tragic love story which millions of other novels were based upon from then on. It was the original piece of writing that centered its theme on love torn by hate. This play is supposedly more famous than Shakespeare had ever imagined it would be. If I were to recite O Romeo, Romeo! Wherefore art thou Romeo? anywhere, people would automatically relate its infamous playwright. It is known for its very basic yet tragic love story. It also tells us nothing about Shakespeare himself. All we can do with the original play is speculate on his styles of writing. In the past when people hypothesize about the author they havent come up with much. Almost noShow MoreRelatedThe Love in Romeo and Juliet by Shakespeare883 Words   |  4 PagesLove is just a word, until someone comes along and gives it a meaning. But what meaning they give the word is up to them .there are many different types of love in this world. Love comes in many different ways and they are not always pleasant. Love can make you happy or sad it depends on the way it comes to you. Love is tricky and can be confused with all of the different types of love. Love isn’t just one thing there is many different ways to show in and have it. In this play by Shakespeare RomeoRead MoreHow Is Love Presented by Shakespeare in Romeo and Juliet?1565 Words   |  7 Pageslooking at how Shakespeare presents love in Act 2 Scene 2 of Romeo and Juliet from li nes 18 through to 127. After reading the majority of act 2 scene 2 we are now able to understand and interpret Shakespeare’s language and language devices further. Act 2 Scene two is set in the shadow beneath Juliet’s bedroom window, with Romeo hiding in the darkness. Romeo listens on as Juliet speaks of her love for Romeo to what she thought was the darkness however as we as the audience know Romeo is able to hearRead MoreThe Love Triangle in Romeo and Juliet by William Shakespeare726 Words   |  3 Pagesâ€Å"Love is an exploding cigar we willingly smoke.† (Barry). Like Lynda Barry said love is like a ticking time bomb just waiting for the right time to blow someone’s face off. For example, in both William Shakespeare’s Romeo and Juliet and William Goldman’s The Princess Bride there are many similarities between protagonists, antagonists, and their love. Many people are dead in these two stories now because of their harmful love. Lo ve drives these stories and pushes people to the point of suicideRead MoreConsequences of Forbidden Love in Shakespeare ´s Romeo and Juliet1070 Words   |  5 PagesIn the tragic play of Romeo and Juliet Shakespeare shows us the true consequences of forbidden love and what it is like to love someone in a way where love cannot be expressed and the feelings are so indescribable. Love this powerful actually changes the lives and fate of two young innocent people who lost themselves in each other and couldn’t do what they wanted because of who they were. When it comes to defining love there is no true definition of love. When it comes to fate there is no true definitionRead MoreHow Shakespeare Presents the Theme of Love in Romeo and Juliet634 Words   |  3 PagesHow Shakespeare Presents the Theme of Love in Romeo and Juliet Works Cited Missing Shakespeare presents the theme of love in different ways for each of the characters and for some, such as Romeo, Shakespeares portrayal of this theme changes as the play progresses. Shakespeares first portrayal of the theme of love is in the first act Read MoreHow Does Shakespeare Portray Love in Romeo and Juliet?1638 Words   |  7 PagesIn Romeo and Juliet, Shakespeare portrays different aspects and types of love in many ways. The obvious love is the fateful love between Romeo and Juliet although the play also displays platonic love, maternal love and aspects of adolescent love. The first kind of love shown in the play is teenage love through Romeo. Montague tells us that Many a morning hath he (Romeo) been seen... adding to the clouds more clouds with his deep sighs. Romeo is often seen sighing showing that he is either depressedRead MoreDifferent Ideas of Love in Romeo and Juliet by William Shakespeare1562 Words   |  7 Pagesof Love in Romeo and Juliet by William Shakespeare Love has existed in many forms throughout time. There is no better example of this then in Shakespeares Romeo and Juliet. In this tale when love is most apparent, the most crucial events occur to develop tragedy. The evident forms of love are Familial love, Fraternal love and Romantic love. Shakespeare portrays the love of Romeo and Juliet as 2 halves which when joined make there love forRead MoreThemes Of Love And Hate : William Shakespeare s Romeo And Juliet1406 Words   |  6 PagesYousaf ENG-1D1 2016-06-06 Themes of Love and Hate in William Shakespeare s Romeo and Juliet â€Å"People must learn to hate, and if they can learn to hate, they can be taught to love, for love comes more naturally to the human heart than its opposite.†-Nelson Mandela Romeo and Juliet is a play about two young lovers, whose love was for destruction from the beginning because of the hatred between the two families, Montagues and Capulets. Therefore, the themes of love and hate are very important in theRead MoreThe Tension Between Love and Hate in Romeo and Juliet by William Shakespeare849 Words   |  4 PagesShakespeare has created a quintessential tragedy in which deepens the audience’s understanding of the universal themes of love, hate, conflict and death. The recurring focus on the tension between love and hate makes us reflect on how these themes govern upon human behavior. In the play Romeo and Juliet, the main characters for which Romeo and Juliet the denial of love and dominance of hate creates extreme loss, in this case, death. In progress, audiences have recognized that the death of two youngRead MoreHow Does Shakespeare Present the Theme of Love in Romeo and Juliet?3876 Words   |  16 Pages‘Romeo and Juliet’, a p lay by William Shakespeare is one of the most famous love stories of all time and, while most people think that it focuses on just romantic love, it also includes many other types of love such as courtly love, friendly love, parental love and sexual love. Sexual love is used in this play as comic relief between the serious parts, as an ice-breaker and to keep the audience entertained. Shakespeare included sexual love in this play because at the time, the audience for whom

The Art Institute of Houston free essay sample

My career goal is driven by my ambition to succeed in life. The Art Institute of Houston will help me achieve that goal, to become a better person and to be open-minded towards everybodys opinions and style. In high School I spend my free time watching YouTube videos on new Applications(software), drawing, and reading Dr. Seuss books at a fast pace just to make myself laugh. I will set a timer for three minutes and read. I did read books in my age category! .But I didnt enjoy them so much because it lacked colorful images. But I enjoyed imagining my own world for those characters the authors were telling you about. My freshman year in high school I didnt really know what I intended to take as an elective, so I did what every student would do and guessed. I guessed and chose Art 1. That was one of the best choices a student who loves colorful images could make. We will write a custom essay sample on The Art Institute of Houston or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My teacher, Miss Galway, was a really great Artist she taught us about things that I taught wasnt possible. I was use to drawing Manga, but had no idea that you could shade to make it look life like. We drew shapes and created perspectives. My junior year in High School I took Art- multimedia. My teacher Miss Mandy Peyrani, She always made us do Journals which she didnt even take for a grade, but she made sure we did it. One of the Journals we did actually got me interested in Photography. We had to write a poem and post the poem somewhere and take a picture of ourselves next to it, but it had to be a creative picture. I got the chance to use a Dslr instead of the point and shoot this was my first time dealing with this monster with a big body and a huge eye. While learning to use the camera, it was interesting to know what you compose through the viewfinder is ten times better than the live view. It made me think of a lot of things to get that really creative shot I wanted. Before the end of my junior year in High School we had to come up with an idea for the Houston ifest that signified the theme China, India, peace and culture. I did a drawing based on the theme and to my surprise it was chosen. I felt honored to be part of something. At the end of my junior year I got an Award for an outstanding achievement in electronic media. I expect my education at the Art Institute to be a new experience for me. Ralph Waldo Emerson said â€Å"Nothing great was ever achieved without enthusiasm. So, I’m ready with a positive attitude and a mind set to achieve my career goal as a Graphic Designer!

Japanese Canadian Internment free essay sample

The Japanese Canadian internment was the forced removal of more than 22,000 Japanese Canadians during the Second World War by the government of Canada. Following the December 7, 1941 attack on Pearl Harbor, prominent British Columbians, including members of municipal government offices, local newspapers and businesses called for the internment of the Japanese. In British Columbia, there were fears that some Japanese who worked in the fishing industry were charting the coastline for the Japanese navy, acting as spies on Canadas military. Military and Royal Canadian Mounted Police (RCMP) authorities felt the publics fears were unwarranted, but the public opinion quickly pushed the government to act. [1] Canadian Pacific Railway fired all the Japanese workers, and most other Canadian companies did the same. [1] Japanese fish boats were first confined to port, and eventually, the Canadian navy seized 1,200 of these vessels. [1] Many boats were damaged, and over one hundred sank. 2] A Royal Canadian Navy officer questions Japanese-Canadian fishermen while confiscating their boat. We will write a custom essay sample on Japanese Canadian Internment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In January 1942, a protected 100-mile (160 km) wide strip up the Pacific coast was created, and any men of Japanese descent between the ages of 18 and 45 were removed and taken to road camps in the British Columbian interior, to sugar beet projects on the Prairies, or to internment in a POW camp in Ontario. Despite the 100-mile quarantine, a few men at the McGillivray Falls, just outside the quarantine zone, were employed at a logging operation at Devine, near DArcy, British Columbia, which is inside the quarantine zone, while those in the other Lillooet Country found employment with farms, stores, and the railway. [3]. Tashme, on Highway 3 just east of Hope, among the most notorious of the camps for harsh conditions, was just outside of the exclusion zone. All others, including Slocan, were in the Kootenay Country in southeastern British Columbia. 4] Most of the 21,500 people of Japanese descent who lived in British Columbia were naturalized or native-born citizens. [1] Those unwilling to live in internment camps or relocation centres faced the possibility of deportation to Japan. On February 24, 1942 an Order-in-Council passed under the War Measures Act giving the federal government the power to intern all persons of Japanese racial origin. [5] In early March, all ethnic Japanese peop le were ordered out of the protected area, and a daytime-only curfew was imposed on them. Some f those brought inland were kept in animal stalls for the Pacific National Exhibition at Hastings Park, in Vancouver for months. [1] They were then moved to ten camps in or near inland British Columbia towns, sometimes separating husbands from their wives and families. [1] However, four of those camps in the Lillooet area and another at Christina Lake were formally self-supporting projects (also called relocation centres) which housed selected middle and upper class families and others not deemed as much a threat to public safety. 6][7][8] Officially, those living in relocation camps were not legally interned they could leave, so long as they had permission however, they were not legally allowed to work or attend school outside the camps. [2] Since the majority of Japanese Canadians had little property aside from their (confiscated) houses, these restrictions left most with no opportunit y to survive outside the camps. [2] Some of the interned citizens had been combat veterans of the Canadian Expeditionary Force, including several men who had been decorated for bravery during the fighting on the Western Front in the First World War. While racism had been a barrier in some units between 1914-18, other units (notably the 10th Battalion) accepted sizeable numbers of ethnic Japanese Canadians without official prejudice and employed them in a combat role as individual replacements. Small numbers of military age Japanese-Canadians were later permitted to serve in the Canadian Army in the Second World War, as interpreters and in signal/intelligence units. Property confiscation In 1943, the Canadian Custodian of Aliens began to sell the possessions of Japanese Canadians without the owners permission. The Custodian of Aliens held auctions for these items, ranging from farm land and houses to peoples clothing. They were sold quickly at prices below market value. [10] Funds raised went towards the fees of realtors and auctioneers, and storage/handling charges, and Japanese owners rarely received much income from the sales. [2] Unlike official prisoners of war who, according to Geneva Convention, didnt have to pay their living expenses, Japanese internees did. [10] By comparison, Japanese American internees, protected by the Bill of Rights were less likely to lose property. [2] UNEF The first United Nations Emergency Force (UNEF) was established by United Nations General Assembly to secure an end to the 1956 Suez Crisis with resolution 1001 (ES-I) on November 7, 1956, and in large measure as a result of efforts by UN Secretary-General Dag Hammarskjold and a proposal from Canadian minister of external affairs Lester Pearson. The first UN military force of its kind, its mission was to: enter Egyptian territory with the consent of the Egyptian Government, in order to help maintain quiet during and after the withdrawal of non-Egyptian forces and to secure compliance with the other terms established in the resolution o cover an area extending roughly from the Suez Canal to the Armistice Demarcation Lines established in the Armistice Agreement between Egypt and Israel. Since the operative UN resolutions were not passed under Chapter VII of the United Nations Charter, the deployment of a military force had to be approved by Egypt. After multilateral negotiations with Egypt ten countries offered to contribute to the force: Brazil, Canada, Colombia, Denmark, Finland, India, Indonesia, Norway, Sweden, and Yugoslavia. Support was also provided by United States, Italy, and Switzerland. The first forces arrived in Cairo on November 15, and UNEF was at its full force of 6,000 by February 1957. The force was fully deployed in designated areas around the canal, in the Sinai and Gaza when Israel withdrew its last forces from Rafah on March 8, 1957. The UN secretary general sought to station UNEF forces on the Israeli side of the 1949 armistice lines, but this was rejected by Israel. [1] The mission was directed to accomplish its mission in four phases: 1. In November and December 1956, the force facilitated the orderly transition in the Suez Canal area when British and French forces left. . From December 1956 to March 1957, the force facilitated the separation of Israeli and Egyptian forces and the Israeli evacuation from all areas captured during the war, except Gaza and Sharm-el-Sheik. 3. In March 1957, the force facilitated the departure of Israeli forces from Gaza and Sharm-el-Sheik. 4. Deployment along the borders for purposes of observation. This phase ended in Ma y of 1967. Due to financial constraints and changing needs, the force shrank through the years to 3,378 by the time its mission ended in May 1967.