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Selling Ciao Bella's Premium Gelato on a Plain-Vanilla Budget. By Abbey Klaassen. Mozarabic? Published on September 28, 2009 . NEW YORK (AdAge.com) --Ciao Bella was primarily known as a food-service supplier and cult-epicurean brand when Deborah Holt joined the company in 2003. Since then it's just as likely to be known outside of foodie circles as it is in them. Deborah Holt Ms. Holt came to the gelato maker after years of selling business-solutions software to companies such as MetLife and AIG, and managing customer experience for Progressive Insurance.

Ciao Bella hired her as sales and marketing manager to improve its customer experience. Essays? At the mozarabic art time that set was primarily restaurateurs, not consumers. Today, all that's changed. To Kill Atticus Quotes Numbers? When she joined, marketing took a backseat to mozarabic art, sales. But this past year it's really become a brand company that does sales. Now the brand is leading the groom decisions, she said. Promoting a brand on a million-dollar-or-less shoestring budget requires pluck and mozarabic some grassroots effort, but the Irvington, N.J.-based company has also had its share of farenheight 911 help. It was the subject of a 2004 episode of The Apprentice, Oprah featured it on a Favorite Things episode in 2007, and it's been in food and lifestyle magazines. The product is its own best marketing, Ms.

Holt said. Now, as VP-marketing, she's spearheaded an ambitious sampling strategy, which includes a two-year-old Ciao Bella tour that takes its gelatos and sorbets on the road to mozarabic art, events and atticus towns all over the country. The brand, which is trying to carve out mozarabic a niche among giants in to kill a mockingbird atticus quotes, the freezer case, is mozarabic, one of the more expensive ice creams at most retailers, and Ms. Holt said the recession has spawned some additional promotions. Today 33% of Ciao Bella's business comes from sales to restaurants; the remaining 67% is direct to Essay, consumer. The company has retail outlets, primarily in the Bay Area and art New York. It also has approximately 100 independent gelato bars in Cost-Utility, airport kiosks and mozarabic art specialty stores as well as in retail stores such as Whole Foods. Reporting to atticus, CEO Stan Fabian and part of a small leadership team that includes the VP-finance, VP-operations and the president, she said her primary marketing concern these days is balancing growth with brand equity and helping the brand stay true to its roots. The original owner fell in love with gelato on a trip to Italy 26 years ago; we remain a chef-inspired company, she said. Ms.

Holt sat down for a gelato and an interview with Ad Age recently at the Ciao Bella counter in New York's Grand Central Terminal, where she talked about expansion, competition and wooing consumers to a premium brand in a recession. Ad Age: You have expanded pretty significantly over the past five or so years. What's the mozarabic goal there? Ms. Holt: We want to Analysis Essay, be wherever you shop.

If you were at the little shop across the mozarabic street, at the farmer's market, you might go into the outsider essays Fairway, if you're in all those places, you might be able to buy Ciao Bella. We're in Targets here in the Northeast now. We're doing some rotations with some of our sorbets in some of the Costcos. Mozarabic? Ad Age: Do you guys worry about farenheight 911 becoming too mass? Ms. Holt: There's some worry. As you go more mainstream, you're not as niche. Art? So we still try to come up with new flavors for the outsider essays the people who like niche. If you go to Citarella or Whole Foods, you can sometimes find three shelves of art Ciao Bella -- so there are still some flavors that aren't everywhere.

Ad Age: How do you take on your competition, which are generally well-known ice cream brands owned by Cost-Utility, deep-pocketed marketers? Ms. Holt: This year we did some in-store banners in the freezer section. It was another way to compete with the amount of space that Haagen-Dazs and Ben Jerry's get. It helps us in our newer markets drive awareness and educate people [about gelato]. We also rally around one idea as a way to save money. We don't do 10 different ads. Last year we went a little bit wider and weren't as focused. We did a big event and didn't see any kind of art real lift from it because people like ice cream no matter where you go. If you're there with a truck, everybody would eat it, but they might not go and essays buy right away. This year we put all the tour events around retailers or at [associated events] so the push was right to that retailer.

Ad Age: How have you leveraged social media? Ms. Mozarabic? Holt: With the rapid rise of social media, it became very clear to me that our fans have a powerful voice, and I needed them to help me spread the word about how great Ciao Bella gelato and sorbet taste. Farenheight 911? We jumped into social media with both feet this spring. Mozarabic Art? Someone recently mentioned to me that the biggest mistake you can make in social media is not doing it. With no budget dedicated to social media, I began tweeting and updating Facebook statuses at night, before and during work. We incorporated it into our communications strategy. My team is required to have Facebook and Twitter open daily.

Consumers are responded to in real time. Ciao Bella revealed its new package design last week at groom the Natural Products Expo. It is the mozarabic art first package design change to with page, our standard pint line in 10 years. Mozarabic Art? Leading up to sisters, the trade show, we placed a sneak peek on Facebook and Twitter. Ad Age: Some big retailers have been cutting the number of brands they put in store. How do you try to keep yourself in the mix?

Ms. Holt: We try to mozarabic art, show we still have growth, show that against competition and Analysis Essay show that we have something that will excite the category. We want to offer that variety and be the third brand that you consider. Mozarabic Art? We're also kind of a lifestyle brand -- we're quirky, fun, sophisticated -- through our brand building. Ad Age: How have you persuaded people to try your brand, given that it's relatively upscale and we're in a recession? Ms. Holt: We definitely had more promotions this summer. A classic example of to kill with our pricing promotion was during July, which is ice cream month. Mozarabic Art? We're not going to compete with Haagen-Dazs or Ben Jerry's at two for $4 or two for $5. But our pricing strategy is atticus with, about multiples, because with Ciao Bella it's about sampling. We did a bit of research on our sampling and found the repeat from the trial is pretty high.

I battled our sales folks for about three years because I would see at the retailer that they would just mark it at $3.50, and they'd say you can't control what they do. And I'd say our job is to explain to retailers why that's important for Ciao Bella. The multiples will drive the repeat purchase. Art? This year it paid off. Ad Age: Has your pricing strategy changed?

Ms. Holt: I do the pricing strategy, along with the CEO. When I first started, there was a suggested retail price of over $5. It's down considerably. We've looked at efficiencies in purchasing, production and on a national suggested retail price we now say we're around $4, but it can be more or less, depending on where you live.

Ad Age: There's often talk of people trading down in a recession. Dominant? Have you seen that with your product? Ms. Holt: Our unit sales of pints are up about mozarabic art 40% this year -- that refers to the pints people bring home. The food-service part of the business is a mockingbird quotes with page numbers, hard because of the economy. But people still treat themselves. Maybe you'll trade down to private label on art, vanilla, but if you're looking for something more exciting, you're less likely to to kill a mockingbird, trade down. Our flavor profiles aren't too crazy, but they're unique enough that you'll see there's real value there. We want to be that ice-cream brand you go to when you want to mozarabic art, treat yourself at home, not just bring to farenheight 911, a dinner party. As of November 2014, Abbey Klaassen is Director, Corporate Development Strategy, Americas, at Dentsu Aegis Network.

Prior to that, she spent nearly 10 years at Advertising Age a first as a reporter, then Digital Editor, then Editor, and mozarabic art then finally Associate Publisher, Editorial and Audience. Under Abbeyas editorial leadership, Ad Age won three Jesse H. Neal National Business Journalism Awards and a SABEW Best in Business Award for general excellence.

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Occupational Therapist Assistant Physiotherapist Assistant. Delivery Sequence: Doon (Kitchener) - September/2018 - Fall | Winter | Fall | Winter. Location: Doon (Kitchener) First-Year Capacity: 50. Admission requirements for this program may be met by completing Conestoga's Pre-Health Sciences Pathway to Certificates and Diplomas. However, students wishing to pursue a degree after graduation from this diploma program should consider enrolling in a Pre-Health Sciences Pathway to Advanced Diplomas and Degrees program to meet admission requirements. Ontario Secondary School Diploma (OSSD), or equivalent, or 19 years of age or older with mature student status (See Mature Student definition for details.) Grade 12 compulsory English, C or U, or equivalent, OR Conestoga College Preparatory Communications (COMM1270) Grade 12 Mathematics, C or U, or equivalent, OR Conestoga College Preparatory Mathematics (MATH1395) Grade 11 or 12 Biology, C or U, or equivalent, OR Conestoga College Preparatory Biology (SCIE1010) Grade 11 or 12 Physics or Chemistry, C or U, or equivalent; OR Grade 12 Exercise Science (PSE4U); OR Grade 12 Kinesiology (PSK4U); OR Grade 11 or 12 Science (SNC3M or SNC4M); OR Conestoga College Preparatory Chemistry (SCIE1030) For more information on preparatory programs, visit Academic Upgrading.

An academic strength is calculated by averaging the submitted marks of required subjects. If more than one mark is received for a required subject, the highest mark will be used in the calculation. Mozarabic? Ten (10) additional marks are added to each Advanced level, OAC, U, U/C, and post-secondary course used in sisters the calculation of academic strength. Art? A sound mathematical and English background is important for success in this program and is considered during the admission selection process. Minimum cutoffs may apply. A working knowledge of word processing and/or keyboarding is required as the program curriculum makes use of computer-assisted learning and computer technology in to kill atticus clinical/field placement experiences. Mandatory practicum health and mozarabic safety requirements must be completed by to kill atticus quotes with page students prior to student field/clinical placements. Successful placement completion is required for students to progress to program completion. Mozarabic? To qualify for field/clinical placement learning experiences, students must present the following by the deadline indicated on the practicum package which will be distributed in to kill a mockingbird quotes with page numbers class at mozarabic, the beginning of year one: A complete immunization record including MMR, Tdap, Varicella, and Hepatitis B. Seasonal flu vaccination is required during flu season (October - March).

TB Testing: Evidence of groom current 2-step or previous 2-step + current 1-step if more than one year has passed since 2-step testing. Standard First Aid and mozarabic art CPR - HCP level An annual Police Check for Vulnerable Sector Screening (VSS). Police Checks must be clear of any unpardoned criminal offences. An unclear criminal record may result in the inability to sisters groom, participate in field placement/clinical which will jeopardize progress in mozarabic art the program. Acceptance for placement is at the discretion of the agency; some agencies may request students to provide a VSS completed within six months of placement start date. Students with criminal records are advised to meet with the program chair for sisters groom, academic counselling to determine program suitability. Tuition fee details for the 2017-2018 year are listed below. Fees for the next academic year are unavailable at this time. Books and supplies are additional. Estimated fees based upon the previous academic year (2017 / 2018) for Occupational Therapist Assistant Physiotherapist Assistant - Program # 1111.

Estimated International fees based upon art, the previous academic year (2017 / 2018) for. Occupational Therapist Assistant Physiotherapist Assistant - Program # 1111. Prior Learning Assessment and Recognition (PLAR) Description: This course focuses on the reading, writing and a mockingbird with page critical thinking skills needed for academic and workplace success. Students will analyse, summarize, and discuss a variety of art readings and apply the steps of planning, writing, and revising in response to written prompts. This course prepares students for post-secondary writing tasks, research, and essays documentation. Description: This course focuses on developing awareness and skills for mozarabic, the student to safely manage and conduct him or herself within a variety of employment settings. Through the nine units of the course, participants will have the a mockingbird quotes opportunity to enhance their understanding and knowledge of General Health and Safety guidelines, including WHMIS, Fire Safety and mozarabic Workplace Violence.

The unit on the outsider essays, Accessibility for Ontarians with Disabilities Act will instruct the student on the requirements for mozarabic, Accessible Customer Service and Integrated Accessibility Standard Regulations. To Kill A Mockingbird Atticus? General information on Safe Driving, Privacy of Information and Hand Washing will be addressed as well. Art? The course also provides participants with critical information regarding their insurance coverage (WSIB or other) while employed. Of The Groom? As well as guidelines to follow in the event of an mozarabic art, injury. Participants will receive a printable Record of Completion upon successful conclusion of this course, in order to demonstrate awareness of safe working practices to sisters groom, their employers. Description: The student will be introduced to the structure and function of the key body systems involved in human movement. The course will focus on the skeletal, muscular and peripheral nervous systems and mozarabic will include gross and farenheight 911 surface anatomy. Students will learn to mozarabic, inspect, palpate and move the structures of the the outsider body, enabling them to appreciate the three-dimensional nature of the body and its movement potential.

Description: This course will provide the conceptual foundations required to assist in the practice of occupational therapy and physiotherapy in addition to preparatory knowledge for entry into a clinical fieldwork setting. Using a combination of small group case based learning and large group lectures, students will explore the interaction between the health condition of an individual and the contextual factors of the mozarabic environment as well as personal factors using the International Classification of Functioning, Disability and Health. In addition to to kill a mockingbird, philosophical, professional, and ethical concepts in rehabilitation that support the role and scope of mozarabic art practice for support personnel in occupational therapy and physiotherapy, students will be introduced to basic medical terminology and clinical documentation skills. Students will begin the development of farenheight 911 a portfolio which will serve as a basis for a professional portfolio that can be used upon graduation. Description: This course integrates theory and lab activities to give the student the foundational skills to ensure safe client contact.

Building on the knowledge of the human body learned in Anatomy courses, students will apply knowledge of the muscular and skeletal systems to movement of the human body. Students will learn the techniques and tools used to handle, position, and transfer clients across the lifespan, and will be instructed on mozarabic art, standard or routine practices necessary for safety in the workplace. Description: The focus of this on-line course is on the basic structure and function of the human body. Knowledge of the theories of homeostasis and the basic structure of cells, tissues, organs, and the outsider systems provides the student with a solid preparation for mozarabic art, more detailed physiology in Physiology Pathophysiology. To Kill A Mockingbird Atticus? Basic microbiology related to practice and human disease is included. A weekly one-hour tutorial is available to assist the student to be successful in this course. Student must complete a minimum of art 42 Hours. Description: This course will provide students with the essential principles and a mockingbird atticus skills of interpersonal communication required to establish effective relationships with clients, families and other health care professionals. An emphasis on self-awareness, active listening skills, conflict management, cultural diversity and maintenance of professional boundaries will be included and art basic competencies supportive of collaborative practice will be integrated throughout the course. Role play and simulation of clinical situations with standardized patients will be employed to enable students to apply theory and practice skills and to reflect on their experiences while developing these skills.

Description: Students will use this first clinical fieldwork experience to develop role clarity and to explore the responsibilities of the OTA/PTA in a health care setting and to apply theory and practical skills learned to date. Students will interact with members of the health care team as they begin to apply the a mockingbird atticus knowledge they have gained to date. Mozarabic? While supervised by a Registered Occupational Therapist or Physiotherapist or formally trained OTA/PTA, students will observe and participate in the rehabilitation treatment of clients. Pre-Requisites: OHS1320, OPA1000, OPA1020, PNUR1035, OPA1010. Description: This integrated lecture and is tay-sachs dominant or recessive lab course provides an introduction to relevant theory, principles and mozarabic art basic clinical skills for of the groom, occupational therapy practice. Core concepts such as activity analysis, grading, adapting and the teaching and learning process will be applied to the clinical management of basic activities of daily living and environmental accessibility.

Emphasis is on a basic understanding of the relationship between occupational performance components of an individual, the influence of the environment and the impact on occupational performance areas of self-care, productivity and leisure. Pre-Requisites: OPA1000, OPA1020, PNUR1035, OPA1010. Description: Students will rely on their knowledge of anatomy, physiology and art pathology while studying the major uses of, rationale for and precautions and contradictions for the therapeutic modalities most commonly used by the PTA. Skills involved in preparation for, application of and observation of patient response to the modalities will be acquired in a lab setting. Pre-Requisites: OPA1000, OPA1020, PNUR1035, OPA1010. Description: This course introduces the student to therapeutic exercise, the most common intervention used in Physical Therapy care plans. Using an integrated approach to theory and of the groom practice, students will gain an understanding of the rationale for various exercise techniques. They will learn to utilize and adapt exercise techniques and art tools safely and effectively within the scope of the PTA. Pre-Requisites: OPA1000, OPA1020, PNUR1035. Description: This course introduces the is tay-sachs student to a variety of health conditions which are commonly managed by occupational therapists and art physiotherapists.

Using small group case based learning approaches, students will research the pathology, etiology, prevalence, clinical signs and symptoms of common health conditions and identify how the impairment in body function and structures can limit activity and restrict participation. Students will concurrently develop a general understanding of the medical, surgical, pharmacological and rehabilitation management for these conditions and apply this knowledge to optimize client outcomes within the parameters of the OTA/PTA role. Pre-Requisites: OPA1000, OPA1020, PNUR1035, OPA1010. Student must complete a minimum of 42 Hours. Description: In this placement students will gain greater autonomy as they continue to apply the knowledge they have acquired in previous and concurrent coursework. They will further develop their communication and profession-specific skills as they learn under the supervision of a Registered OT, Registered PT or formally trained OTA/PTA. Pre-Requisites: OPA1210, OPA1220 or OPA1225, OPA1230 or OPA1235, OPA1240 or OPA1245, OPA1250 or OPA1255, OPA1200. Description: This integrated lecture and lab course expands on the foundations of occupational therapy and page numbers focuses on practicing and applying advanced therapeutic interventions within the scope of the OTA to address activity limitations and participation restrictions. Instruction will be provided on the safe application, fabrication or modification of assistive devices, splinting, adaptive computer technology or seating and mobility devices to address complex sensory-motor, cognitive-perceptual and socio-emotional needs across the lifespan. Pre-Requisites: OPA1220 or OPA1225, OPA1230 or OPA1235, OPA1240 or OPA1245.

Description: This course will prepare students for entry to practice as they apply therapeutic exercise and mozarabic art modalities in more complex therapeutic situations in the lab setting. Students will rely on their knowledge of anatomy, kinesiology and pathology from previous coursework and clinical experience as they further develop the skills needed to ensure that they are able to perform assigned interventions, observe and evaluate the client's response and report to farenheight 911, the supervising therapist. Pre-Requisites: OPA1220 or OPA1225, OPA1230 or OPA1235, OPA1240 or OPA1245. Description: This course will introduce students to communication disorders which occur throughout the lifespan and practical strategies for effective communication with individuals who have communication disorders. Students will be exposed to a variety of mozarabic art augmentative and or recessive alternative communication approaches used to facilitate the clients' communication. Students will also examine common feeding and swallowing disorders and strategies for assisting those with feeding and mozarabic swallowing problems. Pre-Requisites: OPA1250 or OPA1255, OPA1200. Description: This course introduces the student to commonly encountered mental health conditions and to kill atticus develops the skills and knowledge necessary to respond therapeutically within the parameters of the OTA/PTA role. Core mental health concepts, key models and skills for enhancing therapeutic relationships are explored. Pre-Requisites: OPA1220 or OPA1225, OPA1200.

Description: This course expands on the knowledge from Health Conditions I by art introducing more medically complex conditions that may also include cognitive and mental health issues. Using small group case based learning approaches, students will research the pathology, etiology, prevalence, clinical signs and symptoms of common health conditions and identify how the of the groom impairment in body function and structures can limit activity and restrict participation. Students will concurrently develop a general understanding of the medical, surgical, pharmacological and rehabilitation management for these conditions and apply this knowledge to art, optimize client outcomes within the a mockingbird atticus with numbers parameters of the OTA/PTA role. Pre-Requisites: OPA1210, OPA1220 or OPA1225, OPA1230 or OPA1235, OPA1240 or OPA1245, OPA1250 or OPA1255, OPA1200. Student must complete a minimum of 42 Hours. Description: By the end of this clinical practice experience, students will have achieved entry level status as OTA/PTAs. Throughout this experience they will continue to develop the mozarabic professional behaviours and farenheight 911 skills required for the workplace. They will consolidate their knowledge and skills across the previous semesters by completing a comprehensive objective structured clinical examination (OSCE) to demonstrate the competency required to practice as an OTA/PTA. Pre-Requisites: OPA2100, OPA2130, OPA2150 or OPA2155, OPA2110 or OPA2115, OPA2140.

Description: This course will address issues dealing with the mozarabic art transition from student to practitioner. Students will be challenged to utilize theory and a mockingbird with page numbers clinical knowledge from preceding semesters as they explore relevant issues related to the current role of the mozarabic art OTAPTA in to kill an interdisciplinary health care environment. Pre-Requisites: OPA2100, OPA2130, OPA2150 or OPA2155, OPA2140, OPA2120 or OPA2125, OPA2110 or OPA2115. Communicate appropriately and mozarabic art effectively, through verbal, nonverbal, written and electronic means, with clients, their families, and significant others, occupational therapists, physiotherapists, other health care providers, and others within the role of the therapist assistant. Participate in the effective functioning of disease or recessive interprofessional health care teams within the role of the therapist assistant.

Establish, develop, maintain, and bring closure to client-centred, therapeutic relationships within the role of the therapist assistant. Ensure personal safety and contribute to art, the safety of others within the role of the therapist assistant Practice competently in a legal, ethical, and professional manner within the role of the therapist assistant Document and complete client records in farenheight 911 a thorough, objective, accurate, and nonjudgmental manner within the role of the therapist assistant. Develop and implement strategies to mozarabic art, maintain, improve, and promote professional competence within the to kill role of the mozarabic art therapist assistant. Perform effectively within the roles and responsibilities of the therapist assistant through the farenheight 911 application of relevant knowledge of health sciences, psychosociological sciences, and mozarabic health conditions. A Mockingbird Atticus Quotes Page? Perform functions common to both physiotherapy and mozarabic art occupational therapy practices that contribute to the development, implementation and modification of intervention/treatment plans, under the supervision of farenheight 911 and in collaboration with the occupational therapist and/or physiotherapist. Enable the client's occupational performance by contributing to the development, implementation, and modification of intervention/treatment plans, under the supervision of and in collaboration with the art occupational therapist. Enable the client's optimal physical function by contributing to is tay-sachs, the development, implementation, and modification of intervention/treatment plans, under the supervision of mozarabic and in collaboration with the Essay physiotherapist. 60 Corporate Court. The College reserves the right to alter information including requirements and fees and to cancel at any time a program, course, or program major or option; to change the location and/or term in mozarabic art which a program or course is offered; to change the program curriculum as necessary to meet current competencies in the job market or for budgetary reasons; or to withdraw an farenheight 911, offer of admission both prior to and after its acceptance by an applicant or student because of insufficient applications or registrations, over-acceptance of offers of admission, budgetary constraints, or for other such reasons.

In the event the College exercises such a right, the College’s sole liability will be the return of monies paid by the applicant or student to the College. Students actively registered in cohort delivered programs who take longer than the designed program length of art time to complete their studies are accountable for completing any new or additional courses that may result due to changes in the program of study. A Mockingbird Atticus Numbers? Unless otherwise stated, students registered in non-cohort delivered programs must complete the program of study within seven years of being admitted to the program. 299 Doon Valley Drive. Kitchener, Ontario N2G 4M4 , Canada. Documents are available in an alternate format. Please submit your feedback. Conestoga College. Mozarabic? All rights reserved.

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Manchester Metropolitan University. You can access information regarding coursework and coursework submission deadlines via Moodle (in the Assessments area). Art! Within this area you should find the following information relating to coursework: The units you are registered for Coursework for each unit The type of coursework ie. essay, portfolio, presentation, in class test etc. Submission deadline(s) for each piece of coursework Number of copies to the outsider essays be submitted Whether it has to art be run through Turnitin Whether it is a group submission.

From the Moodle Assessment area you can: Download and print the relevant coursework cover sheets for your assignments. Go to Coursework Information Site and access My Assignments A list of the units for which you are registered. The units where the element of assessment is coursework. The submission deadlines for all coursework related to a particular unit. The location where the coursework is to be submitted. Any revised submission deadlines where these have been approved by a Faculty Exceptional Factors Panel or via a Personal Learning Plans (PLP).

Coursework you have already submitted and the dates submitted. Coursework that has not been submitted or has been submitted late and is tay-sachs disease, the date submitted. What do I need to do to submit my coursework? Select the relevant piece of coursework - each piece of coursework will have its own cover sheet. Click ‘Download Cover Sheet’ and print. Attach the cover sheet securely to your coursework. Does it matter if I print the wrong coursework cover sheet? Yes it does.

Each coursework cover sheet is specific to you and specific to the individual piece of coursework you are submitting. DO NOT submit a coursework cover sheet for another piece of your coursework. DO NOT use another student's coursework cover sheet. Using the wrong coursework cover sheet could result in a late or non-submission record for art, that piece of coursework. Contact the Student Hub with the essays following details if you believe you have submitted the mozarabic wrong coursework cover sheet. Your name Your MMU ID Unit title, Unit code, piece of assignment title and farenheight 911, submission deadline on mozarabic art, the incorrect submitted Cover sheet Unit title, Unit code, piece of or recessive, coursework title and art, submission of the Cost-Utility Essay correct cover sheet Your Unit Tutor. Can I print off my coursework cover sheet in advance? Yes #150; As long as you are registered on the unit, the coursework cover sheet will be available to download. If I lose my coursework cover sheet will I be able to mozarabic art print another copy? You can print new copies of the quotes coursework cover sheet up until your coursework has been submitted and recorded.

Once the piece of art, coursework has been submitted and recorded in farenheight 911 the database, the Download Cover Sheet link is replaced by the date your coursework was submitted. I need to submit more than one copy of the same piece of coursework what do I do? You only need to print off one coursework cover sheet. Secure the art copies together (or put in a plastic folder) and attach the coursework cover sheet. The coursework is a group submission what do I do? If submitting as part of dominant, a group, every member of the mozarabic art group MUST print off their own coursework cover sheet Tick the box on the coursework cover sheet indicating it is a group submission Attach each member of the groups coursework cover sheet to the ONE piece of coursework. I have to a mockingbird atticus submit my work via Moodle what do I do? How you submit your work in Moodle depends on the type of assessment submission activity that has been set up by your tutor. Normally, they will provide clear instructions in Moodle explaining what you need to art do. An over view of the three main types of assignment submission activity are provided below. The icon shown below indicates a link to a Moodle assignment activity:

The icon shown below indicates a link to a Turnitin assignment activity: Moodle Video Assignment Submission. The icon shown below indicates a link to a Moodle Video assignment activity: Do I need a cover sheet for work that I submit online via Moodle? You do not need to farenheight 911 attach cover sheets to assignments that are submitted only online. Mozarabic! However, if you are required to submit your work online (e.g. to sisters Turnitin for originality checking) and as a printed copy you will need a cover sheet to mozarabic hand in the printed copy of atticus, your work. Do I get a receipt for assignments submitted online? Yes, you will receive a formal email from the Coursework Receipting system when it has been confirmed that you work has been received. For submission to art Turnitin assignment activities. If you are submitting your work to Turnitin, as well as a formal receipt from the MMU coursework receipting system, you will also get an informal receipt from the a mockingbird Turnitin system. Only the email receipt from the MMU Coursework Receipting Systems is considered as formal receipt of your work . You can check the status of any submissions in Turnitin at any time by following the link to the Turnitin activity and mozarabic art, selecting the farenheight 911 My Submissions tab.

For submission to Moodle assignment activities. For submission to Moodle assignments you will receive only a formal email from the Coursework Receipting system. Mozarabic! You can check the status of any submissions in Moodle assignment activities at to kill a mockingbird atticus quotes with, any time by following the mozarabic link to the Turnitin Moodle activity and looking under the Submission status heading. Moodle Video Assignment Submission. For submission to Moodle Video assignments you will receive only a formal email from the of the Coursework Receipting system. Mozarabic! You can check the status of any submissions in Moodle Video assignment activities at any time by following the link to the Moodle Video assignment activity.

Your uploaded videos will be listed as shown below. How do I know the sisters date and time when my assignment is due to be handed in? You will find the date on which your assignment is due in the Assessment block on the right hand side of the Moodle unit area. Important Note: “You must submit your work on the deadline date. Art! Please do not leave it until the last minute to submit your assignment, in case you encounter any difficulties. If you are submitting online, you are strongly advised to sisters submit your work by mozarabic art 9.00 pm to make certain that the system uploads your work successfully before 11.59pm. Your work will automatically be recorded as a fail if it is not processed by 11.59pm.” Technical difficulties encountered between 9:00pm and 11:59 will not be considered as exceptional factors should you fail to make the deadline. I have submitted an assignment to Turnitin.

Why was this required and what happens to my work. There are two main reasons that your tutors might be using Turnitin. This will normally be explained to you by your tutor in farenheight 911 the assignment brief. 1. To check the originality of your work. “Students agree that by taking a course at MMU all required assessed work may be subject to submission for art, textual similarity review to Turnitin.com for the detection of plagiarism. Sisters Groom! All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers.

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Full details of which are found at http://www.mmu.ac.uk/academic/casqe/regulations/exfacs-students.php. If your PLP does not state you can negotiate revised coursework submission deadlines. And you are experiencing difficulty meeting deadlines for reasons related to a disability (e.g. condition has deteriorated), you should contact the Disability Development Service. And exceptional factors prevent you from attending, completing or submitting an assessment on time then you will have to go through the normal exceptional factors procedures as detailed above. Problems with submitting your work? Some or all of my units are not showing in My Assignments You may not be registered on mozarabic art, all your units. Analysis Essay! Visit the Student Hub to mozarabic ensure you are registered on the correct units.

If you are not registered on to kill a mockingbird quotes with page numbers, a particular unit you will not be able to print the coursework cover sheet to submit your assignment. I cant print my coursework cover sheet. If the coursework cover sheet is mozarabic art, not showing or it won't download correctly, please contact the Student Hub to resolve the issue. I have not received an email receipt what do I do? First check your spam account/junk mail folder. Check the farenheight 911 information in art Moodle and My Assignments to see if your piece of coursework has been recorded as submitted. If still no email receipt and no record in My Assignments, then contact the Student Hub/Student Life Office.

I have received an incorrect email receipt for my coursework submission what should I do? If you have received a Late Submission e-mail and you have been granted a revised submission deadline either from the Exceptional Factors Panel or as a result of Cost-Utility Analysis, negotiations relating to your PLP, please email the Student Hub with the art following information: The original submission date. The date you submitted your work. Also submit confirmation from the to kill with numbers Exceptional Factors Panel or if you have been granted an revised deadline as a result of your PLP, the PLP Coursework Submission Form signed by the Unit Tutor or designated member of academic staff. If you have received a Non-submission email and mozarabic art, you believe you have submitted your work please email the sisters Student Hub immediately with the information listed above. Moodle tells me I should expect feedback by art a particular date, what does this mean?

As part of Analysis, our MMU Commitment, you can expect feedback on your work by the date shown. Your Unit Leader will explain the nature and format of the mozarabic feedback you will receive. Dominant! If you have been granted an extension for your submission, your return date may differ from the one shown. What is the mozarabic art status of marks in farenheight 911 Moodle? Marks shown in Moodle are provisional and subject to confirmation by Assessment Boards.

It is therefore possible that the final marks you receive are different from your provisional marks.

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colorado essay facts Question for mozarabic, Discussion: Did the United States. need to farenheight 911 drop the atomic bomb on Japan. in order to end World War II? Decision to Drop the Bomb (web); U.S. Bombing.

Survey (web); Alperovitz More on mozarabic art, Atomic Diplomacy Video: The Day after Trinity. The Impact of the Atomic Bomb on Japan. Documents Relating to the Development. of the Atomic Bomb and Its use on.

Hiroshima and Nagasaki. Deaths By The Atom Bomb Compared. To Other Deaths During World War II. The U.S. Decision to Drop the. Pro and disease dominant or recessive Con Arguments on Dropping. the Atomic Bomb. The Decision to Drop the mozarabic Bomb:

Deaths By The Atom Bomb Compared. To Other Deaths During World War II. American Military Leaders Urge. Truman not to drop the Bomb. Hiroshima: Who Disagreed with the. THE DECISION TO USE THE ATOMIC. BOMB GAR ALPEROVITZ AND THE. The Atomic Bomb and the Nuclear.

The U.S. Nuclear Weapons Cost Study. 1. The Atomic Bombing of Japan. Documents Relating to the Development. of the Atomic Bomb and Its use on. Hiroshima and Nagasaki. Deaths By The Atom Bomb Compared.

To Other Deaths During World War II. 2. The U.S. Is Tay-sachs Disease Or Recessive! Decision to drop the Bombs. World War II- Pacific Theater (42K) Pro and Con Arguments on Dropping. the Atomic Bomb.

Deaths By The Atom Bomb Compared. To Other Deaths During World War II. American Military Leaders Urge. Truman not to drop the Bomb. Critical Dates for Understanding. The real reason Truman dropped. 3. The Atomic Bomb and the Cold War. The U.S. Nuclear Weapons Cost Study.

Sixteen Nuclear Crises of the Cold War: Dates and Weapons. 1. Do you accept Stimson's argument that after spending. so much money producing an atomic bomb that it was. necessary to use it in art, order to justify all the money spent. 2. Do you accept Stimson's argument that dropping the atomic bomb prevented an American invasion of Japan? 3. If Truman had already concluded that Japan was ready. to surrender, why did he decide to to kill a mockingbird drop the mozarabic art atomic bomb. 4. Farenheight 911! What do you think Stimson meant when he wrote in his diary that the mozarabic art atomic bomb was the United States' master card in dealing, not just with Japan, but with the Soviet Union as well? 5. Why did Truman use the atomic bomb on Japan when he wrote in or recessive, his diary that Japan would surrender as soon as. the Soviet Union entered the art war?

Why didn't he wait for. the Soviets to enter the war? 6. Why did Truman tell the American people that it was necessary to drop the atomic bomb on Japan to end the. war when many top military leaders such as Eisenhower, Leahy, and Bard told him that it wasn't necessary to. 7. Why didn't Truman allow the Japaneese to make a conditional surrender, with the terms that they could keep their Emperor, knowing that this would have allowed the war to to kill a mockingbird end in June 1945? 8. What did Secretary of art, State Byrnes mean when he. argued that rattling the bomb miht make Russia more. 9. Sisters Of The Groom! Why if most American historians have concluded that it wasn't necessary to drop the mozarabic art atomic bomb on Japan in order to end the to kill war do so many Americans continue to believe that dropping the bomb ended the war? 10. What does it mean that the art American military's own study, U.S.

Strategic Bombing Survey, in 1946 concluded that it wasn't necessary to drop the bomb on Japan is ignored by President Truman and other Americans who still insist that we were forced to drop the bomb? 11. Why are so many Americans so uncomfortable with the growing evidence that the Cost-Utility United States didn't need to drop the bomb to end the war against Japan? 12. What are the art larger conclusions that Americans would. be forced to to kill atticus with numbers draw if they accepted this evidence that the.

U.S. didn't need to drop the bomb in order to art force Japan. 1. Truman delays Potsdam meeting with the Soviets until he is disease or recessive informed that the atomic bomb was successfully tested. Art! The atomic bomb exploded in Alamogordo, New Mexico, on Essay, July 16th, and the Postdam meeting began on July 17th, 1945. 2. At Postdam, Truman gets the Soviets to agree to enter the war a week later than they had originally promised, moving the date from August 8th to August 15th, 1945. 3. After Soviets agree to enter the mozarabic art war against Japan on August 15th, Truman then orders that the Atomic bombs be dropped on August 6th and 9th, 1945. 4. The Outsider Essays! If Truman thought that the war would be over mozarabic as soon as the Soviets entered the war against Japan, why did he drop the atomic bombs on is tay-sachs disease or recessive, Japan before the Soviets could enter the war on August 15th, 1945?

5. Recognizing that the United States had misled them, after the American atomic bombing of Hiroshima on August 6th, the Russians entered the war against Japan on August 9th. After the atomic bombing of mozarabic art, Nagasaki and farenheight 911 the Russian entry into the war on August 9th, the Japanese surrendered on August 10th and the U.S. accepted their surrender on art, August 15th--the day the Russians were scheduled to enter the war against Japan. 6. In order to keep the farenheight 911 Russians out of any peace settlement with Japan and prevent any Russian claims on mozarabic art, Asia, the United States accepted the Japanese offer of conditional surrender on farenheight 911, August 10th.The Japanese surrender wasn't an unconditional surrender, which President Truman had demanded of the Japanese since May 1945. 7. Had the United States allowed the Japanese to keep their emperor the Japanese would have surrendered much earlier, as early as June 1945 when the Japanese offered a conditional surrender through Russian and Italian intermediaries. The Real Reason Truman dropped the art Atomic Bomb.

Secretary of State James Byrnes wanted to use the atomic bomb to end the war before 'Moscow could in so much on the kill.' Byrnes did not argue that is was necessary to use the bomb against farenheight 911, the cities of the Japan in order to win the art war. The Outsider Essays! Byrnes's. view was that our possessing and demonstrating the bomb would make Russia more manageable. President Truman wanted to end the war before the Russians could enter the war against Japan in Asia. Truman didn't want Russia to play a major role in determining the post-war peace in Asia. While at the Potsdam meeting, Truman National Security Advisor, James Byrnes advised Truman that a combat display of the weapon might be used to art bully Russia into submission, and the the bomb might well put us in a position to dictate our own terms at the end of the war. Or, consider a diary entry by Walter Brown, an assistant to Secretary of State Byrnes which clearly suggests Truman and dominant or recessive Byrnes saw the bomb as a way to reduce Soviet political influence in Asia. Brown noted that Byrnes, whom Truman had designated his main adviser on art, the issue, was 'hoping for Analysis, time, believing that after (the) atomic bomb Japan will surrender and Russia will not get in so much on the kill, thereby being in a position to press for claims in China'. In other words, to ensure that the Americans had an advantage in the US-Soviet scramble to grab China, a quarter of a million Japanese, mostly women and children, had to die. When General Marshall dispatched Truman's order to drop the atomic bomb, Marshall already believed that Japan had lost the war.

Shortly before he died, Marshall told an interviewer that the atomic bomb had precipitated the art surrender only by months. First let's go to the Pro and Con Arguments on Dropping the Atomic Bomb site on the internet. There you will find competing perspectives on of the, whether the United States needed to drop the atomic bomb on art, Japan. Notice that the arguments for dropping the bomb on Japan focus on sisters groom, saving American lives in the event of an invasion of Japan, quickly ending the war, and preventing the Soviets from playing a major role in the post-war peace settlement with Japan. However, one of the major arguments against mozarabic, using the bomb was to intimidate the Soviets in to kill, a game of power politics between the U.S. and the Soviet Union. I will argue that, in fact, as one of mozarabic, the pro arguments for dropping the bomb states, the bomb's use impressed the Soviet Union and halted the a mockingbird war quickly enough that the USSR did not demand joint occupation of Japan. The conventional arguments for dropping the bomb--to prevent an invasion and to force Japan to surrender--are not the real reasons for mozarabic art, dropping the atomic bomb on Japan. The truth is that President Truman made a conscious and calculated decision to drop the atomic bomb on Japan in order to farenheight 911 intimidate the Soviet Union and art force the Russians to accept American leadership and domination of the post-war world. The larger unanswered question is why President Truman did not tell the American people the is tay-sachs dominant or recessive truth and instead fabricated a story about saving American lives and the bomb being necessary to force Japan to surrender.

Let's look at the conventional arguments used to mozarabic art support the atomic bombing of Japan that McGeorge Bundy restates in his essay, Danger and Survival. Is Tay-sachs! In order to understand McGeorge Bundy's position, we need to mozarabic remember that he co-wrote an to kill a mockingbird with page, influential article with the Secretary of War Stimson in 1946 justifying the use of the atomic bomb. His current essay merely rehashes the points he made supporting dropping the atomic bomb in 1946. In fact, in 1946, President Truman encouraged Stimson to write a defense of his decision to drop the bomb. Mozarabic Art! I believe that in his 1988 essay, McGeorge Bundy is once again defending the United States and his own role in dropping the bomb and justifying its use. Therefore, we must recognize that McGeorge Bundy's arguments are biased and used to justify and support his own role in the United States' efforts to convince Americans and to kill a mockingbird others that it had to use to bomb to end the war against Japan. McGeorge Bundy argues that the President Truman and the United States dropped the atomic bomb on mozarabic art, Japan in is tay-sachs disease, order to end the war and win a complete victory as fast as possible.

He argues that dropping the bomb saved hundreds of thousands of American lives that would have been lost if the United States was forced to mozarabic art invade Japan. McGeorge Bundy also argues that the atomic bomb was used just like any other weapon of war; the U.S. military did not see the atomic bomb as anything other than an instrument of to kill atticus, war. In fact, he argues that there is little difference between the conventional destruction of Tokyo that killed 100,000 people caused by conventional American saturation bombing and the atomic bombing of Hiroshima which also killed 100,000 people. McGeorge Bundy argues that there was no real debate or critical discussion about not dropping the atomic bomb. He claims that the President's advisors and the American military were unanimous in their support for dropping the bomb. He concludes that the bomb was dropped in 1945 to shorten the war, and in that they succeeded. For McGeorge Bundy, as for many Americans since, there is little reason to question why the United States dropped the atomic bomb on Japan. But let's look at the mounting evidence that the conventional arguments supporting dropping the atomic bomb are misguided and disingenuous. In fact, as a result of recent work by American historians, the art Smithsonian museum was prepared to open its exhibit on farenheight 911, the Hiroshima bombing by carefully looking at both sides of the debate over art whether we should have dropped the bomb. But conservative politicians, numerous veteran groups, and other concerned Americans forced the farenheight 911 Smithsonian to mozarabic rework its planned exhibit to focus and highlight the arguments supporting dropping the bomb and discount the arguments against. Farenheight 911! Why after fifty years would Americans still be so emotionally and politically divided over the dropping of the bomb on Hiroshima?

I will argue that these divisions are the result of the nagging suspicion that the United States government lied to the American people about the true reasons for dropping the bomb. Americans are forced to mozarabic accept the conventional arguments supporting dropping the with numbers bomb or admit that their President lied to them about the real reasons for dropping the bomb. This creates a complex and difficult dilemma for many Americans. Let's now look at the growing and substantial evidence that the United States did not need to drop the atomic bomb on Japan in order to end the war. In 1946, the U.S. Strategic Bombing Survey examined the evidence and concluded that that certainly prior to December 31, 1945, and in art, all probability prior to November 1, 1945, Japan would have surrendered even if the atomic bombs had not been dropped, even if Russia had not entered the war, and to kill a mockingbird numbers even if no invasion had been planned or contemplated. In June 1945, the United States had intercepted Japanese cables to the Soviet Union seeking help with their offer of surrender.

In addition, American diplomats and negotiators in June 1945 told President Truman that the Japanese were seeking to surrender on one condition--that they be allowed to keep their emperor. But President Truman and the United States refused these initial Japanese offers, demanding that Japan surrender unconditionally and agree to mozarabic art give up their emperor. In June and July 1945 American planes, using saturation bombing, firebombed and destroyed 59 out of Japan's 66 largest cities, killing over one million people and leaving 20 million homeless. If American planes controlled the skies over Japan, why did we just continue to bomb Japanese cities with conventional bombs in order to force them to surrender? We now know that Hiroshima and Nagasaki were two of a small number of Japanese cities sparred from this saturation bombing in order to determine the effects of an atomic bomb on to kill, a city. Clearly, American bombing and the complete American naval blockade of Japan in mozarabic, the summer of 1945 was slowly strangling Japan. In June 1945, top American military commanders advised President Truman not to use the atomic bomb.

General Dwight Eisenhower, supreme commander of American forces in Europe, told Secretary of War Stimson that Japan was already defeated and that dropping the bomb was completely unnecessary. In July 1945 Eisenhower met with Truman and advised him not to use the bomb. The chairman of the joint chiefs of staff, Admiral Leahy, also advised Truman not to drop the atomic bomb, arguing that Japan was already defeated. Moreover, the Cost-Utility Analysis Army Air Force Chief, General Henry Arnold, believed that Japan would have surrendered without the use of the atomic bomb and without an American invasion of Japan. So when McGeorge Bundy and art others argue that the military unanimously supported the dropping of the atomic bomb, he is simply wrong. As a result of President Truman's own argument that he dropped the bomb in order to avoid a costly American invasion of Japan, many Americans believe the bomb was necessary because it saved American lives. Stimson and McGeorge Bundy in sisters of the groom, their 1946 article defending the dropping of the bomb argued that it prevented up to one million American casualties that would result from an American invasion. But there is no military evidence that the casualties would be this high.

In fact, the highest military casualty figures for mozarabic, an American invasion of Japan are 46,000. But this is farenheight 911 really beside the point. Mozarabic Art! There is no real evidence that American leaders were seriously preparing an invasion of Japan. Our military leaders and diplomats were telling President Truman that they were ready to surrender. So why do American Presidents and other Americans continue to use this argument that the bomb prevented a costly American invasion? Let's now look at the real reason President Truman dropped the atomic bombs on Japan. In his own diaries as early as June 1945, Truman indicates that he knows that Japan is trying to surrender. Cost-Utility! In his July 1945 diary Truman writes that: Stalin will be in the Jap War on August 15th. Fini Japs when that comes about. In writing to his wife on July 18th, Truman said: I've gotten what I came for--Stalin goes to war on August 15th with no strings on it.

I'll say that we'll end the war a year sooner now, and think of the kids who won't be killed. But if Truman realized that the Japanese would surrender soon after the Russians entered the war, why did he drop the atomic bombs about one week before the Russians declared war against Japan? If he wanted to end the war quickly and save lives as he said he did, why didn't he simply wait for the Russians to enter the fighting against Japan on August 15th? This is the critical question to ask in order to understand the real reasons the United States dropped the atomic bombs on Japan. In July 1945, Truman delayed the Potsdam meetings between himself, Churchill, and Stalin until he heard whether the atomic bomb worked. Being informed of the successful test at Alamogordo, New Mexico, on July 16th, Truman agreed to allow the Potsdam meetings to begin on July 17th. During his meeting with Stalin, Truman got the Russians to delay their entry into mozarabic art the war against Japan a week; they agreed to enter the fight against Japan on a mockingbird, August 15th and not on August 8th has they had originally agreed to. After Truman got the mozarabic art Russians to delay their entry into the war, he then gave the order to drop the atomic bombs in the weeks before the Russian entry into Essay the war. Mozarabic! But why did he do this, knowing that the Japanese were already defeated and that Russian entry would force the Japanese to accept an unconditional surrender? Clearly, President Truman wanted to quickly force the Japanese to accept an American unconditional surrender before the Russians could get involved in the war and demand a role in the post-war peace in sisters groom, Asia.

Recognizing that the United States had misled them, after the American atomic bombing of Hiroshima on August 6th, the art Russians entered the war against Japan on August 9th. After the atomic bombing of Nagasaki and the Russian entry into the war on August 9th, the disease dominant Japanese surrendered on August 10th. In order to keep the Russians out of any peace settlement with Japan and prevent any Russian claims on mozarabic, Asia, the United States accepted the Japanese offer of to kill a mockingbird, conditional surrender on mozarabic, August 15th . The Japanese surrender wasn't an unconditional surrender, which President Truman had demanded of the Japanese since May 1945. The United States allowed the Japanese to keep their emperor, which if we had done in June 1945 the Japanese would have surrendered much earlier. So why then did we drop the atomic bombs on Japan? To keep the Russians out of the war against Japan and out of Asia.

When the atomic bombing didn't succeed in getting an unconditional surrender, the essays United States accepted a Japanese conditional surrender in order to keep the Russians out of the art war. Truman explained his actions at the Potsdam conference this way: One of the main objectives of the Potsdam Conference was to get Russia in as quickly as we could and then to keep Russia out of Japan--and I did it. Truman's Secretary of State James Byrnes wanted to use the atomic bomb to end the war before Moscow could get in so much of the to kill a mockingbird kill. Byrnes told Leo Szilard in mozarabic, May 1945 that rattling the bomb might make Russia more manageable. Farenheight 911! Truman himself refers to what the Russians would later call dangerous atomic diplomacy by describing his strategy for dealing with the Russians: He doesn't know it but I have an ace in the hole and another one showing--so unless he has two pairs (and I know he has not) we are sitting all right. For Truman and Byrnes, dropping the atomic bomb on Japan would quickly force Japan to mozarabic surrender on American terms before the Russians could get into the way and would also demonstrate to the Soviet Union that the United States had the will and the power to use the atomic bomb against its enemies. So why didn't President Truman go to the American people and tell them the truth about why he dropped the atomic bombs?

After dropping the atomic bombs, President Truman and the United States immediately faced harsh criticism from Americans and to kill a mockingbird atticus Europeans, some who compared the American bombing with the art German holocaust. Facing this criticism and worried about re-election, Truman lied to Cost-Utility the American people about the real reasons the United States dropped the bomb. Instead of telling the truth, Truman and other top American officials created a series of lies that have become the conventional arguments for dropping the bomb. McGeorge Bundy participated in the creation of these falsehoods in 1946, and is still spreading these lies in his 1988 essay. Many would now ask why so many Americans still believe these lies despite the growing historical evidence that the mozarabic United States did not need to drop the bomb in of the groom, order to defeat Japan.

In conclusion, the art American atomic bombing of a mockingbird quotes with page, Japan was the first act in a growing Cold War between the United States and the Soviet Union. In order to win support for American's involvement in the Cold War, President and top government officials often lied to the American people, feeling that Americans could not be trusted to understand and art accept the real reasons for American actions. The atomic bombing of Japan is the first of many lies Presidents and American officials will tell the American people. To Kill A Mockingbird With Numbers! The larger question must be raised: What is the impact on mozarabic, American democracy of American leaders lying to the American people and no longer trusting them to support American Cold War policies. Can America be a democracy when its government lies to Cost-Utility the American people and prevents them from freely and mozarabic openly debating American foreign and domestic policy? Can America be a democracy when its leaders no longer trust Americans to make the rights decisions in order to support American global economic, political, and military dominance? These are the larger troubling questions raised as a result of the debate over the American atomic bombing of Japan.

Rather than face the to kill a mockingbird larger, disturbing truth that American Presidents have lied to them, many Americans continue to support these lies. If we didn't drop the atomic bomb to art save lives and force the Japanese to surrender, then why did we do it, and why did the President lie to farenheight 911 the American people? These are dangerous and forbidden questions that the mozarabic debate over the Smithsonian exhibit proves Americans are still unwilling to ask. Center of the American West. Sewall Academic Program; University of Colorado at Boulder.

Created 7 August 2002: Last Modified: 21 Oct. 2002.