Case analysis Essay Example | Topics and Well Written Essays - 1000 words - 7

Case analysis - Essay Example apacity of other top flying English Premiership league clubs such as Chelsea, Manchester United, and Arsenal, who are the main competitors of Tottenham Hotspur. For this reason, the club plans to build a new stadium that can have a capacity of more than 36,500 so as to remain competitive as the other premier league clubs. Daniel Levy, the current and longtime chairman of Tottenham Hotspur football club, was therefore contemplating on building of the new stadium. He believed that by building new Stadium, Tottenham Hotspur will be able to accrue additional revenue that will make them have a voice in the transfer market for good players. The Tottenham Hotspur football club has a stadium whose capacity is small as compared to the stadium capacity of other top competitors such as Arsenal, Chelsea, and Manchester United. This makes them disadvantaged as they are not able to accrue enough revenue from the stadium attendance as compared to their competitors. This is evidenced because despite having 20 million of fans worldwide and 2.1 million of fans in the United Kingdom, few attendance revenues are always raised as the stadium has no capacity to accommodate all the fans who are willing to watch a Tottenham Hotspur match. For instance, when all the 36500 seats are occupied during the match day, 20,000 people are always on the waiting list for the tickets. Because of the limited stadium capacity, the club accrues less revenue as compared to the other top competitors. The fewer revenues accrued make the club less competitive in the transfer market as compared to the other clubs like Arsenal and Manchester United. For this reasons, the club will not be able to purchase good players who can make the club be top four in the league. Lack of top four positions in the league makes the club lose television broadcast revenue and champions league revenues. To increase the attendance revenues of the club, the club intends to build a new stadium that can increase the stadium

Suki Kims Facing Poverty with a Rich Girls Habits Essay Example for Free

Suki Kims Facing Poverty with a Rich Girls Habits Essay This woman named Suki Kims life changed instantly. In the beginning she talks about Queens, New York in 1983 where she lived at, at the time. She describe their first home as â€Å"the upstairs of a two-family brownstone in Woodside†(Kim, page 92 ). She also said â€Å"the place was crammed, ugly place† and compared that to where she use to live in South Korea (Kim, Page 92). When she entered seventh grade her father’s company went bankrupt overnight and he was a millionaire shipping company, mining business and hotels. However, when the bankruptcy happen jail time was required because that was the punishment for her father. So without any money at all they flew to America into the state of New York. Sense Suki Kim came from South Korea, she couldnt speak any English at all. In fact the only first English word she knew was F. O. B (â€Å"Fresh off the boat†) because in junior high school all the teens was saying that about her. Miss Kim had transportation from a chauffeur when she used to live in South Korea and now that she lives in Queens, New York she has to ride on the public school bus with all the other teens. Another thing that changed in her life traumatically was that she had never done homework without a governess helping Miss Kim. She also noticed that a house can get really messy when she dont have a maid around anymore to clean up after her. Suki was even humiliated about bringing her dirty laundry to the laundry mat! Miss Kim had many life changes and she wasnt happy about it at all, she just wanted to go back to how her life was before. At the time when Miss Kim went to junior high she noticed how American schools are so different from Korean schools. Miss Kim also observed how people treat each other in America different from how Koreans treat each other in South Korea. Suki mentioned how Koreans in schools wore slippers to keep the schools floors clean as she compares to Queens, New York school has graffiti on the walls and has guards at the school doors searching the teenagers before they enter the school. When Miss Kim entered a English class with other Koreans she thought that she would fit in more but soon realized that she was still standing out from them. She knew that their was a difference between her and other Koreans. She said, â€Å"The wealthier Korean immigrants had settled in Westchester or Manhattan, where their children attend private schools† (Kim, Page 93). She was in a public school where all the other poor immigrant teens went to. After awhile her family had earned enough money to move out of that neighborhood to get better housing and education. Suki had volunteered at a family assistant center as a interpreter and she got on her feet-finally adjusting to society. I think this memoir is to good read because I can understand how Suki feels. I was interested in how a rich person life changed to being a middle class or poor person. I liked this memoir of Sukis story because she put all of her opinions and what she disliked into her essay. To me it seemed like she wanted to fit in into the American school society. I think she should just be herself and to always have faith that everything is going to be alright. She should take it one day at a time and make friends that can be true to her. I think this memoir teaches people never to regret what you have and always appreciate what you have. Never to be ashamed of where you came from and to always have pride that better days will come. I wondered what kind of friends she used to have when she used to live in South Korea? I also wondered how Sukis family learned how to survive in America without any money? I could imagine her having that fantasy life that she used to have when she used to live in South Korea. I felt that she didnt show any emotion about the big move her family made to America. It seem like she was brave and didnt think that America was a hard place to survive. I liked how Suki talked about the hip hop culture being known by other fellow Koreans. Seems as though to me that she was growing to be like an ordinary American teen that wants her ears pierced. My opinion on the memoir is that it made me feel bad but I was glad that some one in the world experience the hard times like other poor and middle class Americans. Yes its harsh, but all people have their down falls and I think rich people should imagine being in other poor or middle class people shoes. I also think that Immigrants have it hard also when they cant afford to be in their own countries and come to America to make things right. They believe that they would be free to do what they want because they have better opportunity to make more money. Which is true but some immigrants think that its easy to get money when there is always a struggle to get what we want. I enjoyed this memoir of Suki Kims story because it made me appreciate what I have now. Yes I would love to have what she used to have but I know money doesnt bring happiness because its only the ones you love would. Changes in Sukis life made her change her attitude of being a rich girl into a girl being more well rounded about everything she use to know. I wondered what kind of jobs did her dad and mom get while in Queens, New York? I wondered how did her parents take to poverty because she never mentioned how her parents felt? I also think she could have made more friend if she would have reach out to other races in her school. I know she couldnt speak very good English but she could have at lease get a Korean girl that speak English to help her. Suki can reach out in her community to go see others that are in her situation and talk to people. She can also be with good friends at a community center and be with them to help her get through her situation.

Essay on the Character of Mademoiselle Reisz in The Awakening

The Character of Mademoiselle Reisz in The Awakening "The very first chords which Mademoiselle Reisz struck upon the piano sent a keen tremor down Mrs. Pontellier’s spinal column. It was not the first time she had heard an artist at the piano. Perhaps it was the first time she was ready, perhaps the first time her being was tempered to take an impress of the abiding truth." (26) Madam Reisz was a predominant factor in the life of Edna, compelling her to arouse her courage and supplying her with the proper motivation to do so. She was admired by Edna, impelled to be an artist by her. Madam Reisz, in response, also portrayed a considerable amount of gratitude towards Edna and her "awakening": "You are the only one worth playing for. those others, Bah!" (26) Madam Reisz had a profound influence upon the lifestyle of Edna, along with supplying a pillar for moral support. Madam Reisz influenced the existence of Edna by acting as a form of sanctuary for her in which Edna would have to seek her when placed in a state of misfortune, or when being inundated with boredom. "It was during such a mood that Edna hunted up Mademoiselle Reisz." (58) When Edna returns to the city, she is dominated by the premonition to seek Mademoiselle Reisz, yet the purpose is indistinct. By seeking madam’s residence Edna is supplied with two factors of appeasement that are able to suppress her boredom: Robert’s letter’s, and Reisz’s music: ‘The shadows deepened in the little room. The music grew strange and fantastic, turbulent, insistent, plaintive, and soft with entreaty. The shadows grew deeper. The music filled the room. It floated out upon the night over the housetops, the crescent of the river, losing itself in the silence of the uppe... ...to earth." (83) Reisz discerns that Edna is pursuing a path that no other individual has showed the audacity to in the past, and she must remain morally strong in order to avoid a futile conclusion to this journey. The influence of Madam Reisz upon Edna is present throughout their confrontations. The Madam is one of the only characters in the novel that possesses the ability to perceive Edna’s true character, not the superficial image that she shows in public in front of shallow characters such as Madam Ratignolle. Reisz inspried Edna to such an extent in which her influence was recalled before her death. Edna, when transgressing the borderlines of society, swimming without acknowledgment of her physical state, recalls Reisz, stating, "And you call yourself an artist! What pretensions, Madam! The artist must possess the courageous soul that dares and defies." (116)

Pauline Breedlove Life

Character Analysis Paper Pauline Breedlove (Polly), one of the main characters of the story, who is also the mother of Pecola and Sammy Breedlove and spouse of Cholly Breedlove, can be seen as a violent figure towards her family and seems to have a negative out look on life. The reason behind all this behavior can be better understood if we were to take into account of her past, the time frame this story was in, and which then would bring us to how its affecting others around her. Pauline always seemed to have been troubled. It all began with her foot that she injured as a little girl, she had gotten a nail in it which then left her with a limp. After she started limping her dream of becoming an actress seemed unrealistic because of her flaw. Things didn’t really get much better from that either. She later ended up in Lorain, Ohio with Cholly where she becomes lonely and isolated, she doesn’t fit in with the northern women and understand their mannerism. Later we find out one day while she was at the movies she lost her front tooth from biting down too hard on a piece of candy. Which in the end lead her to believe she was ugly and her husband didn’t help much since he was under the influence of alcohol most of the time. The limp, the loss of her tooth, and the way she felt about her current living situation caused her to not care about herself and its showed in the way she started caring for her house and the her soon to be family. The story is set in the 1940s where blacks weren’t looked upon as that great. At the time Pauline had quit a bit of obstacles blocking her way of becoming an actress. The limp, her missing tooth, her skin color, and looks. Her physical appearance wasn’t up to the ideal beauty which was blond hair, blue eye eyes, and light skinned. Since the story takes places back when racism was still relevant there was nothing for a person like Pauline to look up to, so what she lived with everyday and seeing herself made her to grow self hatred for herself. The self hatred she had made an impact on the people she dealt with in her life. The anger she had deep within her self for not being good enough resulted in the mistreatment of her children and neglected her duties of being a good wife and mother. The viewing of herself as ugly lead to believing her family were ugly too. With the way she viewed life also made her treat her job a certain way, Pauline believed that if she couldn’t make herself beautiful treating her profession would replace that. By working for the Fishers, a white house hold, it caused her to live in a somewhat fantasy world. As opposed to the love and care she showed towards the Fisher family her actual family never received that type of treatment, beatings, fights, and arguments were a constant thing in the Breedlove household. So in the end the reflections on a person’s past can shape them to be who they are. For Mrs. Breedlove it is easily seen that past events caused her to have negative effect on her and the others involved in her life, and with it being back when times were hard especially for African Americans it only made the situation worse, but it all shaped Pauline Breedlove into the person she is.

Time, History, and Belief in Aztec and Colonial Mexico Essay

Aztec culture Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The history of different people and how they lived in the past is majorly explained through their cultural way of life. People lived in different geographical localities, but due to similar ethic and racial background they shared a common background in terms of cultural, political, social, and religious beliefs. Aztec empire is one of the societies that lived in different geographical localities which included New Mexico, Arizona, Colorado, and Nevada, but shared similar culture. The empire was formed by millions of people who migrated and settled in Mexico with most of them living in Tenochtitlan (Pennock, 2011). The Aztec had a culture that was complicated although rich in religious and mythological beliefs. The people culture encompassed arts (carvings on animals and religious images) music, dressing, dance, drinks, sports, food, games, and rituals that could involve human sacrifice and they were transferred from one generation to the o ther.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Aztec empire believed that a family was the most important aspect that signified life and new generations. The family was composed of men, women, and children and each member had a specific duty towards the family. Men were responsible for looking for food through hunting and gathering of wild fruits. Women were left to cook food and do the weaving jobs while they took care of children during the day. Children or young boys were trained on how to hunt and gather fruits and foods by their fathers and some went to school. On the other hand, young girls were trained on how to do household chores by their mothers in addition to weaving. A family was started through tradition marriage that was conducted through ceremonies and was between young girls as young as fifteen years and men as young as eighteen years (Pennock, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Art was one of the ways the Aztec culture recorded information on different beliefs, religion, and war fare. The recordings helped the people to transfer their beliefs and cultiure to other generations so that they would be continuous from one generation to the other. Since in the early Aztec culture few technology on recording and preserving information were available, they recorded their information inform of paintings and writings on the bark of trees. The writings and paintings were then stored in the temple and people could read and use the paintings to learn their history and they warfare encounter (Smith, 2008). The art works was done using various themes such as insects, animals, fish, and plants. Moreover, others reflected religion beliefs and gods that were majorly placed in temples. Hence, art was important in the Aztec culture as it was used to record their activities and events that could be passed from one generation to the o ther.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Religion was evident in Aztec culture. The Aztec people worshipped different gods and goddess that were categorised according to their responsibilities. Since Aztec people were mainly farmers, they conducted rituals in form of ceremonies every year before planting so that they could ensure that they could get a good crop and harvest. The ceremonies involved human sacrifices that were dedicated to gods, Tezcatlipoca (Hassig, 2013). The human sacrifices were obtained from children or prisoners that were captured during war with the neighbouring societies. They believed that human blood and heart was important so as to strengthened the gods and goddesses and bless them with good harvests in addition to their protection and conquering other societies to get more prisoners for human sacrifices. Moreover, they build large temples that were meant for performing the human sacrifices (Smith, 2008).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Aztec empire also had a unique dress that was used to identify them with their culture that was part of art. The material of the dressing was mainly a beautiful fabric of bright colours that was intertwined and tailored to different designs. The bright colours and design were unique to Aztec people and helped them to identify with their culture. The dressing colours were also used to identify social class as the quality and the design were unique to social class (Dwyer, Stout, & Stout, 2013). The wealthy class were characterised with the best qualities and designs as the commoner material quality was low.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dance was performed in line with religious and social activities in the society. In some instances, dancing was performed as a religious ritual that was meant to please gods so that they could give blessings to the people and protect them from evil (Dwyer et al, 2013). Moreover, the dance was also done to colour ceremonies that varied from entertainment to ritual ceremonies. The dances were performed in accompaniment with music. The music was sang and played as a form of rituals or players to gods. Different music had different themes. Some music was purely for entertainment while others were purely dedicated to gods. Moreover music was performed based on seasons. Various instruments such as drums, flutes, and rattles were used to play music as well as chanting as a way to worship gods. Therefore, dancing and music were used by the Aztec to preserve their cultures from one generation to the other.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The culture has various games and sports that were important in their culture. The games provided entertainment to leaders and other people distinguished in the social class. The entertainment was also done during ceremonies in the society. Moreover, the games could also be performed to portray religious meaning. For religious ceremonies, games were performed during human or other sacrifice to appease the gods so that they could accept the sacrifice and do as the people had played.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Aztec empire had different kinds and unique food that were rich and concentrated with spices. The dishes that were common and popular among the Aztec were tortillas, tacos, and tamales. There were other foods that were gathered by men like seeds of sage plants that were common as cereal, eggs, dogs, turkey, and rabbits (Culture and Arts, 2013). Unlike other cultures, most of Aztec food was made with chilli peppers as the main spice. Delicacies that were common among the Aztec people were green slime. The food was obtained from Lake Texococo and its taste was compared to that of cheese. Most of the time enjoyed water as a form of refreshments and in special occasions or ceremonies beer was the main form of drinks. The Aztecs also enjoyed drinks such as hot sweetened chocolate and sometimes octilli. The latter was common among the noble people and other people of a higher social class.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aztec people day to day life involved agriculture as a form of socioeconomic practices. Their main type of crop that they cultivated was corn. The people were hard working and dedicated farming to their gods and they were able to have crops in surplus. Few practiced irrigation on the dry lands while the majority ploughed on shallow lakes. Farmers transferred mud and soil from dry land to the shallow lakes thus forming islands, chinampas that they in turn used as land for agriculture (Cohn, 2013). The islands were very fertile and productive, which resulted in food surplus. The surplus food and other crops were sold to the other communities and neighbouring empires through Tlateolco market that united various communities. Although Aztecs lacked monetary system, they used barter trade of exchange of goods and services.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Aztecs were most of the time involved in wars where they capture prisoners for human sacrifice and slaves for their economic purposes. They used futile weapons to fight other tribes and neighbouring communities (Clendinnen, 2010). Some of the weapons that were common among them were wooden clubs. The clubs were edged with pieces of obsidians that were sharp forming a tool that they commonly referred to as macuahuitl. The weapon was used to demobilize the enemies without killing them so that they could be captured as slaves and prisoners for human sacrifice. Other weapons prevalent among the Aztecs were spears and arrow that could either disable or kill the enemies. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aztec culture was rich in art works such as carvings of different images. They believed family as unit of life and marriage was between a man and women. In family, men were hunters and gatherers while women cooked food and weaved clothes. The people had different types of foods such as eggs, cereals, meat, and fish. Spicy pepper was common among the community. The people had religious beliefs and worshiped many gods and goddess that were categorised based on events or season. They sacrificed human beings for the gods in order to be protected and their land to be blessed. In addition, they had different games that could be played in times of ceremonies or religious rituals. Dance was common among the people in combination with music. Similarly, dance and music was done as a way of worship or entertainment in ceremonies. The people had a unique dress that identified them with their culture. References Clendinnen, I. (2010). The cost of courage in Aztec society: essays on Mesoamerican society and culture. Cambridge University Press. Cohn, J. (2013). The Aztecs. New York: Gareth Stevens Pub. Culture and Arts. (2013). Mexico Country Review, 178-184. Dwyer, H., Stout, M., & Stout, M. (2013). Aztec history and culture. New York, NY: Gareth Stevens Pub. Hassig, R. (2013). Time, History, and Belief in Aztec and Colonial Mexico. University of Texas Press. Pennock, C. (2011). ‘A Remarkably Patterned Life’: Domestic and Public in the Aztec Household City. Gender & History, 23(3), 528-546. Smith, M. E. (2008). The Aztec Empire. The Aztec World. Ed. Brumfiel, E., M. and Gary M. F. New York: Abrams, 2008. 121-136. Source document

Cómo Corregir Errores en el Formulario de Visa DS-160

Cà ³mo Corregir Errores en el Formulario de Visa DS-160  ¿Por Quà © Es Importante Corregir los Errores? El DS-160 es el formulario  electrà ³nico  que se utiliza para solicitar o renovar las  visas de no inmigrante (turista, estudiante, intercambio, trabajo temporal, etc). Todo lo que ahà ­ se declara debe ser cierto y mentir se considera un fraude de ley; en consecuencia cualquier error de informacià ³n debe ser corregido apenas se caiga en la cuenta del error, antes y/o despuà ©s de haber enviado el formulario. No corregir los errores puede demorar el proceso de la visa hasta que se llene de nuevo un formulario, o simplemente puede generar un rechazo en la aplicacià ³n. Ambos casos son pà ©rdidas de tiempo y dinero. Cà ³mo Corregir los Errores en el Formulario DS-160 Los errores se pueden corregir fcilmente antes de enviar la planilla: Coloque el cursor del ratà ³n (mouse) sobre la respuesta que hay que modificar y oprima la opcià ³n edit para cambiarla. Luego oprima save para actualizar la respuesta. En el caso en el que el formulario ya se haya enviado hay dos opciones: Busque en su disco duro si tiene la versià ³n del formulario que ya ha enviado. Si este es el caso, abra el archivo y busque el enlace al DS-160 en internet. Oprima la opcià ³n de upload a previous application, y clique edit para cambiar la respuesta necesaria. Una vez hecho el cambio oprima save para actualizar. Si no tiene grabada la versià ³n que ya ha enviado debe llenar nuevamente, y con mucho cuidado, el formulario, cerciorndose de que todas las respuestas sean verà ­dicas. Errores Ms Graves en el DS-160   Se consideran errores particularmente graves los que dan informacià ³n falsa o inexacta acerca de: Viajes anteriores a Estados Unidos.Rechazo de una solicitud previa para una visa.Arrestos o condenas tanto en Estados Unidos como en otros paà ­ses.Problemas con una autoridad de los Estados Unidos.Falsedad acerca de familiares en Estados Unidos o familiares de nacionalidad estadounidenses. En este punto hay que prestar especial atencià ³n a los padres de nià ±os nacidos en Estados Unidos (el oficial de visas puede pedir facturas hospitalarias de dà ³nde nacià ³ el bebà © para cerciorarse de que no se hayan generado gastos a Medicaid). Consideraciones Generales Para Solicitar la Visa Antes de pedir la visa considere si usted es inelegible o inadmisible y evite que su solicitud sea rechazada. En el primer caso se considera inelegible a la persona que no ha podido demostrar suficientes recursos econà ³micos o lazos familiares y/o de trabajo en el lugar de residencia fuera de Estados Unidos. En el segundo caso, se considera inadmisible a una persona que ha estado previamente en condicià ³n de ilegal en Estados Unidos. Si usted est en proceso de recibir una green card, no solicite visa de turismo porque lo ms probable es que le sea negada. Consejos Para Conservar la Visa Aprobada Una vez su visa es aprobada aconsejamos: Tomar este test de respuestas mà ºltiples para repasar la informacià ³n bsica acerca de la visa de turismo.Conocer las 10 causas ms frecuentes por las que las visas se cancelan. Ser prudente con la frecuencia de los ingresos a los Estados Unidos. Este artà ­culo es meramente informativo y no pretende ser es asesorà ­a legal.

Biography of William Halsey Jr., U.S. Fleet Admiral

Biography of William Halsey Jr., U.S. Fleet Admiral William Halsey Jr. (October 30, 1882–August 16, 1959) was an American naval commander who achieved fame for his service during World War II. He played an important role in the Battle of Leyte Gulf, the largest naval battle of the war. Halsey was made a U.S. fleet admiral- the highest rank for naval officers- in December 1945. Fast Facts: William Halsey Jr. Known For: Halsey was a leading U.S. Navy commander during World War II.Also Known As: Bull HalseyBorn: October 30, 1882 in Elizabeth, New JerseyDied: August 16, 1959 in Fishers Island, New YorkEducation: University of Virginia, United States Naval AcademySpouse: Frances Cooke Grandy (m. 1909–1959)Children: Margaret, William Early Life William Frederick Halsey, Jr. was born on October 30, 1882, in Elizabeth, New Jersey. The son of U.S. Navy Captain William Halsey, he spent his early years in Coronado and Vallejo, California. Raised on his fathers sea stories, Halsey decided to attend the U.S. Naval Academy. After waiting two years for an appointment, he decided to study medicine and followed his friend Karl Osterhause to the University of Virginia, where he pursued his studies with the goal of entering the Navy as a doctor. After his first year in Charlottesville, Halsey finally received his appointment and entered the academy in 1900. While he was not a gifted student, he was a skilled athlete and active in numerous academic clubs. Playing halfback on the football team, Halsey was recognized with the Thompson Trophy Cup as the midshipman who had done most during the year for the promotion of athletics. After graduating in 1904, Halsey joined the USS Missouri  and was later transferred to the USS Don Juan de Austria in December 1905. Having completed the two years of sea time required by federal law, he was commissioned as an ensign on February 2, 1906. The following year, he served aboard the battleship USS Kansas as it took part in the cruise of the Great White Fleet. Promoted directly to lieutenant on February 2, 1909, Halsey was one of a few ensigns who skipped the rank of lieutenant (junior grade). Following this promotion, Halsey began a long series of command assignments aboard torpedo boats and destroyers beginning with the USS DuPont. World War I After commanding the destroyers Lamson, Flusser, and Jarvis, Halsey went ashore in 1915 for a two-year stint in the Executive Department of the Naval Academy. During this time he was promoted to lieutenant commander. With the U.S. entry into World War I, he took command of the USS Benham in February 1918 and sailed with the Queenstown Destroyer Force. In May, Halsey assumed command of the USS Shaw and continued to operate from Ireland. For his service during the conflict, he earned the Navy Cross. After he was ordered home in August 1918, Halsey oversaw the completion and commissioning of the USS Yarnell. He remained in destroyers until 1921 and ultimately commanded Destroyer Divisions 32 and 15. After a brief assignment in the Office of Naval Intelligence, Halsey, now a commander, was sent to Berlin as the U.S. Naval Attachà © in 1922. Interwar Years Halsey later returned to sea service, commanding the destroyers USS Dale and USS Osborne in European waters until 1927, when he was promoted to captain. Following a one-year tour as executive officer of the USS Wyoming, Halsey returned to the Naval Academy, where he served until 1930. He led Destroyer Division Three through 1932, when he was sent to the Naval War College. In 1934, Rear Admiral Ernest J. King, the head of the Bureau of Aeronautics, offered Halsey command of the carrier USS Saratoga. At this time, officers selected for carrier command were required to have aviation training and King recommended that Halsey complete the course for aerial observers, as it would fulfill the requirement. Halsey instead elected to take the full 12-week Naval Aviator (pilot) course rather than the simpler aerial observer program. In justifying this decision, he later said, I thought it better to be able to fly the aircraft itself than to just sit back and be at the mercy of the pilot. Halsey earned his wings on May 15, 1935, becoming the oldest individual, at age 52, to complete the course. With his flight qualification secured, he took command of the Saratoga later that year. In 1937, Halsey went ashore as the commander of Naval Air Station, Pensacola. Marked as one of the U.S. Navys top carrier commanders, he was promoted to rear admiral on March 1, 1938. Taking command of Carrier Division 2, Halsey hoisted his flag aboard the new carrier USS Yorktown. World War II After leading Carrier Division 2 and Carrier Division 1, Halsey became Commander of Aircraft Battle Force with the rank of vice admiral in 1940. With the Japanese attack on Pearl Harbor and the U.S. entry into World War II, Halsey found himself at sea aboard his flagship USS Enterprise. Upon learning of the attack he remarked, Before were through with em, the Japanese language will only be spoken in hell. In February 1942, Halsey led one of the first American counterattacks of the conflict when he took Enterprise and Yorktown on a raid through the Gilbert and Marshall Islands. Two months later, in April 1942, Halsey led Task Force 16 to within 800 miles of Japan to launch the famed Doolittle Raid. By this time, Halsey- known as Bull to his men- adopted the slogan Hit hard, hit fast, hit often. After returning from the Doolittle mission, he missed the critical Battle of Midway due to a severe case of psoriasis. Later, he led Allied naval forces to victory in the Guadalcanal Campaign. In June 1944, Halsey was given command of the U.S. Third Fleet. That September, his ships provided cover for the landings on Peleliu, before embarking on a series of damaging raids on Okinawa and Formosa. In late October, the Third Fleet was assigned to provide cover for the landings on Leyte and to support Vice Admiral Thomas Kinkaids Seventh Fleet. Battle of Leyte Gulf Desperate to block the Allied invasion of the Philippines, the commander of the Japanese Combined Fleet, Admiral Soemu Toyoda, devised a daring plan that called for most of his remaining ships to attack the landing force. To distract Halsey, Toyoda sent his remaining carriers, under Vice Admiral Jisaburo Ozawa, to the north with the goal of drawing the Allied carriers away from Leyte. In the resulting Battle of Leyte Gulf, Halsey and Kinkaid won victories on October 23 and 24 over the attacking Japanese surface ships. Late on the 24th, Halseys scouts sighted Ozawas carriers. Believing Kuritas force to have been defeated, Halsey elected to pursue Ozawa without properly informing Nimitz or Kinkaid of his intentions. The next day, his planes succeeded in crushing Ozawas force, but due to his pursuit he was out of position to support the invasion fleet. Unknown to Halsey, Kurita had reversed course and resumed his advance toward Leyte. In the resulting Battle of Samar, Allied destroyers and escort carriers fought a valiant battle against Kuritas heavy ships. Alerted to the critical situation, Halsey turned his ships south and made a high-speed run back toward Leyte. The situation was saved when Kurita retreated of his own accord after becoming concerned about the possibility of an aerial attack from Halseys carriers. Despite the stunning Allied successes in the battles around Leyte, Halseys failure to clearly communicate his intentions and his leaving the invasion fleet unprotected damaged his reputation in some circles. Final Campaigns Halseys reputation was again damaged in December when Task Force 38, part of the Third Fleet, was hit by Typhoon Cobra while conducting operations off the Philippines. Rather than avoid the storm, Halsey remained on station and lost three destroyers, 146 aircraft, and 790 men to the weather. In addition, many ships were badly damaged. A subsequent court of inquiry found that Halsey had erred, but did not recommend any punitive action. In January 1945, Halsey turned the Third Fleet over to Spruance for the Okinawa Campaign. Resuming command in late May, Halsey made a series of carrier attacks against the Japanese home islands. During this time, he again sailed through a typhoon, though no ships were lost. A court of inquiry recommended that he be reassigned; however, Nimitz overruled the judgment and allowed Halsey to keep his post. Halseys last attack came on August 13, and he was aboard the USS Missouri when the Japanese surrendered on September 2. Death Following the war, Halsey was promoted to fleet admiral on December 11, 1945, and assigned to special duty in the Office of the Secretary of the Navy. He retired on March 1, 1947, and worked in business until 1957. Halsey died on August 16, 1959, and was buried at Arlington National Cemetery. Legacy Halsey was one of the highest-ranking officers in U.S. naval history. He accumulated numerous honors, including the Navy Cross, the Navy Distinguished Service Medal, and the National Defense Service Medal. The USS Halsey was named in his honor.