Albert Einstein Essays - Einstein Family, Albert Einstein

Albert Einstein Essays - Einstein Family, Albert Einstein Albert Einstein When many people hear the name Albert Einstein, they say, Ooh what did he do, write a bunch of stuff on a chalkboard, prove to some scientists that he was right, and then star in a Pepsi commercial? Well, Im here to tell you that he did much more than that, (even though I really like that Pepsi commercial.) Albert Einstein was born March 14, 1879 in Ulm, Wrttemberg, Germany. Albert began his extensive studies at a school in Munich. At Munich he pursued a career in Electrical Engineering, but failed an exam and was rejected from Eidgenssische Technische Hochschule in Zurich. After failing at his original choice of schools, he went on to a secondary school in Aarau to train himself enough to be admitted into ETH (his original choice). While at Aarau he planned on becoming a teacher in mathematics and physics. As expected he did graduate from ETH in the year 1900 with a degree in teaching for the subjects of Math and Physics. He didnt however get a job right away, he, in fact, went around writing to different universities applying for one. After searching for about a year, he finally landed a job at a high school teaching mathematics. While at this school he wrote in one of his journals, I have given up the ambition to get to a University After he went through this job, and indeed a couple more, his friend from school, Marcel Grossmann sought him out so his father could help him get a job. After a recommendation to the director of patents, Einstein held a temporary patent post, holding the title, Technical Expert Third Class. He was promoted several times over a span of about 5 years. While working at the patent office, he finished a boatload of theoretical physics publications. He even earned a doctorate on one from the University of Zurich. This paper was entitled, On a new determination of molecular dimensions. After publishing a few more papers, he began to be recognized. He became a university lecturer. After a few years of lecturing for Universities, he began to travel. Many people believe that the reason he moved away from Germany was because of the anti-Jewish movements. He visited the U.S. a few times as well as many other countries. But in 1935, Einstein was granted permanent residency in the USA. As a US citizen, Einstein was credited for many new contributions to science. But his biggest known project in the US is the assistance he provided in the Atomic Bomb. On August 2nd 1939, Einstein wrote to Franklin D. Roosevelt, (then the president of the US.) Him and a few other scientists warned him about Germanys studies of Uranium, the key to an atomic bomb. Roosevelt was then inclined to start his own project, the Manhattan Project. A project solely developed to discover a method to make an atomic bomb. After about 6 years of Einstein working alongside other great minds of history, a final product was introduced. Code named Gadget, the atomic bomb was escorted to the test site in Los Alamos. Here they would all watch to see the magnitude of their invention. On July 16th, 1945, at the time of 5:29:45 (mountain war time) the A-bomb, as it was called, was detonated. It then produced a mushroom cloud 30,000 feet high. All that was left at the blast site were fragments of jade green glass, produced from the heat and the sand. Many of the bombs creators had different views on the success of the project. J. Robert Oppenheimer thought the project was a total success. One of the other creators was quoted as saying, Now were all sons of bitches. Einstein agreed, he also didnt like what he saw. His view of it was that they had created a monster. He spent much of the rest of his life fighting to get rid of the bomb. But his pleas were ignored. His final letter was to a man named Bertrand Russell, in it he asked to be put on a manifesto urging the world to hang up their nuclear weapons. He died on the 18th of April in 1955 at the town of Princeton, New Jersey, right here in

Essay on Ms Ruth Frimpong

Essay on Ms Ruth Frimpong Essay on Ms Ruth Frimpong APPRENTICESHIP CERTIFICATION APPRENTICESHIP CERTIFICATION www.apprenticeships.org.uk/certificates www.apprenticeships.org.uk/certificates Apprentice Declaration Authorisation Form The Apprenticeships, Skills, Children and Learning Act 2009 requires that apprentices must apply for their Apprenticeship completion certificate. Where the application is facilitated by a training provider, employer or parent/guardian, there must be evidence that this was done at the request of the apprentice. In order to provide the Alliance of Sector Skills Councils (the Certifying Authority) with this evidence, the declarations below must be signed by both the apprentice and the person facilitating the application, before the form is uploaded to the Apprenticeship Certificates England system. The Apprenticeships, Skills, Children and Learning Act 2009 requires that apprentices must apply for their Apprenticeship completion certificate. Where the application is facilitated by a training provider, employer or parent/guardian, there must be evidence that this was done at the request of the apprentice. In order to provide the Alliance of Sector Skills Councils (the Certifying Authority) with this evidence, the declarations below must be signed by both the apprentice and the person facilitating the application, before the form is uploaded to the Apprenticeship Certificates England system. I declare that during my Apprenticeship: * Either, where applicable, an Apprenticeship Agreement between me and my employer was in place during my Apprenticeship, or at least whilst I completed my competency based qualification and, where required, this agreement set out my planned skill, trade or occupation, under a qualifying Apprenticeship Framework. Or that statutory Alternative Completion Conditions applied to my Apprenticeship. And * Where required by my framework, I have undertaken appropriate activities relating to my employment and have successfully demonstrated and evidenced a good knowledge and understanding of my Employee Rights and Responsibilities (ERR) and that this has been appropriately verified OR that I have achieved a recognised qualification that meets the 9 agreed national ERR requirements and have the appropriate certificate. * Where required by my framework, I have successfully demonstrated and can evidence that I have achieved all of the outcomes required by the 6 Personal Learning and Thinking Skills (PLTS) and that this has been appropriately verified OR that I have achieved a recognised qualification that meets the 6 PLTS requirements and have the appropriate certificate. * Where required by my framework, I have received the required minimum levels of Guided Learning Hours (GLH), as set out in my Apprenticeship framework and Learning Agreement and that I have undertaken training both in the workplace, through practical experience of doing the job, and also away from the immediate pressures of my normal job routine. * I declare that during my Apprenticeship: * Either, where applicable, an Apprenticeship Agreement between me and my employer was in place during my Apprenticeship, or at least whilst I completed my competency based qualification and, where required, this agreement set out my planned skill, trade or occupation, under a qualifying Apprenticeship Framework. Or that statutory Alternative Completion Conditions applied to my Apprenticeship. And * Where required by my framework, I have undertaken appropriate activities relating to my employment and have successfully demonstrated and evidenced a good knowledge and understanding of my Employee Rights and Responsibilities (ERR) and that this has been appropriately verified OR that I have achieved a recognised qualification that meets the 9 agreed national ERR requirements and have the appropriate certificate. * Where required by my framework, I have successfully demonstrated and can

Outline and critically debate why the conviction rate for rape remains Essay

Outline and critically debate why the conviction rate for rape remains so low (UK BASED RESEARCHERS ONLY BECAUSE THERE ARE CURENT ISSUES ON THE SUBJECT THAT REQUIRE SOMEONE RESIDENT IN THE U.K - Essay Example If there is a low reporting percentage of women being raped, there is even a lower percentage of males reporting they were raped. This is associated with the issue of consent, acceptance and willingness. Whether it is a male or a female being forced to perform any sexual act without a conscious consent, then it can be considered as a rape or sexual assault case. Thus, it is important to establish the legal definition of sexual crime, and the accompanying protection that it gives the victims, making them realize that it is not their fault and it is not willingness if they accept to do the sexual act when they are paralyzed by fear or when making a choice between doing the sexual act or dying in the hands of the assailant. Forcing someone to commit any sexual act without their consent is a sexual assault or rape. The 1994 Criminal Justice and Public Order Act redefined rape to take account of female, as well as, male victims (Anderson and Doherty p.83). It amended the definition of rape to cover vaginal or anal intercourse against a man or a woman. This significantly changed the view on rape and acknowledged that men can also be raped. However, rape literature indicates that sexual victimization of men is a serious, yet largely invisible problem in the society (ibid p.83). This is largely influenced by the actual and perceived societal responses on such incidences because of the normative expectations about masculinity (ibid p.83). Because they are seen as the protectors and the stronger sex, they believe that being raped indicates weakness, or association with being gay. Although there are reported and non-reported incidences of male rape, this paper focuses of female rape. The focus of this paper is the low rape conviction rape in the United Kingdom, and how this affects other sexual crime cases, the victims, and the society itself. The first thing to consider is how the law is structured.

Explain the principal mistakes of Hitler during World War Two. How Essay

Explain the principal mistakes of Hitler during World War Two. How could Nazi Germany have won the war (c. 1000 words) - Essay Example But what he gave the German people was more death, more destruction. His multiple mistakes in starting and prosecution the Second World War led to a new and this time total defeat for Germany. This essay will examine a number of those mistakes and show just where Hitler went wrong. Hitler made numerous mistakes during his period of leadership, but among the most blatant and serious was attacking the Soviet Union in 1941. Since the remilitarization of the Rhineland in 1936, Hitler had been on a role. He had successfully annexed Austria and Czechoslovakia, and he had managed what seemed impossible the invasion of Poland and France. His western front was threatened only by Britain which was back on his heels. Therefore his major concern was with the Eastern front. There he had secured peace with Stalin in the Ribbentrop-Molotov compact which had divided Poland. Stalin didnt care what Hitler did to Europe; as far as he was concerned, Hitler could take the whole continent so long as there was peace between the two men. It was therefore a serious error for Hitler to declare war on the Soviet Union. To be fair, he thought that Stalins purges of the army has massively weakened the Soviet Unions defences. Nevertheless, the lesson had been well learnt by Napoleon 150 ye ars earlier, that Russia was never an easy place to invade and that the brutal winters made it very hard to hold ground there. Hitler thought his invasion of the Soviet Union could be complete within a few months, but he overestimated the speed and equipment at the disposal of the Wehrmacht. At Stalingrad, the Soviet army delayed the Germans long enough to effectively freeze them out and encircle the Sixth Army—a devastating blow. Hitler refused to listen to many of his best generals—a crucial error. This is a good illustration of one of Hitlers most significant errors: he never knew when to stop and consolidate his victories. He became

Civil War in Georgia Essay Example | Topics and Well Written Essays - 500 words

Civil War in Georgia - Essay Example There were reduced start-up costs for the civil war due to the accessibility of weapons from the Soviet and a ample number of volunteer fighters. In March 1992 and Kitovani was made the Minister of Defence- with this authority, Kitovani then organized the Abkhazia war in order to establish control over the transportation networks and valuable tourism industry of the province. In the end though, there was a total collapse of the informal and formal economy in 1993 which made it impossible to supply the troops effectively and that led to poor organization of military campaigns. Finally, Mkhedrioni and the National Guard were defeated whereas there was destruction of the economic assets they were fighting for. Due to the wars, Georgia lost control over a considerable part of its territory which remained an important difficulty for the nation's state building process as the government is not capable of controlling the smuggling business originating from the two regions. Georgia thus faces a dilemma- if it sets up customs points behind the lines of control, it would advance to identifying them as a border, which is politically unacceptable. On the other hand, if it would not do this, goods will continue to enter tax free into the nation and thus help crime networks and tainted state officials who are proving to be an obstacle in the state building process.

Structural Elements That Define Good Screenplay Film Studies Essay

Structural Elements That Define Good Screenplay Film Studies Essay Through my prism, a good screenplay can be made in many ways, as long as the writer of the artwork keeps up to some basic rules that have been reinforced through the years. In a relation to that, there are three essential elements without which it is impossible to create a fine script. The chief structure of a script should be based on the concept of thesis-antithesis-synthesis and accordingly it is supposed to consist of at least three acts, respectively beginning, middle and end. Key features also include a good conflict and a good character without which the screenplay can be defined as boring and unstimulating. One must not forget, though, that a good character is also a matter of a personal vision. To begin with, the idea of thesis-antithesis-synthesis is not just an important feature of a good film script but it is also not new. It is the simple formula created by Georg Wilhelm Friedrich Hegel that came to be a feature in every good movie or play the common spectator sees today. Thesis is defined as a separate action that breaks out during a film or as a character who performs an action. In contrast, antithesis is actualized when an action opposite to the thesis act occurs. It is the converse of the thesis, as annotated. When combined, thesis and antithesis devise the synthesis. Synthesis is the resolution of the clash between the thesis and the antithesis, without matter if the result is positive or negative. Hegels concept also plays key role in finding out what the premise of a certain screenplay could be. A good example of Hegels formula being used is Frank Capras American drama film Its a Wonderful Life (1946). To supplement, the scenes where George is on the verge of com mitting a suicide and Clarences successful attempt to prevent it is an illustration of how this dialectical method is applied. In one of them, Georges view that killing himself will make everyone happier is challenged by Clarence who presents himself as having been sent by God to protect him. In another one, the guardian angel reveals to the protagonist what would have happened, had George never been born his brother, Harry would have died at the age of eight, because George would not have been there to save him [the scene of Harrys grave]; George would also have neither wife, nor kids, had he never existed; he would not have built a house for them and for himself too. In the final act, the conflict between the thesis (Georges wish to commit suicide) and the antithesis (Clarences way to show the protagonist what the world would be like without him) gets resolved: George prays to God to bring back the life he has had, realizing how wonderful it was and gets back to his wife and kids . As a result, the premise of the film is conspicuous: life is a gift that should not be spurned. Furthermore, it is well known that the conflict is the heart of any story, be it a screenplay or a play that is performed in theaters. Therefore, a story without any real conflict is not a story at all. In his book, Story: Substance, Structure, Style and the Principles of Screenwriting, the famous screenwriting instructor, Robert McKee talks in details about the levels of conflict that are present in a certain screenplay. He explains that there are two main types of conflict external and internal. Although in most screenplays the external conflict (conflict that occurs as a result of social conditions) is dominant, a good story should include a large portion of internal conflict (a conflict within the character) as well. In terms of the external conflict, it is clear that a protagonist in the film usually gets what they want in the end. However, if they carry out their wish without any obstacles on their way that will try to prevent them from doing so, the piece of work will be cons idered disinteresting and such motion pictures surely disappoint the viewer. So, to strengthen the conflict, the obstacle is often made to be superior to the protagonist in some ways. For instance, in The Terminator (1984), the main protagonist, named Kyle Reese, is sent back in time from the future with an assignment to protect Sarah Connor. The obstacle he has to deal with, however, is not a human but a cyborg (living human tissue over a metal skeleton), stronger, faster, and extremely hard to kill. This technique makes the viewers ask themselves whether Reese will deal with the obstacle or Sarah will be killed. In contrast, a great illustration of an internal conflict can be seen in George Lucas film, Star Wars Episode III: Revenge of the Sith (2005). The chief character, Anakin Skywalker is a Jedi Knight whose wife, Padme Amidala is pregnant. One night, while sleeping, he has nightmares of her dying in childbirth. Later on, Palpatine, who is the main antagonist, uses this nightm are Anakin tells him about and ascertains Anakin that there is a power to cheat death but it cannot be learned by a Jedi and the only way to achieve this power is by embracing the dark side of the Force. From this moment on, the struggle inside Anakin reaches deeper level. It appears that he is supposed to choose between two things: saving his wife from certain death by selling his soul to the dark side or remaining loyal to the Jedi and, as he fears, possibly losing Padme. There is one emblematical scene that clearly shows that fear. It is an intercut combination of the young Skywalker sitting alone on a chair in the Jedi temple council chamber thinking of his wife and Padme in her apartment, possibly looking in direction towards the Jedi Temple. The Jedi is confused as he keeps on starring outside. Minutes later, Palpatines voice-over could be heard: You do know, dont you, if the Jedi destroy me, any chance of saving her will be lost. In this moment, tears run off Anakins face, as if he says to himself I cant do it, I cant let her die. When watching this scene, after Anakin leaves the Jedi temple, we think that the conflict within him has finished. But actually, a lot more is to come, to which I will pay greater attention when I talk about good character being necessary to create a good screenplay. In addition, a story, that is considered to be in the category of good stories, will also comply with the concept of a good character which is usually the protagonist. When I say good, though, it does not mean that the character themselves are the so called good guy but that there must be enough levels of internal conflict within the character. Of course, before creating levels of conflict within the character, one has to know their character as screenwriter Syd Field says in his book Screenplay: The Foundations of Screenwriting. Knowing the character means to know: whose story it is? Who is the main character? What do they want? Without these basics, a character would not even exist. Nevertheless, are these basics enough for a character, so that they can be called a good one? Certainly not. This is the place where deeper levels of conflict are necessary to be shown, without matter if they are internal within the protagonist or interpersonal (between the protagonist and other people. It is well known that it is even preferrable to have a mix of both. To this common statement, I would add that a mix of both types of conflict has to be present indeed but the writer has to be careful how they do that mix. If it is so complex that the creator themselves have difficulties interpreting the levels of conflict, this will lead to a confusion and disinterest in the eyes of the spectator. For instance, if one gets back to Anakin Skywalker as presented in Star Wars Episode 3, they will find out that there are many levels of conflict some of which can be seen even after he has turned to the dark side of the Force. In the scene where the young Jedi turns to the dark side, before the turning point itself, there is a mix of extrapersonal struggle and internal conflict within Anakin. The intramural struggle actually emerges as a result of the extrapersonal clash between Jedi Master Mace Windu (the black guy with the purple lightsaber) and Chancellor Palpatine who has now been r evealed to be Darth Sidious the main antagonist in the movie. As soon as Anakin enters the hall where the two Force masters fought each other some minutes ago, we see the following picture: The chancellor is on the ground, next to a broken window. Mace Windu is about to finish him off. This is where the mixed conflict starts. Palpatines words He is a traitor! mark the beginning of this mixed struggle. Windu then addresses the same words towards Palpatine. Afterwards, the close up of Anakins face and his facial expression show some confusion, as if he asks himself Who is right? Who should I listen to?. In an attempt to persuade Anakin to help him, Palpatine again states he could save his wife from certain death. In a response, the Jedi Master implies to the young Skywalker that the chancellor is only trying to turn him into his ally by talking such lies. As he puts his arm on his face to prevent himself from being blinded by the shining lightning bolts which the chancellor shoots fr om his hand, the collision inside him gets stronger. Shall he trust Palpatine/Darth Sidious in what he says? Or shall he take it that Master Windu is right? For the common viewer, the answer who is right and who is wrong is obvious. Not for the young Skywalker though. Suddenly, the mixed struggle turns into an interpersonal row between the two Jedi whether the chancellor shall be killed or tried and respectively jailed. On the other hand, after Anakin helps Sidious kill the Jedi Master, an internal sense of regret arises within the now ex-Jedi which, nevertheless, is ended by his new master. As a result, the viewer can infer that it is namely the great deal of confusion which sets forth the rise of interpersonal conflicts combined with interpersonal struggles that make Anakin Skywalker a good character. Finally, last but not least important is one of Syd Fields main ideas that a good character is also a matter of point of view. When he says point of view, he means, that a good character must represent the vision of the role they are in. He illustrates his concept with the example that if ones main character is a parent, they have to behave like such and to share a point of view parents have. Here, Field is undoubtedly right. To illustrate, in the film Home Alone 3 (1997), the main protagonist is an 8-year old kid named Alex, whose mother obviously shares Syd Fields idea shown in the instance of a parent character he gives. The act where Alex falls ill to chicken pox is an implication of that. He starts getting worried about staying alone at home because it looks like it is happening to him for the very first time. An 8-year old child that has no quite real concept of when things happen, would normally be afraid of becoming a victim of a tornado during the winter, or a thief (as he c alls them grown up crooks), or even of his own imagination. This is only one of the moments where actress Haviland Morris and respectively her character, Karen Pruitt, the mother of Alex, shows her parental point of view. Her conspicuous reaction to her sons fears would be to try and suppress them which she succeeds by explaining him that tornadoes, for instance, do not manifest during the winter. In addition, she clarifies to her little urchin that they (his family) live in one of Chicagos safest neighborhoods. As for imagination, she truly replies that it is under nobodys control but under his own. In the set where Alex calls the police twice because he really saw a thief but nobody trusts him, her parental point of view manifests again in a divergent way. Alex is surely right but what he lacks is evidence. Therefore his mothers likely response is to not trust him but the police chief, to tell him off and respectively being annoyed with him. In contrast, by the end, when everyone finds out Alex Pruitt is right and the thieves are apprehended, Mrs. Pruitts understandable action is to apologize to her son for mistrusting him. This is namely how Home Alone 3 reflects Syd Fields statement that every character has to represent the role they have been assigned properly. To summarize, a good screenplay can be created in many ways. As it became understandable from the above expressed thesis and argument, nevertheless, there are some standard elements, without which it is not possible to achieve this desired effect. At least a three-act structure is crucial, so that a certain film or play can find its place among the good pieces of art. The three-act structure must consist of thesis, antithesis, and synthesis. The synthesis can be positive, negative or between the two, i.e. bittersweet. A good story consists of a conflict shown in many manifestations and circumstances, internal (within character) or external (between people, factions, etc.) alike. Turning points are essential within a conflict as well, without matter if they are in favor of certain character or for their embarassment. The final piece that a screenwriter has to think about well, is a good character. This means lots of levels of conflicts within the respective personality as well as good character from the point of view of their creator himself/herself. With the instances given through citing works of Syd Field and Robert McKee, and the films cited above, the basic idea of a good screenplay structure has been consecrated. WORDS: 2500 (without bibliography, filmography and footnotes) Bibliography Capra, Frank, Its a Wonderful Life scenes online at: http://www.youtube.com/watch?v=pA_AgSDgXc8HYPERLINK http://www.youtube.com/watch?v=pA_AgSDgXc8feature=relatedHYPERLINK http://www.youtube.com/watch?v=pA_AgSDgXc8feature=relatedfeature=related in Steve Chens www.youtube.com (2005, Google Inc., San Bruno, CA) Definitions online at: http://dictionary.reference.com/browse/Hegelian+dialectic in Lexico Publishing Groups www.reference.com owned by InterActiveCorp Field, Syd, Screenplay: The Foundations of Screenwriting, (1979, 1982, 1994 Dell Publishing; New York) George Lucas, Star Wars Episode III: Revenge of the Sith Script, scenes 88 and 125, found at Col Needhams http://www.imsdb.com/scripts/Star-Wars-Revenge-of-the-Sith.html George Lucas, Star Wars Episode III: Revenge of the Sith Script, Scene 128 found in Col Needhams http://www.imsdb.com/scripts/Star-Wars-Revenge-of-the-Sith.html (1990) McKee, Robert, Story: Substance, Structure, Style, and the Principles of Screenwriting, (1997 New York, USA) Sanders, Steve, http://www.steves-digicams.com/knowledge-center/how-tos/filmmaking-tips/screenwriting-what-makes-a-good-story.html in wwwHYPERLINK http://www.steves-digicams.com/.HYPERLINK http://www.steves-digicams.com/stevesHYPERLINK http://www.steves-digicams.com/-HYPERLINK http://www.steves-digicams.com/digicamsHYPERLINK http://www.steves-digicams.com/.HYPERLINK http://www.steves-digicams.com/com , (1997, Internet Brands Family, El Segundo, CA, USA)

The Metamorphosis as a Depiction of Franz Kafkas Life Essay -- Kafka

The Metamorphosis as a Depiction of Franz Kafka's Life The Metamorphosis is said to be one of Franz Kafka's best works of literature. It shows the difficulties of living in a modern society and the struggle for acceptance of others when in a time of need. In this novel Kafka directly reflects upon many of the negative aspects of his personal life, both mentally and physically. The relationship between Gregor and his father is in many ways similar to Franz and his father Herrman. The Metamorphosis also shows resemblance to some of Kafka's diary entries that depict him imagining his own extinction by dozens of elaborated methods. This paper will look into the text to show how this is a story about the author's personal life portrayed through his dream-like fantasies. Franz Kafka grew up in a financially secure Jewish family in Prague. He spoke German and was neither a Czech nor German due to his Jewish upbringing. Born in 1883, he was the eldest child and the only son. He lived his life in the shadow of his dominating father under constant pressure to take over the family business. Kafka's father viewed Franz as a failure and disapproved of his writing because he wanted Franz to become a business man like him. This obsession with wanting Franz to become a businessman led Herrman to beat his son. Franz Kafka died on June 3, 1924 from tuberculosis of the larynx. From the moment we meet Gregor Samsa's father we are shown how short tempered he is. He "came on, hissing like a wild man" when Gregor first exited his room in his new state as a bug. Gregor's father chased after him with a cane and newspaper making a hissing noise that annoyed Gregor. Just this passage here shows how alike Mr. Samsa and Herrman Kafka are. Kafka was... ...appened so often during the times he was trying to write, it happened unknowingly. When comparing Franz Kafka and his personal life to The Metamorphosis it is obvious in more ways than one that he was writing a twisted story of his life. The emotional and physical abuse Gregor goes through are similar to what Kafka went through in real life. They were both abused and neglected by their fathers when they were disappointed with them. Kafka uses Gregor transforming into a bug as a way of exaggerating himself, trying to express his feelings and point of view. When writing, Kafka felt as if he was trapped in his room which he referred to as "the noise headquarters of the apartment". Gregor was an exaggeration of this because he could not leave the house to escape the noises and abuse. Works Cited: Kafka, Franz. The Metamorphosis. Mattituck: Vanguard Press, 1946.