The United States Involvement with Israel Historic and Present

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Hunter 1

Since the State of Israel was founded in 148, the United States

government has supported them through war and turmoil. The roots of

Americas particpation on the side of Israel can be traced back directly to

Custom writing service can write essays on The United States Involvement with Israel Historic and Present

Harry Trumans presidential administration. Eleven minutes after the

founding of Israel the United States recognized it as a sovereign nation.

Since that day, U. S. politics have balanced in policy between supporting

Israel and access to Middle Eastern oil (Grier 1-).

In October of 17, President Richard Nixon met with his Secretary of

State, Henry Kissinger to discuss the current war in the Middle East. Just

one day earlier the armies of Egypt and Syria had launched a surprise attack

on the Israelis. Kissinger informed the president that Israel was requesting

logistical support in the form of sidewinder missiles and ammunition.

Confident that he was picking the winning team, President Nixon agreed to

grant Israels request (Grier5).

It was predicted that Israel would win the war quickly; as they had in

the Six Day War of 167. The victory, however, did not come quickly.

After 16 days of intense fighting, and with the support of American transport

planes and F-4 Phantom Jets the Israeli army emerged as the victors. But,

Hunter

in order to calm the raging tensions in the Middle East, there would have to

be negotiations for the return of the lands captured by Israel. Again the

United States took a piece of the action (Grier 6).

The end of the Yom Kippur War was the beginning of the American

hard-bargaining mediator phase. This era was marked by difficult, seemingly

successful negotiations, followed by dramatic agreement , handshaking, and

soaring hopes, and then a crash back to earth as neither side followed

through on what they agreed to. Peter Grier of The Christian Science

Monitor notes

Consider the Camp David accords -still the

most important Middle East pact to which

the US has served as midwife. President

Jimmy Carter had taken office promising a

new look for US foreign policy.The hard

realpolitik of the Nixon-Ford era, when

everything was seen through the lens of the

cold war, would be modified. In its place

would be an attempt to deal with regional

Hunter

problems on their own terms. In the Middle

East, that meant a comprehensive approach

to Israeli-Arab differences, including some

sort of solution solution for the problem of

displaced palestinians (Grier 7).

At that time the United States relations with Israel peaked. Support for Israel

accounted for a whopping thirty-four percent of total United States foreign

aid.

In 181 The United States supported Israel with nearly two and one

half billion dollars in aid. Of that figure, less than half was a loan to be repaid

(U.S. Assitance 1). Also in 181, on seven June, the Israeli Defense Forces

launched a lightning fast airstrike comprised of F15 and F16 fighter jets

toward the Osirak nuclear facility near Baghdad, Iraq. One minute and

twenty seconds after the assault had begun, the nuclear reactor lay in ruins

(Raid 1). That July, after fighting between Israel and the Palestinians in

Lebanon, President Reagans special envoy, Philip C. Habib helped secure a

cease fire agreement (Background 14).

Ten years later, as the Allied Coalition Forces were removing Saddam

Hunter 4

Hussein and his troops from Kuwait, Iraq launched multiple missile volleys

toward Israel. As opposed to entering the war directly, Israel relied on the

United States Army to deflect the missile attacks (Background 15).

The Bureau of Near Eastern Affairs, a branch of the U. S. State

Department reported

On September 1, 1, Israel and the PLO

signed a Declaration of Principles (DOP) on

the South Lawn of the White House. The

declaration was a major conceptual

breakthrough achieved under the Madrid

framework. It established an ambitious set of

objectives relating to a transfer of authority

from Israel to an interim Palestinian

authority. The DOP established May 1 as

the date by which a permanent status

agreement for the West Bank and Gaza Strip

would take effect. Israel and the PLO

subsequently signed the Gaza-Jericho

Hunter 5

Agreement on May 4, 14, and the

Agreement on Preparatory Transfer of

Powers and Responsibilities on August ,

14, which began the process of

transferring authority from Israel to the

Palestinians (Background 17).

Obviously, the historic peace accords would not hold their water in the long

run, as the turmoil continued into the twenty-first century.

On a videotaped statement released on seven October 001, Osama

Bin Ladin said, Neither America nor the people who live in it will dream of

security before we live it in Palestine (qtd. on CNN). By this it can be

understood that the United States will be plagued by terrorism as long as it

allies itself with and provides support for The State of Israel (Grier ).

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Homer and his influence on Western Culture

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Homer and his Influence on Western Culture

Homer influenced Greek values by articulating the value of Archaic Period, otherwise known as Homeric Period. In his two most famous books, The Iliad and The Odyssey, those principles are seen in situations and characters. The Greeks in consider Homer's two epics as the highest cultural achievement of their people, the defining moment in Greek culture, which set the basic Greek character in stone. These texts occupy a central position in the self-definition of Western culture. They both concern the great defining battle of Greek culture, The Trojan War.

The Iliad is the story of a short event that happened during the ninth year of a so-called ten-year war. There is a clash between the two Greek commanders, Agamemnon and Achilleus. Agamemnon is upset with Achilleus because he blames him for the loss of his concubine. For that Agamemnon revenges for Achilleus's concubine. Achilleus is angered and departs from the Greek army. This departure leads to the defeat of the Greeks and the killing of Agamemnon by Trojan hero Hector. When this happens Achilleus joins the battle once again and kills Hector.

The Odyssey is the story of the homecoming of another Greek hero Odysseus. Odysseus was not famous for his strength or bravery, but for his ability to deceive and trick. He was not in good terms with the gods so they didn't let him return home till his tenth year so he could fight off suitors of his wife. It talks about all the difficulties he faced over the course of ten years.

One of the characteristics of a good story, now as then, is that the audience must be captivated. Homer achieves this using many different techniques. He composed the Odyssey and the Iliad in long lines of six beats each called Dactylic Hexameter, which the ancients thought suited the formality of epic poetry. In every other sense as well, including the nature of the language and the subject, the verse of Homer is poetry. Most significantly, Homers verses were meant to be heard, not read. Its power and beauty come from several effects, chiefly the musicality of the language and the marked rhythm of the line. He uses a lot of metaphors, suspense, and supernatural. Homer has a constant repetition of phrases, whole lines, and even passages that make his writing style very distinctive. This way of composing helps the audience in remembering details of the story. While we may find this merely repetitive, even annoying, the ancient audience was listening, not reading, and enjoying the play of words and language. These repetitions are essential to the oral style of composition called oral-formulaic. In oral-formulaic traditions, generations of poet performers develop a special poetic language that consists of a number of musical phrases and longer story elements out of which long narrative poems are constructed. In the Iliad when he mentions Achilleus it is complemented by the phrase "of the swift feet". His began many speeches with phrases "Then in answer again spoke…" and "So he spoke." There are very important words repeatedly used in Homer's works honor, virtue, and greatness.

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Australian beginnings

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Background

Matthew Flinders was born the oldest son of a surgeon-apothecary in the market town of Donington, Lincolnshire, in 1774. When Flinders was young he dreamed of wealth and fame, while reading of exotic locations in Robinson Crusoe and conscious of complaints by his father about their lack of money.

Matthew Flinders refused to follow in the footsteps of his father into medical practice. Instead he decided to pursue a career in the Royal Navy, where there was the prospect of prize money and the chance to make a name for himself.

When Flinders was fifteen years old he joined the H.M.S ALERT in October 178, as a Lieutenant's servant. In 171 he sailed with Captain Bligh on the Providence and later with Captain Hunter. During the late 170's Flinders' sailed to Australia and established him as a first class navigator, an excellent cartographer and a man of determination. Flinders was a self-educated navigator.Cheap University Papers on Australian beginnings

Matthew Flinders was a diminutive man at just 167 cm; he was fearless to the point of recklessness. This is what enabled him to captain his ship, Investigator, around the uncharted and treacherous Australian coastline. It is also what is believed to have led him to his imprisonment for six and a half years, when he should have been living in the glory of his achievements.

Achievements and Difficulties

In 175 Flinders first sailed to Australia aboard the Reliance for the British Navy. Matthew Flinders and George Bass bought an eight-foot long boat called Tom Thumb to explore the southern coastline of Australia. They first sailed south of Sydney and rowed up the Georges River. During 175- 178 they had mapped much of the southeast coast of Australia. In 178 Bass and Flinders sailed around Tasmania proving it to be an island. They were the first Europeans to realize that Tasmania was an island. Flinders returned to England aboard the Reliance in 1800.

In 1801, Flinders returned to Australia as Captain aboard the Investigator. He first sighted land at Cape Leeuwin. 'On this second trip he mapped the entire south coast of Australia, from Cape Leeuwin to the Spencer Gulf to the Bass Strait. ). On July , 180, he sailed to the east coast of Australia, mapping the coastline from Port Jackson (where Sydney is located) up to the Gulf of Carpentaria. He continued west and then south, sailing completely around Australia; he returned to Port Jackson on June , 180, even though his boat was leaking badly. This was the first time anyone had sailed around Australia. Flinders was placed in charge of the Investigator to make a thorough survey of the Australian coastline. He had been married three months earlier and was expecting to take his wife along but Admiralty had other ideas. It was eight years before husband and wife met again.'

Flinders returned to England in 180 aboard the Cumberland. He had to stop for repairs at Mauritius. 'Thinking he was a spy; the French kept him prisoner for 6 1/ years and stole his charts and papers (he was released when the British took over the island). He didnt arrive home until 1810, and reached home sick and a forgotten man. He wrote an account of his travels, called Voyage to Terra Australis Undertaken for the Purpose of Completing the Discovery of that Vast Country, and died the day after it was published.'

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Ira dryfuss summary

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In Ira Dryfuss' essay, "Boys and girls view risk differently, study finds", Dryfuss discusses the studies of two different researchers and their findings on how children view risks based on gender.

Professor Morrongiello of University of Guelph in Ontario looked at risk assessments among 0 Ontario schoolchildren, ages 6-10. The studies showed that boys were less likely to see an injury as severe and caused by bad luck, while girls would simply avoid the situation if any potential for injury was present.

Researcher Licette Peterson, a professor at the University of Missouri in Columbia, tested children with virtual simulations of riding bicycles on the street. Her findings show that girls brake sooner and are more fearful of pain than that of boys.

Some researchers say that the reason boys and girls view risks differently could be a genetic tendency, the result of social conditioning, or a combination of the two, why girls are more fearful is still not known.

In Ira Dryfuss' essay, "Boys and girls view risk differently, study finds", Dryfuss discusses the studies of two different researchers and their findings on how children view risks based on gender.

Professor Morrongiello of University of Guelph in Ontario looked at risk assessments among 0 Ontario schoolchildren, ages 6-10. The studies showed that boys were less likely to see an injury as severe and caused by bad luck, while girls would simply avoid the situation if any potential for injury was present.

Researcher Licette Peterson, a professor at the University of Missouri in Columbia, tested children with virtual simulations of riding bicycles on the street. Her findings show that girls brake sooner and are more fearful of pain than that of boys.

Please note that this sample paper on Ira dryfuss summary is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Ira dryfuss summary, we are here to assist you. Your cheap custom college paper on Ira dryfuss summary will be written from scratch, so you do not have to worry about its originality.

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Willy as Tragic Hero in Death of a Salesman

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Willy as Tragic Hero in Death of a Salesman Death of a Salesman is the story of Willy Loman, a middle-class salesman who, in the course of a single day, comes to realize that the American Dream, which he has pursued for 40 years, has failed him. Willys relentless, but naive pursuit of success has not only affected his sense of his own worth but has dominated the lives of his wife Linda and his sons Biff and Happy. In the course of the play he realizes that his true wealth lies in being loved and known by his family, and in one final attempt to secure his personal dignity and provide a future for his sons through his life insurance, he commits suicide.Willy Loman is, for Miller, the antithesis of the classic tragic hero. As his name implies, he is a `low man, an ordinary man, whose dreams and expectations have been shattered by the false values of the society he has put his faith in. Unlike the heroes of classical tragedy, he is not a man of stature or noble purpose but he commands our respect and pity because he pursues his dream with a passionate intensity that makes him unique and gives him a heroic quality. While Willy is flawed in many ways, it is not simply this, but the social forces beyond his control that lead to his downfall.In Death of a Salesman, Miller is not so much calling into question the pursuit of the American Dream, but the dream itself. For Willy, his adventurer / explorer brother, Ben, and his salesman hero, Dave Singleman, are images of success, but the character of Ben is fantastical and the achievements of Dave are idealised and exaggerated. Using these as his benchmarks, Willy can never achieve the success he so desperately craves. Through a series of flashbacks in the play, where we witness Willys persistent efforts to make the American Dream a reality for himself and his family, Miller launches a scathing attack on the very notion of the dream. He questions the values upon which American society is based and the way in which these contribute to the destruction of a man such as Loman.Willys obsession and lack of insight thwart all his relationships and cause him to betray his own set of values. His loyal and loving wife, Linda, supports him in both his fantasies and failures and her life seems to be entirely absorbed into his. Unable to achieve the desired success in his own career, he becomes preoccupied with ensuring the success of his two sons, in particular that of Biff who, he is convinced, is destined for greatness in his sporting, professional and social life. Sadly, his over-zealous attempts serve only to reinforce Biffs sense of inadequacy and lack of identity. Willy realises toward the end of the play that he doesnt need to `sell himself to his family, who loves him despite his failings. His suicide, an act in defiance of the system, which until now has defeated him, is also a tragic attempt to salvage something of his dream. According to Miller, it is this readiness to lay down his life to secure his dream that makes Willy a tragic yet heroic figure and one to whom, in Lindas words, ``attention must be finally paid.

Please note that this sample paper on Willy as Tragic Hero in Death of a Salesman is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on Willy as Tragic Hero in Death of a Salesman, we are here to assist you. Your cheap custom research papers on Willy as Tragic Hero in Death of a Salesman will be written from scratch, so you do not have to worry about its originality.

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Great Gatsby - The Green Light

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Green Means Go

The future is what we sometimes look forward to and can change; the past is what we remember and cannot change. As we "stretch out our arms further" and further into the future, the future soon becomes the past, and the present soon becomes the future. "So we beat on, boats against the current, borne back ceaselessly into the past."(p.18) We never know what the future holds for us, but we will always know what the past held for us. In F. Scott Fitzgerald's The Great Gatsby, a small little green light represented the future for Jay Gatsby, a newly wealthy businessman. Gatsby wants to know his future, but all Jay knows is his past and his present. This small simple little green light appears to Jay telling him to "go" and it gives Gatsby a path into the future with his dream girl Daisy, even though the future will soon become the past.

Jay prefers to move on and forget everything about the past except for his past with Daisy Buchanan. At age seventeen Gatsby changed his name from James Gatz to Jay Gatsby just before meeting Dan Cody, his mentor. It is a sad loss for Gatsby when Dan Cody dies, but before dying Dan Cody taught Jay about many of life's lessons. Before Cody dies but after Jay reaches manhood, he tries to forget about his past and family history and move on in the world as Jay Gatsby and not as James Gatz. From then on Jay couldn't stop thinking about the future and what it holds for him after he meets up, once again for a second time, with Daisy Buchanan. Daisy brings Gatsby's past back into his mind, which he tried to forget about, and this is when Jay gets thrown into a textbook of confusion and a gift of curiosity about his past experiences, but most of all about his future. The future, the past, and the present all get thrown around Jay's thoughts. Which held, holds, or will hold Jay's most precious times? At this point Jay gets lost in time.

The first appearance of the green light, Gatsby's future, appears when Gatsby is alone standing waterside of his mansion. "He stretched out his arms toward the dark water in a curious way, and far as I was from him I could have sworn he was trembling. Involuntarily I glanced seaward-and distinguished nothing except a single green light, minute and far away, that might have been the end of the dock." (p.6) The green light is a metaphor for Gatsby's future, and Gatsby is stretching out his arms into the darkness. To me it seams like Gatsby is reaching out into time to see what his future holds, but his future is too dark for him to see and understand, so the green light appears to Nick. But he believes he sees his future, a future filled with love and passion, with the one and only Daisy.

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The green light symbolized future, and to Jay his future was with Daisy. When you think of green you think of "go" which would be implying for Jay to continue into the future and go for Daisy without any hesitation. This can be interpreted as meaning Gatsby should go for his dreams and move into the future with nothing stopping Gatsby's destined happiness with Daisy. The green light appears one last time as Gatsby and Daisy have their arms locked together, as Gatsby watches the Green light diminish or disappear. "You always have a green light that burns all night at the end of your dock." (p.8) To me, the end of the dock may represent the end of life, and at the end of life the green light will burn out and you will no longer have a future. "Compared to the great distance that had separated him from Daisy it had seemed very near to her, almost touching her. It had seemed as close as a star to the moon. Now it was again a green light on dock. His count of enchanted objects had diminished by one."(p.8) Prior to this moment in the book, the green light represented his future with Daisy and by reaching out to it he has brought himself closer to Daisy, his love. The light no longer holds the same significance to Gatsby as it did prior to this moment. His future and his dreams must now change because his future with Daisy has become the present, and a brand new future for Gatsby will have to be developed. As I mentioned earlier, the future will soon become the present, and the present will soon become the past.

As the moon rises and the houses melt away in his imagination, Nick thinks of what this island must have looked like to the Dutch sailors seeing it for the first time in the sixteenth and seventeenth centuries. It was a new world then--pure, unspoiled. Nick calls it a fresh green breast of the new world. As the Dutch settlers come across this land, they see green, the symbolism of the future. As Gatsby comes across his love, he sees green, the symbolism of the future. In the Dutch settlers views they saw the future as green, and their findings of this land was a successful encounter. In Gatsby's view he saw the future through the green light, and his finding of his love was a successful encounter. As you can see there is a big parallel between Gatsby and the Dutch settlers and Daisy and the land.

Green means go, and in F. Scott Fitzgerald's The Great Gatsby, the future was all that mattered for Gatsby and the Dutch settlers, the Dutch settlers were creating a future on the new green land and Gatsby was creating a future with Daisy his green light of love.

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Ernest J. Gaines and A Lesson Before Dying

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The connection between an author and a novel that he or she writes may often be more closely related than the reader realizes. The author's life and surroundings are often how he or she decides upon the subject and setting of the novel. The author will often write about what he or she knows best and can portray a setting that may be unfamiliar to the reader. The author of the novel A Lesson Before Dying, Ernest J. Gaines, is a good example of this. His life strongly impacts the novel through the places and time period when the novel takes place, his Southern Black heritage, and the people that were influential to Gaines.

Ernest J. Gaines was born in 1 near Oscar, Louisiana ( Dictionary of Literary Biography). The time period in which Gaines grew up as well as where he grew up are both contributing factors to the setting of his novel A Lesson Before Dying. Although the setting itself, as well as the places in the novel, is imaginary, Bayonne, Louisiana is based on Gaines's hometown from which he has used his surroundings and experiences to create Bayonne (Dictionary of Literary Biography). Gaines is very passionate about his home state of Louisiana in the aspects of the land itself as well as the language and people of the area. Gaines describes Louisiana as "…Probably one of the most romantic and interesting of all southern states." (Scribner Series 8). Because of his experiences as an African American growing up in the South, he could write from a perspective that white writers of the time and area could not portray the way Gaines could. The time period of the novel is also an important factor that was pulled from Gaines's life. The novel was originally set in 188 (Carmean 117), but Gaines decided instead to set it in the 140s because he was more familiar with how the criminal justice system acted toward blacks (Scribner Series, 0). He "Takes his reader back to a time when racial segregation was both legal and endemic in the South, a time when black people could barely hope for recognition of their humanity, much less find justice in a court of law." (Magill's 0). Gaines also sets up the surroundings in the novel to mirror his own surroundings growing up on the slave quarters of a Louisiana plantation (Magill's 85). The sugar cane and cotton fields that Grant mentions often in the novel are based on the ones on which Gaines worked as a child (Magill's 8). Grant teaches at a school set in a small Baptist church, and Gaines received his first six years of education in a church similar to the one described in the novel (Scribner Series ).

Gaines's Southern Black heritage is also a factor to be noted when comparing his life with the novel. Although the racial caste system was present in the novel, the characters do not dwell on it. Rather than basing his novel on the racist practices, Gaines instead gives the facts the way they were and focuses on the strengths of the black characters and the dignity they pursue despite racism to quietly show that white superiority did not really exist (Magill's 86). Gaines created Grant as a man influenced by his mother figure to challenge racial stereotypes by playing an active role in helping the community (Carmean 14). This shows that Gaines wanted to better portray his own hometown as a good place and eliminate any misconceptions about racial myths (Carmean 1). Gaines himself said, "Too many blacks have been writing to tell whites about all 'the problems' instead of writing something that all people, including their own, could find interesting, could enjoy" (Contemporary Authors Online 5). In writing from the point of view that he does, Gaines is writing for the youth of the South, both black and white, to encourage the black youth to be aware of their roots and the white youth to understand their black neighbors in order to better understand themselves (Contemporary Black Biography 10).

Besides the racial barriers, there is another part to Gaines's Southern Black heritage, and that is pride. Throughout the novel, Grant always seems to be seeking something greater; he longs for a more eventful life beyond where he has lived so many years. Ernest J. Gaines added this to show about the young black men and their search for pride and dignity in their heritage in the period of the novel (Magill's 86). The vibrant text of the novel shows the pride Gaines has in where he came from. The descriptions of the people and places help the reader to get a better understanding of the area as well as Gaines himself. He is quoted as saying, "I think one of the greatest things that has happened to me, as a writer and as a human being is that I was born in the South, that I was born in Louisiana" (Scribner Series 1). His life connections to the people and places in the novel show his rich heritage and strong feelings of community with them (Contemporary Authors Online 5). When asked whom an author should write to and what he or she should write about, Gaines replied, "If he is true, he will use the material closest to him" (Dictionary of Literary Biography ).

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The people in Gaines's life are major influences on the characters in A Lesson Before Dying. The person who had the most impact on the novel was the person who had the most impact on Gaines himself (Contemporary Black Biography 100). His aunt Augusteen Jefferson took care of him throughout his childhood when his mother and stepfather moved to California (Magill's 8). Besides the fact that the main influential character in the novel is named Jefferson, Gaines's aunt also has parallels in personality to Grant's Aunt Lou in the novel. Aunt Lou pushes Grant to teach Jefferson "to be a man" in order to bring him dignity before his death (Gaines 5). In comparison, Gaines's aunt Augusteen instilled in him values of heroism in ordinary life as well as courage and respect for other people (Scribner Series ). Mrs. Jefferson has an impact on the female characters as a whole in the novel as well. Most of the black women are very close to their Christian faith and are older women, which is a close relation to Mrs. Jefferson (Magill's 86). Also, throughout the novel, Grant compares the women to things such as "oak," "cypress," and "boulder," showing that they are solid, strong people and Grant has a great deal of respect for them (Carmean 1). By the end of the novel, Gaines stresses the importance that a single influential person can have on others and the hope and pride he or se can inspire despite hardships and obstacles (Carmean 10).

Gaines himself also has a personal influence on the novel. His life has a very close connection with his fictive character Grant Wiggins. Like Grant, Gaines went through something very similar in his transformation from doubting his importance and influence to a realization of his feelings and past stubbornness to convey them and understand himself (Magill's 0). In A Lesson Before Dying, as well as other novels written by Gaines, there is a young and educated black man seeking purpose in his life while an older, black woman is pushing him to do what is morally right no matter how difficult the situation (Magill's 87). Gaines's life has parallels with these things, and he used them as inspiration for his fiction. Gaines's purpose for writing was originally to help with his own need for personal identity, which reflects on the characters in his novels (Scribner's Series 6). His characters represent "the truth of his experience and imagination" (Carmean 18).

Although a novel is written as a work of fiction to entertain the reader, some truth can usually be found in it. The author writes to entertain the reader and will therefore write what he or she can describe best. Ernest J. Gaines was raised in rural Louisiana and expresses his closeness to the land and people through his writing. His purpose as a fiction writer is not only to entertain the reader but also to show him or her a lifestyle that is perhaps different from that which he or she is accustomed. A Lesson Before Dying through the setting and characters that are based on Gaines's life teaches the reader life lessons that Gaines himself learned through living them, and he portrays them in a way that causes the reader to feel as if he or she is a part of the novel and therefore a part of Gaines's life.

Dictionary of Literary Biography, Volume American Novelists Since World War II, First

Series. Ed. Jeffrey Helterman and Richard Layman. 178. The Gale Group, 178.

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The Scribner Writers Series. 11. Charles Scribner's Sons. March 00.

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Carmean, Karen. Ernest J. Gaines A Critical Companion. Westport, CT Greenwood Press, 18.

Magill's Survey of American Literature. Ed. Frank N. Magill. Vol. 7. New York Salem Press, 14.

Contemporary Authors Online. 1 Feb. 001. The Gale Group, 001. March 00.

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Contemporary Black Biography. Ed. Barbara Carlisle Bigelow. Vol. 7. Detroit Gale, 14.

Gaines, Ernest J. A Lesson Before Dying. New York Vintage Books, 14.

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