Hiroshima Essay, Research Paper
The first most powerful bomb, which is called the atom bomb, was dropped on August 6 , 1945. In a city located in Japan, called Hiroshima. With these facts and the information i’ve read from this one book called Hiroshima I have a very strong opinion which I will speak of now. I think that the atomic bomb which was dropped on Hiroshima was a petty, childish way of trying to win a war. It was inhuman, so horrible that anyone whom lived through it, would most likely be traumatized for the rest of their living lives. I don’t think what the Americans did was very right at all. If they wanted a war, not that war is a way to solve anything, then they should have fought the old fashioned way. Rather than ruining so many peoples lives. Atomic bombs are not something that should even be in existence, but they are. There’s really nothing we can do about them, because of the more powerful people in this world. They find this extraordinary weapons to be their only defense. But I think it’s pathetic. They go off an kill so many people, and wounded the rest. They brought many cities to destruction and cost them millions of dollars to rebuild. You just can’t toy with peoples lives like that. I think it should be illegal. If they wanted to harm certain people, then fight it out with them. Don’t kill innocent peoples lives. If they knew the enormous danger and effects of this new bomb, then they shouldn’t have done it. Perhaps they could have found a different way to finish this all.
Critical Appraisal- “Z for Zachariah” and “Hiroshima”
In my personal opinion “Z for Zachariah” could have been a bit more accurate in which ways they made the radiation affect people. First off, in “Hiroshima”, which was a true story, not all the people died from the radiation, yes they got very ill from it. Such as fevers, vomiting, hair loss, white blood count going up and down, etc. But most of them died from all the wounds from the bomb. And the radiation didn’t kill and poison all the things within the bomb as it did in “Z”. “Hiroshima” had alot more telling about how the radiation effect the people physically than “Z” did. They were pretty close to getting the same idea of what happens when people get radiation, but they missed quite a few points. I can understand why the valley was saved from radiation in “Z” because maybe the bomb, or whatever it was didn’t go as far as the valley. Like in “Hiroshima” they only bombed certain towns at different times. I would say that “Z” did an okay job on being accurate with all the i! nformation they stated, such as a fever, vomiting, weakness etc.In “Z” Anne helped saved his life which made no sense, because in “Hiroshima” the doctors are trained, yet they couldn’t help most of the people. And why would Mr.Loomis’ lab be spared from the bomb, and the radiation. “Z” had alot of things which didn’t fit very well, but they were quite close.
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Comprising three course books, this series is aimed at university students in all disciplines who require instruction in completing academic writing tasks. Through extensive use of examples, model texts, and practical activities, the course develops the essential skills needed to compose texts which meet the expectations of an academic reader. Academic Writing Skills 3 addresses higher-level academic features, such as understanding essay prompts, research, paragraph cohesion, logical connections, and effective sentence building. It is appropriate for students wishing to focus on specific essay types that require the use and integration of sources to complete academic writing tasks. Academic Writing Skills 3 Teacher's Manual has two parts: Part 1: Lesson plans for each part of each unit Part 2: The answer key to the exercises
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Viewpoint is a two-level series for adults and young adults, taking learners from a high intermediate to advanced level of proficiency (CEFR: B2 - C1). The course is based on research into the Cambridge English Corpus, so it teaches English as it is really used. - Extensive corpus research ensures natural language is presented and practiced in authentic contexts. - Engaging writing tasks with explicit goals prepare learners to succeed in professional and academic writing. - Vocabulary-learning strategies encourage learner independence. - Tips to avoid common errors teach learners to use English accurately. The course is written by the same author team that produced the ground-breaking Touchstone series, a four-level series that takes students from beginner to intermediate levels (CEFR: A1 - B2).
Автор(ы): Кузьменкова Юлия Борисовна Издательство: ИД Сказочная дорога, 2015 г.
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Данный курс, ориентированный на практику англоязычного академического общения, содержит большое количество тематически организованных речевых оборотов, характерных для современного научного дискурса, и тренировочных заданий, нацеленных на развитие навыков научного письма и устной презентации. Он предназначен для студентов старших курсов, занимающихся написанием проектов на английском языке, аспирантов и научных работников, которым потребуется представить результаты своих исследований англоговорящей аудитории в устной форме - на международных конференциях или письменно - при подготовке материалов к публикации в зарубежном издании. Имеющийся учебный материал может быть также полезен при обучении написанию любого научного текста. Ключевые слова: англоязычное научное общение, написание научных работ (статьи, обзоры, дипломы, диссертации) в международном формате, подготовка научного текста к публикации в зарубежном издании. The course provides a step-by-step method for students to write their academic project in the proper international for mat. It is intended for undergraduates and also for post-graduates who work on candidate dissertations and need to discuss the results of their research in English or get materials ready to be published. The course focuses largely on developing skills of academic writing and oral presentation - though the materials presented can be used for writing any type of an academic text. Keywords: academic skills, project proposal, writing an academic paper (diploma, thesis, dissertation), publications in the international format, oral presentation.
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Objective First Fourth Edition is official preparation for the revised Cambridge English: First exam, also known as First Certificate in English (FCE). It has been fully updated in line with the revised exam. The Workbook with answers with Audio CD provides opportunities for further practice of new language and skills either at home or in the classroom. It includes an exam-style listening exercise every other unit. Key features of the Objective First course: Vocabulary sections informed by the English Vocabulary Profile, part of the English Profile project, ensure that students learn the words and meanings they require at B2 level. A student's CD-ROM provides extra practice of language and topics covered in the Student's Book, and includes wordlists which may be used either with or without definitions. 24 units, each focusing on a different stimulating topic, make preparing for Cambridge English: First a manageable task. Complete Cambridge English: First practice tests are available online. Regular Exam Folders provide systematic exam preparation and practice, covering each paper in detail. Writing Folders every two units give practice in writing skills and exam technique for the range of skills needed for Paper 2. Corpus Spots use examples from the Cambridge Learner Corpus to highlight common learner errors and train students to avoid them.