Terrorist Attacks On The United States - 1453 Words

September 11th, 2001, alleged Al-Qaeda members attacked the United States of America with four passenger planes, Boeing 757s. Two planes flew into the North and South Towers of the World Trade Center in New York, one plane flew into the Pentagon, and the remaining plane was possibly targeting the White House but was unsuccessful. People all over America felt an utter shock and disbelief after this tragic event as people demanded answers. After the terrorist attacks, a portion of Americans started to believe in conspiracies proving the government was behind it all. To add, Americans also believed that the U.S. government knew in advance of the terrorist attacks on September 11th due to the time between the attacks and the Bush administration’s attempt to investigate, the National Security Association’s lack of investigation of suspicious phone calls, and the odd â€Å"collapse† of World Trade Center Seven. However, the government tried to counter attack with the p oints that Al Qaeda was behind the attacks on September 11th, Khalid Mohammed was the mastermind behind September 11th, and that debris hit World Trade Center Seven. After the tragedy, the U.S. government believed that Al-Qaeda hijacked the planes used in the attacks. During investigations after the attacks, the FBI found a copy of the Koran-the holy book of Islam-and pilot manuals in a hijacker’s car at the Logan International Airport in Boston prior to the attacks. The FBI then traced down the hijackers toShow MoreRelatedThe Terrorist Attacks Of The United States1409 Words   |  6 PagesThe 2001 terrorist attack in the United States had negative social and economic effects in the country and generally stirred the peace of the citizens. Terrorism is a major threat to any sovereign country in the world including the United States where. There are other threats that influence the comfort and the interests of the residents of the United States in varying measures (Decker, 200 1). The Department of Homeland Security is tasked with the protection of the people from any activity that influencesRead MoreThe Terrorist Attacks Of The United States2247 Words   |  9 Pagesâ€Å"9/11†-the terrorist attacks that took place on September 11, 2001- many Americans, officials such as the local Police Departments, Fire Fighters, the government and the President of the United States all shared one main priority and thought. That thought, concern and priority was to combat terrorism in the United States and avoid something this immense from happening ever again. Many others prior to 9/11 never thought the day would come in which they would witness such terrorist attacks to this countryRead MoreThe Terrorist Attacks Of The United States Essay2060 Words   |  9 PagesIntroduction Living the United State when one thinks of a terrorist attacks often their mind will first go to a larger scale attack such as the events of September 11th 2001. â€Å"September 11, 2001 changed the United States forever, the terrorist attack that day marked a dramatic escalation in a trend toward more destructive terrorist attacks which began in the 1980s. It also reflected a trend toward more indiscriminate targeting among international terrorists. The vast majority of the more than 3Read MoreTerrorist Attacks on the United States1994 Words   |  8 Pagesâ€Å"The September 11 attacks changed many aspects of American life and governmental policies† (September 11 Terrorist Attacks on the United States). It all started on September 11, 2001 in New York. 9/11 made history with its tremendous destruction and deaths. Many people were killed in the collapse of the World Trade Center Towers, additionally those who jumped down from stories above and the hundreds who asphyxiated in the massive smoke that had spread from New York to Washington D.C.. Many AmericansRead MoreThe Terrorist Attacks Of The United States Essay2177 Words   |  9 PagesFailures Pre- 9/11 Before the terrorist attacks that occurred on September 11, 2001 in the United States, the CIA was very aware of Al Qaeda and other terrorist groups who’s aim was to target the United States. The CIA became aware of Al Qaeda when they were tracking Osama Bin Laden in 1991 for financing terrorist attacks. As previously discussed, the CIA followed Bin Laden to Afghanistan where they eventually declared war on him. In 1999 the CIA was aware of and defeated Bin Laden operativesRead MoreTerrorist Attacks On The United States1298 Words   |  6 Pagesaims. There have been numerous different terrorist attacks on the United States in all the years, but 9/11 is by far the worst. On September 11, 2001, around 8:45 a.m., something that will live in the memories of others forever. With around 3,000 fatalities and millions of people affected by this disaster it would be day that is never forgotten. A terrorist group, led by Osama Bin Laden, known as Al Qaeda teamed up with the Taliban to plan these awful attacks. Bin Laden was a millionaire’s son andRead MoreThe Terrorist Attacks Of The United States1968 Words   |  8 Pagesworst attacks the United States has ever experienced. Many factors made the terrorist attacks of September 11th a day that is permanently etched into the hearts and minds of Americans. Nineteen radicals linked to the Islamic terrorist group al-Qaeda gained control over four airplanes and carried out attacks against targets in the United States on 9/11. (History.com Authors) Their leader, Osama Bin Laden, and his followers viciously opposed the United States. In al-Qaeda’s opinion, the United StatesRead MoreTerrorist Attacks And Its Impact On The United States Of America Essay1295 Words   |  6 Pages11th 2001, a series of ‘terrorist attacks’ struck the main cities of the United States of America. This is more commonly known as 9/11, hence the 11th of September. The story of this incident is that these deadly attacks were performed by Al Qaeda extremists. This event has been recorded in the pages of history as a clear act of terrorism war and has impacted many people’s daily lives, even here in New Zealand. But was it really these extremists who attacked the United States of America, or was itRead MoreTerrorist Attacks On The United Sta tes Of Homeland Security2742 Words   |  11 PagesSeptember 21st, 2001 only eleven days after 911, a day that will go down in infamy because of the terrorist attacks on the twin towers, Pennsylvania Governor Tom Ridge was appointed as the first Director of the Office of Homeland Security. The nation fell to pieces after this horrible attack. Just shy of 3,000 people lost their lives, and thousands of families lost loved ones. Never before had the United States lived in such fear and uncertainty. Something needed to be done, and it had to happen quicklyRead MoreThe Security Administration ( Tsa ) / 11 Terrorist Attacks On The United States1802 Words   |  8 PagesOur society today has transformed in ways that our Founding Fathers would have never expected. Life changing events such as 9/11 terrorist attacks on the United States has set the tone in how our government responds to such horror. It has put the entire nation on an edge and citizens feel the insecurity of their gover nment and fear for their safety. Every individual was scrutinized, but some were looked at more closely than others due to their sex, race, and religious background. Government has

Essay about Juliets Relationship with Her Parents

Relationships between teenagers and their parents are rarely boring. Since teenagers begin to think and act independently, conflict arises between them more frequently. This is not just a modern occurrence; in William Shakespeare’s The Tragedy of Romeo and Juliet, Juliet and her parents have very different points of view. In the play, she marries a man who is a member of a rival family without discussing it with her parents, which eventually leads to her demise because of the conflict that arises. She does not have much interaction with her parents throughout the play, but the miniscule amount shows the differing of opinions immensely. Juliet’s limited interactions with her parents in the play show that she has a rebellious relationship†¦show more content†¦Ã¢â‚¬Å"An honour! Were not I thine only nurse, I would say thou hadst suck’d wisdom from thy teat† (1.3. 452). Her relationship with the Nurse was the opposite of the one she shared with her tru e parents and this lead Juliet to going to her Nurse whenever she had a predicament. This was counter-productive because these predicaments that she went to her Nurse for help lead to her dying because it was the Nurse’s obligation to side with Juliet and do what she was asked, even if it opposed what her parents would have approved. These jobs that Juliet set her Nurse out to complete were rebellious of what her parents would have wanted her to be doing. It was still a healthier relationship than the one that Juliet shared with her mother and father, which was significant considering the fact that she was a teenager when she faced all the issues that came with her forbidden love. Juliet and her father definitely had different ideas about her future relationships in this play. Back in that time period, the father of the family was the one who made important decisions for their children, which included who his daughter was allowed to get married to, even if they opposed their preference. So, in the play, Lord Capulet gives his approval to a man named Paris to marry his daughter because he had a promising future and was very prosperous and could provide Juliet with anything she might require. Although she had this option of spouse, she choseShow MoreRelatedJuliets Relationship With Her Parents in William Shakespeares Romeo and Juliet1315 Words   |  6 PagesJuliets Relationship With Her Parents in William Shakespeares Romeo and Juliet Lord and Lady Capulet have a distant, but affectionate relationship with their daughter, Juliet. At the beginning of the play, the parents think that Juliet is a respectful girl and listens to the parents needs. Lord Capulet has a positive and loving attitude towards Juliet at the beginning. This is proven in Act 1 scene 2 when Lord Capulet and County Paris are having a conversation on marriageRead MoreParent Child Relationship Between Juliet And Juliet Essay1391 Words   |  6 PagesParent-Child Relationship in Romeo and Juliet Parent-Child relationships are among one of the most complicated ones but also some of the most rewarding. The structure of the Parent-Child relationship has changed significantly over time. Parents do not treat their children the same way they did during the late 1500s. William Shakespeare’s famous play Romeo and Juliet illustrates how Parent-Child relationships were during this time and how complicated they could be. An excellent example of a complicatedRead MoreRomeo And Juliet Gender Roles1489 Words   |  6 PagesJuliet, as she gains power and control over her own life by opposing her parents’ traditional ideals. Due to the ancient grudge between the Capulets and the Montagues, Juliet’s relationship with Romeo is not socially acceptable. Her parents’ blind judgment forced Juliet to formulate a secret relationship in order to maintain control over her life, eventually displaying her strength and power, as she defies the obedient nature of stereotypica l females. Despite her age, Juliet was able to overlook the animositiesRead MoreRomeo And Juliet Female Character Essay997 Words   |  4 PagesJuliet, as she gains power and control over her own life by opposing her parents’ traditional ideals. Due to the ancient grudge between the Capulets and the Montagues, Juliet’s relationship with Romeo is not socially acceptable. Her parents’ blind judgments forced Juliet to formulate a secret relationship in order to maintain control over her life, eventually displaying her strength and power, as she defies the obedient nature of stereotypical females. Despite her age, Juliet was able to overlook the animositiesRead MoreHardships In Romeo And Juliet940 Words   |  4 Pagesbrilliant story of Romeo and Juliet, the story that not only captivates and thrills reader’s minds but offers insight to how a flawed relationship can end in a tragedy. Unfortunately, due to sin, all relationships including that of Romeo and Juliet’s have their ups and downs. Today the most commonly known flawed relationship is the relationship between a teenager and parent. Perhaps this is because of opposing ideas or lack of communication but never the less the true weakness will always fall back toRead MoreThe Nurse And Juliet By William Shakespeare877 Words   |  4 Pagesclosely bonded relationship. The nurse lost her only child Susan and replaces her feelings of loss for the passing of her only child with love for Juliet. ‘I bade her some. What, lamb! What ladybird! God forbid, where’s this girl? What, Juliet!’ the use of terms of affection show the nurses enthusiasm and eagerness towards Juliet. The nurse uses frequent anecdotes of her and Juliet, ‘tis since the earthquake now aleven years, and she was weaned – I shall never forget it’ she shows her love throughRead MoreWilliam Shakespeare s Romeo And Juliet1342 Words   |  6 Pagesrestricting of their relationshi p. Their identity, as in age, social class and gender, prevents the two protagonists from achieving purity in their relationship. The story heavily relies on these aspects of Romeo and Juliet’s life – contributing to the overall well-being of their love and chemistry, throughout the romance and tragedies that are presented in the play. Romeo and Juliet’s relationship is defined by family affiliation – like a typical teenage love story, when the parents do not always approveRead MoreRomeo And Juliet Loyalty Essay1563 Words   |  7 Pageskill. Same can be said for loyalty, when practiced consciously and cautiously it can be a healthy relationship but when the loyalty strays from its original path an. In William Shakespeare’s tragic play, â€Å"Romeo Juliet†, Shakespeare suggests that Juliet’s inclination to loyalty for Romeo leads her down this spiral which leads her to lie to her parents, and even go as far as to kill herself because of her loyalty towards Romeo. When an Individual is introduced to new loyalties in their life, they shouldRead MoreEssay on Juliets State of Mind in Shakespeare ´s Romeo and Juliet842 Words   |  4 Pages Juliet’s love and loyalty towards Romeo, and her developing character do not only play an important role in motivating her in s peaking the lines that she does, but also in motivating her actions. Despite all the current events that have occurred; events that have affected her state of mind, Juliet decides to remain true and faithful to Romeo. Juliet’s state of mind at this point in the play definitely revolves around this idea of light vs. dark – her fears and hopes. After hearingRead MoreCharacter Analysis Of Romeo And Juliet1027 Words   |  5 PagesJuliet in situations where she is faced with pressure from her family, friends and society. However, throughout these conflicts and meeting Romeo, Juliet’s character becomes stronger, more confident and mature, resulting in the development of her character throughout the play. The audience is able to recognize her growth and maturity through her innocence at the beginning, her sudden marriage to Romeo and a shift in behaviour towards her parents and others. During Elizabethan times, it was very difficult

Henry Flemming and then Red Badge of Courage Essay Example For Students

Henry Flemming and then Red Badge of Courage Essay Fear, worry, anxiety, curiosity, distress, nervousness; all emotions of a young, naive soldier entering war for the first time. To the reader, this is exactly what Henry Fleming represents. Because Crane never tells us what he looks like, just how old he is, or exactly where he comes from, and usually refers to him as the youth (Crane, 12) or the young soldier (Crane, 14), Henry could be any young many experiencing war for the first time. Throughout the novel The Red Badge of Courage, Henry Fleming goes through many psychological chances, each having a distinct impact on the novel. These changes can be put into three stages; before, during, and after the war. Due to the ambiguity surrounding the character of Henry Fleming, the novel is not just a tale of Henrys firsthand experiences, but a portrayal of the thoughts, feelings, fears, and development of any young soldier entering any war at any time. Although Crane leaves much to the imagination when it comes to Henry Fleming, he does however reveal quite a bit about his early life. It becomes apparent that as a young boy, Henry grew up on a farm in New York (Crane, 17). Henry was raised by his loving mother after the tragic death of his father (Crane, 15). The occupants of the farm consist of Henry and his mother, who together tackle the necessary workload to maintain the farm and keep it in good condition (Crane, 17). The life Henry has led up to the point when he enters the draft, has been somewhat quiet, protected and sheltered (Crane, 11). This wrapped in cotton wool (Crane, 21) lifestyle could party contribute to Henrys naively distorted views of war and later lead to his misfortune (Weisberger, 22). Crane portrays Henry as a typical young American brought up in the nineteenth century (Weisberger, 22). He has been taught to associate manhood with courage, to dream of the glories of warfare, and to be instinctively patriotic (Breslin, 2). As a result, when the civil war breaks out, Henry volunteers to join the Union Army (Gibson, 61). Immediately, his mother disapproves of his decision, claiming that he would be much more useful on the farm (Crane, 23). At this point in the novel Henry is not mature enough to recognize the validity of his mothers statement (Gibson, 63). Yer jest one little feller amongst a hull lot of others (Crane, 24). His mother urges him to be brave and fearless, but its a more mature kind of bravery than Henry can understand at this point (Delbanco, 44). Henry is exasperated because his mother does not see him as the hero he wants to be (Weisberger, 2). Henry comes face to face with his first dose of heroism on the way to the war (Weisberger, 3). Henry goes from being a nobody to someone special as the result of his decision to enlist (Breslin, 2). He bids farewell to his classmates who now show great concern for their colleague who they have only ignored in the past (Mitchell, 109). His false sense of heroism grows as he continues his journey on a train to Washington that is surrounded by supporters of the Union (Crane, 28). He is now receiving the recognition he has sought after his whole life, however false the pretenses may be (Mitchell, 113). But these visions of glory sink quickly in the mud of camp life. Henrys regiment, the 304th New York, does not see any action for quite a while leaving Henry bored and uncomfortable (Crane, 33). The Youth seems to think the only thing on every soldiers mind is one question: will he run (Breslin, 3)? When Henry asks for advice from his good friend Jim Conklin, he coincidentally gets counsel that resembles his mothers words of wisdom at the beginning of the novel (Breslin, 3). All yeh got tdo is tsit down an wait as quiet as yeh kin. It aint likely theyll like th hull rebel army all-to-onct th first time (Crane, 35). Henrys self absorption does more harm than good (Weisberger, 3). He continues to try to measure himself by his comrades (Crane, 33). He is so caught up in the opinion of others, that he fails to recognize that his comrades are in the same situation as he is; scared and clueless (Delbanco, 46). Finally, the army is ordered to march (Crane, 44). During the regiments advance, Henry is bothered because he does not know what to expect (Mitchell, 98). Rumors of war have already spread, and he blindly expects to meet the enemy (Weisberger, 28). When his prediction is amiss, his spirits are low, partly because he has had too much opportunity to reflect and prepare for this moment (Breslin, 3). As the regiment continues on, Henry comes face to face with his first e ncounter with death (Breslin, 3). He feels that the corpse on the ground is symbolism, representing his future death in battle (Hungerford, 161). Once again, Crane reveals a fragment of Henrys immaturity stemming from selfishness (Hungerford, 161). .u25a424c4bd6b04e806aeaade6414136b , .u25a424c4bd6b04e806aeaade6414136b .postImageUrl , .u25a424c4bd6b04e806aeaade6414136b .centered-text-area { min-height: 80px; position: relative; } .u25a424c4bd6b04e806aeaade6414136b , .u25a424c4bd6b04e806aeaade6414136b:hover , .u25a424c4bd6b04e806aeaade6414136b:visited , .u25a424c4bd6b04e806aeaade6414136b:active { border:0!important; } .u25a424c4bd6b04e806aeaade6414136b .clearfix:after { content: ""; display: table; clear: both; } .u25a424c4bd6b04e806aeaade6414136b { 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; } .u25a424c4bd6b04e806aeaade6414136b:active , .u25a424c4bd6b04e806aeaade6414136b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u25a424c4bd6b04e806aeaade6414136b .centered-text-area { width: 100%; position: relative ; } .u25a424c4bd6b04e806aeaade6414136b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u25a424c4bd6b04e806aeaade6414136b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u25a424c4bd6b04e806aeaade6414136b .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; } .u25a424c4bd6b04e806aeaade6414136b:hover .ctaButton { background-color: #34495E!important; } .u25a424c4bd6b04e806aeaade6414136b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u25a424c4bd6b04e806aeaade6414136b .u25a424c4bd6b04e806aeaade6414136b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u25a424c4bd6b04e806aeaade6414136b:after { content: ""; display: block; clear: both; } READ: Photographic PropertiesIn the first battle, the Youths greatest fear comes true. At the first charge from the enemy, his regiment becomes scattered and disorganized (Gibson, 72). Henry follows the lead of his comrades, throws down his rifle and runs (Breslin, 4). Egoistically as usual, Henrys first concerns are for himself. Will he ever be reunited with his regiment (Hungerford, 161)? Will his cowardice be discovered (Hungerford, 162)? Henry becomes obsessed by fear and feels the need to be occupied (Weisberger, 2). In a desperate ploy for protection, Henry joins a procession of the wounded (Crane, 58). This only makes matters worse for Henry in many ways. The injured, suf fering men only make Henry feel even guiltier for fleeing (Gibson, 73). When the wounded soldiers question him about his injury, Henry nearly has an emotional breakdown (Gibson, 75). To Henry a wound represents courage, the one thing he desperately craves at this point in the novel (Hungerford, 163). Ironically, Henry soon receives his wound, but not in battle. After startling a soldier, Henry is mistakenly hit over the head by his rifle (Crane, 78). Henry falls to the ground agonizing in pain. Then he suddenly realizes that he has now earned his red badge of courage (Crane, 79), which changes everything for the guilt-ridden young soldier (Gibson, 68). Because he is injured, he now feels he can rejoin his regiment and hide his sin (Weisberger, 3). Until now he has been full of rationalizations and denial (Gibson, 77). He is afraid not only of battle, but of being teased by his fellow soldiers (Weisberger, 2). When the panicked soldier strikes him on the head, Henry has a real wound to match his inner wound of fear and shame (Delbanco, 48). Upon returning to camp, Henry is warmly greeted by his comrades who show great concern and compassion for what they think he has gone through (Weiss, 22). They tend to Henrys wound and are led to believe that he has been grazed by a cannonball (Crane, 83). The benevolence and consideration that he is given sparks a change and Henry (Weiss, 24). For the first time Henry truly feels that he belongs within the regiment (Weiss, 23). He finds himself uncommonly initiating conversation and carrying on with his cohorts (Gibson, 82). The regiment is ordered to march once again, and fear grows inside Henry (Crane, 91). He conceals his fear by boasting, being vociferous and confrontational (Weiss, 28). When the regiment enters battle again, Henry stops thinking about himself and begins to act on instinct (Weisberger,3). He is now fully able to fight bravely and even heroically (Crane, 101). He is delighted with these bona fide achievements, and enjoys being singled out for praise by the lieutenant and the colonel (Delbanco, 52). When the fighting ends, and Henry has time to evaluate and reflect upon all of the events of the past two days (Gibson, 77). He is able both to take pride in his courage and to look at his cowardice realistically and has matured enough to forgive himself (Weisberger, 4) Now, at last, he has become a man (Breslin, 5). More or less, Cranes The Red Badge of Courage, is simply a psychological study of the effects of war on a young man (Delbanco, 45). It is clear that Henry has grown and matured from the young, naive, farm boy he once was (Breslin, 5). Henry has given up his dreams of individual glory and learned the real meaning of courage (Mitchell, 104). By the end of the novel he has come to realize that to simultaneously prove himself worthy others, he must abandon his selfish tendencies (Delbanco, 46). In doing so, he will also prove to himself that he is worthy as well (Delbanco, 46). Proof of this development is made at the conclusion of the war when Henry gives realistic self evaluation for the first time (Breslin, 6). BibliographyBreslin, Paul, Courage and Convention: The Red Badge of Courage, in The Yale Review, December, 1976, pp. 209-22. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. .ucaa45a936149373235bd07f158fed5ee , .ucaa45a936149373235bd07f158fed5ee .postImageUrl , .ucaa45a936149373235bd07f158fed5ee .centered-text-area { min-height: 80px; position: relative; } .ucaa45a936149373235bd07f158fed5ee , .ucaa45a936149373235bd07f158fed5ee:hover , .ucaa45a936149373235bd07f158fed5ee:visited , .ucaa45a936149373235bd07f158fed5ee:active { border:0!important; } .ucaa45a936149373235bd07f158fed5ee .clearfix:after { content: ""; display: table; clear: both; } .ucaa45a936149373235bd07f158fed5ee { 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; } .ucaa45a936149373235bd07f158fed5ee:active , .ucaa45a936149373235bd07f158fed5ee:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ucaa45a936149373235bd07f158fed5ee .centered-text-area { width: 100%; position: relative ; } .ucaa45a936149373235bd07f158fed5ee .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ucaa45a936149373235bd07f158fed5ee .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ucaa45a936149373235bd07f158fed5ee .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; } .ucaa45a936149373235bd07f158fed5ee:hover .ctaButton { background-color: #34495E!important; } .ucaa45a936149373235bd07f158fed5ee .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ucaa45a936149373235bd07f158fed5ee .ucaa45a936149373235bd07f158fed5ee-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ucaa45a936149373235bd07f158fed5ee:after { content: ""; display: block; clear: both; } READ: The Metamorphosis By Franz Kafka Essayhttp://galenet.galegroup.com/servlet/SRCCrane, Stephen. The Red Badge of Courage and The Veteran. New York: The Modern Library, 1993. Delbanco, Andrew. The American Stephen Crane: The Context of The Red Badge of Courage. New Essays on The Red Badge of Courage. New York: Cambridge Univ. Press, 1986. Gibson, Donald B. The Fiction of Stephen Crane. Southern Illinois University Press, 1968. 60-89Hungerford, Harold. R. The Factual Framework of The Red Badge of Courage. American Literature (34: 4) January, 1963. Mitchell, Lee Clark. New Essays on The Red Badge of Courage. New York: Cambridge U P, 1986Weisberger, Bernard, The Red Badge of Cou rage, in Twelve Original Essays on Great American Novels, edited by Charles Shapiro, Wayne State University Press, 1958, pp. 120-21. EXPLORING Novels. Online Edition. Gale, 2003. Reproduced in Student Resource Center. Detroit: Gale, 2004. http://galenet.galegroup.com/servlet/SRC. Weiss, Daniel. Psychology and the Red Badge of Courage. Stephen Cranes The Red Badge of Courage. Bloom, Harold. New York: Chelsea House Publishers, 1987.