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Pitch Perfect Movie Review - 1967 Words

Film Review Outline Name: John Carlo V. Balmes Film Title: Pitch Perfect Adapted From: Pitch Perfect by Mickey Rapkins Release Date: September 28, 2012 Director: Jason Moore Genre(s): Musical, Comedy Setting: Barden University Lead Actor(s): Anna Kendrick, Rebel Wilson, Skylar Astin, Anna Camp Main Characters and their Attributes: * Becca Mitchell – A musically-inclined reclusive girl who wants to pursue a music career, she joins the Bellas to please her father and finds herself being caught up in their world. * Jesse Swanson – A member of the Treblemakers who has a crush on Beca. * Fat Amy - A comedic and irresponsible member of the Bellas from Tasmania. * Aubrey Posen - One of the co-leaders of the†¦show more content†¦Theme(s): The theme of that film permeates Pitch Perfect and lends a heaping amount of inspiration to the final showdown between the two groups. Plot Summary: The Barden Bellas are a collegiate, all-girls a cappella singing group thriving on female pop songs and their perfect looks. After a disastrous failing at last years finals, they are forced to regroup. Among the new recruits is freshman Beca, an independent, aspiring DJ with no interest in the college life. But after she meets Jesse, from the rival all-male a cappella group, Beca has a new outlook and takes it upon herself to help the Bellas find their new look and sound and get back into the competition. Description/Summary: Beca, a Barden freshman, has no desire to go to college, but is forced to attend by her father, a professor at the university. Wishing to instead move to Los Angeles to pursue a career in music making, she takes up an internship at the school radio station, where she meets fellow freshman Jesse who intends to start to have a not-so-secret crush on Beca. When Becas father finds out that Beca has not been attending classes, he offers to let Beca go to Los Angeles (which he will help pay for) if she joins a club and proves that she wants to be involved for the rest of the year. After some persuasion from Aubrey, the group leader, and Chloe, she joins the Bellas (an all girl acapella group), along with a group of otherShow MoreRelatedWhat Should Be Limited?1208 Words   |  5 PagesWhat Should be Limited? Olaf’s Frozen Adventure, Star Wars: The Last Jedi, Jumanji: Welcome to the Jungle, Pitch Perfect 3, Fifty Shades Freed, The New Mutants, and Avengers: Infinity War. These are seven out of the seventeen movies that appear when googling â€Å"movies coming out soon.† They stretch over various genres including comedy, action, children’s movies, musicals, and drama, however there is one common thread connecting all these movies; they are all either spin offs or sequels. 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USA Today’s Claudia Puig doesn’t applaud Wilson’sRead MoreEssay on the Effects of Chemical Castration and Physical Castration1845 Words   |  8 Pages Lata Mangeshkar- The Pride of India India, one of the highest movie producing countries, has many great singers. One such singer, who has been singing for the past 60 years is non other then my favourite singer Lata Mangeshkar. Lata Mangeshkar is and has been the most heard voice in all of India for some time now. Lata has been active in all Indian popular and classical music, sung film songs, ghazals , bhajans and pop (Nagma, 2004). Latas mesmerizing melodious voice has won fans all over theRead MoreThe Film Friends With Benefits as a Case Study To Explore Workplace Behavior2966 Words   |  12 Pagesapply theory appropriately. To do this, I have studied English Character is Dylan Harper played by Justin Timberlake, in the movie Friends with Benefits. This report seeks to apply course theory, and develop actions (the actions can be initiated by others, managers, work colleagues, family members and /or by the characters themselves). In effect, this report has used the movie Friends with Benefits as an enriched case st udy that allows viewers to explore the complexity and subtlety of workplace behaviorRead More The Devastation of the Indies and Movie The Mission Essay2335 Words   |  10 PagesThe Devastation of the Indies and Movie The Mission The Mission and Bartolome De Las Casas book, The Devestation of the Indies Although The Mission and Bartolomà © De Las Casas book, The Devastation of the Indies portray events that took place over two centuries apart, similar features and effects of colonization are apparent in each account. Slight differences in viewpoints are evident, such as The Missions portrayal of the natives in a more humane fashion, but this goes along with the evolution

Malcolm X1 Essay Example For Students

Malcolm X1 Essay The name Malcolm X still stirs emotions of fear and hatred in many Americans. When he was murdered in the Ballroom in Harlem on February 21, 1965, he was world-famous as the angriest black man in America. This is true because unlike Martin Luther King Jr. , Malcolm X advocated freedom for blacks by any means necessary. For him, even the use of violence was a viable solution to fight racial discrimination. Because of such views some people still associate Malcolm X with the Black Panther movement of the sixties which they believe was a radical and violent organization. But portraying Malcolm X simply as a violent black activist fails to represent the whole picture. It does not take into account the post-Mecca Malcolm X when he recanted his black separatism message and started to support unity among all people. When we review Malcolm Xs life from his birth to his tragic death, then we will find a courageous leader who was able to do the following: First, he was able to turn his own personal life around. From a common criminal he became a leader of his people. Second, he was able to persuade others to what he believed in. In other words, he was a man full of charisma. Third, he was able to admit his mistakes and correct them even if meant losing his status and life. He fought for what he believed in which was justice, and he was not afraid to reverse his ideas when he found them erroneous.First of all, Malcolm X was able to turn his own personal life around. He turned all his beliefs and ways of life upside down when joining the Nation of Islam. Before joining the nation of Islam, he was a hustler who tried to earn enough money for his excessive life style. He was selfish and lost all his conscience. He did not fear any other people or death and used every kind of drugs. Although he hated the whites, he felt inferior and wanted to be like them. Because of this he straightened his hair and had a white girlfriend. He lived a life of crime, forming his own house robbing gang. He was arrested for robbery in February 1946, and sentenced to prison for seven years. When he was in prison, he had a prejudice against the Christian religion that he thought was a tool of the white society to keep the Negroes down. This led him to the perception that there must be a religion for the black people. His rebellious nature was not formed without any cause. He had reasons to his rebellious nature. The rebellious nature in Malcolm X has its beginning in the violent death of his father at the hands of white bigots. Malcolm X was born on May 19, 1925, in Omaha, Nebraska to Louise and Earl Little. Earl was a Baptist minister from Reynold, Ga. and became an organizer for Marcus Garveys Universal Negro Improvement Association, which wanted all Afro-Americans to go back to the land of their ancestors, Africa. Because of the fathers advocacy for Garvey movement, Malcolms family was terrorized by the Ku Klux Klan which was an organization of white racists. In September 1931, the white racists of Lansing killed Malcolms father and laid him on a railway track, claiming he committed suicide. This was not the end of the tragedies of his life, just the beginning. In the years that followed, Malcolms mother, Louise, deteriorated emotionally and mentally and in 1939, was committed to a mental institution in Kalamanzoo, Michigan by the white authorities. Malcolm had been removed from his mother and went to school in Mason, Michigan, living with different families. Malcolm did well in Mason and graduated from junior high school at the top of his class academically and athletically, but he was discouraged from continuing academically past the eighth grade due to his race. His whole childhood was miserable. His family, his desire for education, and his hope for the future were destroyed by the whites. .u70090ab5ab5adc42deddafb241c3a8e3 , .u70090ab5ab5adc42deddafb241c3a8e3 .postImageUrl , .u70090ab5ab5adc42deddafb241c3a8e3 .centered-text-area { min-height: 80px; position: relative; } .u70090ab5ab5adc42deddafb241c3a8e3 , .u70090ab5ab5adc42deddafb241c3a8e3:hover , .u70090ab5ab5adc42deddafb241c3a8e3:visited , .u70090ab5ab5adc42deddafb241c3a8e3:active { border:0!important; } .u70090ab5ab5adc42deddafb241c3a8e3 .clearfix:after { content: ""; display: table; clear: both; } .u70090ab5ab5adc42deddafb241c3a8e3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u70090ab5ab5adc42deddafb241c3a8e3:active , .u70090ab5ab5adc42deddafb241c3a8e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u70090ab5ab5adc42deddafb241c3a8e3 .centered-text-area { width: 100%; position: relative ; } .u70090ab5ab5adc42deddafb241c3a8e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u70090ab5ab5adc42deddafb241c3a8e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u70090ab5ab5adc42deddafb241c3a8e3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u70090ab5ab5adc42deddafb241c3a8e3:hover .ctaButton { background-color: #34495E!important; } .u70090ab5ab5adc42deddafb241c3a8e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u70090ab5ab5adc42deddafb241c3a8e3 .u70090ab5ab5adc42deddafb241c3a8e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u70090ab5ab5adc42deddafb241c3a8e3:after { content: ""; display: block; clear: both; } READ: Physical Education In School Essay And this can do more than explain why he became a troublemaker and a hustler during his young adulthood. Despite all these disadvantages and his

Tim OBrien The True War Storyteller

In How to Tell a True War Story, author Tim O’Brien directs the reader’s attention to the idea of truth, not simply in the telling and retelling of certain events from the Vietnam War that forms the narrative of the story, but on a deeper, more fundamental level about how reality is constructed, not simply within the context of a war but in general.Advertising We will write a custom research paper sample on Tim O’Brien: The True War Storyteller specifically for you for only $16.05 $11/page Learn More Tim O’Brien’s story simultaneously constructs and deconstructs itself several times over the telling; this action destabilizes the narrative, and gives the reader the sense that the narrative may give way at any time – as indeed it does. The inherent fluidity of the work – this constantly shifting form – positions the story more as an example of a deconstructed text as opposed to the traditional war nar rative, and in this act of deconstruction, we glimpse O’Brien’s larger purpose. Essentially Tim O’Brien’s How to Tell a True War Story asks about the nature of truth itself: is truth that which we experience, or that which we remember, a composite of the two, or something different altogether? The consensus of many critics who have approached this work appears to be that Tim O’Brien’s How to Tell a True War Story endeavors to make plain the distinction between â€Å"story-truth and happening-truth† – truth that is made up or fictionalized, and truth that is unequivocal, or what â€Å"really happened† (Henningfeld n.p.). Critic Rosemary King points to the fact that Tim O’Brien’s title itself has multiple purposes and implications for the readers (King 182) In the first instance, How to Tell a True War Story concerns itself with defining that which is â€Å"true†, yet Tim O’Brien applies two mea nings to the word: one â€Å"he uses alternately throughout the story to mean either factually accurate,† and the other meaning applies to that which is â€Å"higher and nobler† (King 182). Tim O’Brien’s How to Tell a True War Story follows three different narratives: the first concerns the soldier Mitchell Sanders’s recounting of the events surrounding another solider – Curt Lemon’s – death; the second story follows the narrator as he listens and comments on Sanders’s depiction of the events; and the final narrative is the author Tim O’Brien’s explanation and series of tips directed toward the reader detailing how to distinguish a true war story from a false one (O’Brien 174). In each story, each individual narrator takes pains to prove that his version of the story represents the authentic recounting of events exactly as they took place in Vietnam, and all three narrators also declare the validity of their narratives using history as proof (O’Brien 174: King 182).Advertising Looking for research paper on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More In King’s opinion, the ultimate marker of a true war story is the one that â€Å"capture[s] the genuine experience of war because truth registers only through gut instinct† (King 183). Through these three narrators, King argues, Tim O’Brien presents the thesis that facts perhaps do not warrant the ultimate measure of authority simply because they happened in someone’s remembered past (King 183). Rather, of more value than the actual â€Å"historical artifact† of the events that occurred is â€Å"the significance, or truth, of the experience† (King 183). In King’s words, Tim O’Brien’s concept of truth as delineated in How to Tell a True War Story â€Å"has deep implications for story telling because he suggests that altering facts may be more significant than clinging to the story of what actually transpired† (King 183). Critic Catherine Dybiec Holm, on the other hand, believes that for Tim O’Brien â€Å"there is no stable sense of truth or reality when it comes to war† (Holm n.p.). In How to Tell a True War Story Holm sees an author who presents his readers with the truth of this statement over and over. O’Brien, in Holm’s understanding, does this both through the straightforward use of passages such as the following: When a guy dies, like Lemon, you look away and then look back for a moment and then look away again. The pictures get jumbled; you tend to miss a lot. And then afterward, when you go to tell about it, there is always that surreal seemingness, which makes the story seem untrue, but which in fact represents the hard and exact truth as it seemed. (O’Brien 176) Or, Tim O’Brien uses â€Å"indirect means,† such as employing constantly variable narration to recount an event and offering a different take and conclusion on the event with each new version (Holm n.p.). Holm also agrees that the title offers a sense of irony and layered meaning, â€Å"since he suggests that it may actually be impossible to accurately tell a true war story† (Holm n.p.). In How to Tell a True War Story Holm observes the impact of the war itself on all of the narrators as they struggle with the subject matter of their stories. In Holm’s opinion, Tim O’Brien’s goal in the story is to elucidate directly how the monstrous experience inherent to combat can and will affect the discernment of reality, â€Å"even for a narrator† (Holm n.p.). In Holm’s words: O’Brien emphasizes the nebulous nature of truth when it comes to war stories by taking one story and telling it four different ways. Additionally, he starts several of the story versions with statements that make readers question whether the narrator realizes that he has told the story before.Advertising We will write a custom research paper sample on Tim O’Brien: The True War Storyteller specifically for you for only $16.05 $11/page Learn More O’Brien’s device could lead an astute reader to wonder whether the reality of war and the retelling of this particular war story has become confusing, at least in this narrator’s head. And O’Brien’s narrator backs this up with prose that directly questions what is and is not real regarding memories of war (Holm However, as critic Diane Andrews Henningfeld aptly observes, the possibility that Tim O’Brien’s story â€Å"is demonstrating†¦the impossibility of any truth at all† represents an equally legitimate interpretation of the work (Henningfeld n.p.). The affect of war on the perception of reality and truth may certainly be one of the underlying messages of the s tory, however in Henningfeld’s opinion, How to Tell a True War Story is actually about nothing less than how people – soldiers or otherwise – construct meaning through language. â€Å"Rather than being an epistemological tool, this story serves to demonstrate how language only seems to provide knowledge, when all it really provides is more text† (Henningfeld n.p.) The reader witnesses a glimpse of this phenomenon when Tim O’Brien as the narrator warns the reader that â€Å"in many cases a true war story cannot be believed. If you believe it, be skeptical. It’s a question of credibility. Often the crazy stuff is true and the normal stuff isn’t because the normal stuff is necessary to make you believe the truly incredible craziness. In other cases you can’t even tell a true war story. Sometimes it’s just beyond telling† (O’Brien 179). In How to Tell a True War Story, Tim O’Brien seems less interested i n giving the reader a straight answer and more about posing the question in numerous ways. He also challenges the idea that a war story has to mean something, or that it has to make sense on some level. â€Å"A true war story is never moral. It does not instruct, nor encourage virtue, nor suggest models of proper human behavior, nor restrain men from doing the things they have always done. If a story seems moral, do not believe it. If at the end of a war story you feel uplifted, or if you feel that some small bit of rectitude has been salvaged from the larger waste, then you have been made the victim of a very old and terrible lie. There is no rectitude whatsoever. There is no virtue. As a first rule of thumb, therefore, you can tell a true war story by its absolute and uncompromising allegiance to obscenity and evil (O’Brien 174). The fact that story builds itself up and then tears itself apart again several times over the course of the narrative speaks to its proper unders tanding as a text of deconstruction or â€Å"metafictional story† (Henningfeld n.p.). Tim O’Brien in Henningfeld’s opinion â€Å"is a deconstructive master.Advertising Looking for research paper on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More While it appears that he is saying one thing about true war stories, what he is really doing is undermining not only the entire quest for truth, but also the possibility of truth existing in any knowable form† (Henningfeld n.p.). It follows then that How to Tell a True War Story has a much broader application than as a â€Å"war story,† but rather a critique of the construction of reality through language, memory and historicity. At no point in any of the three narratives does Tim O’Brien allow the reader to â€Å"forget that the story the reader is reading is a story, not reality,† because he and the other two narrators â€Å"constantly comment on their own construction† (Henningfeld n.p.) Tim O’Brien allows each character in the story to admit that the stories they have told are fictions – some or all of the details have been â€Å"made up† (Henningfeld n.p.). An example occurs when Mitchell Sanders tells a story about his pat rol that climbs a mountain: â€Å"Last night, man, I had to make up a few things.† â€Å"I know that.† â€Å"The glee club. There wasn’t any glee club.† â€Å"Right.† â€Å"No opera.† â€Å"Forget it, I understand.† â€Å"Yeah, but listen, it’s still true. Those six guys, they heard wicked sound out there. They heard sound you just plain won’t believe.† (O’Brien 180) This admission by Sanders â€Å"calls attention to the entire story as a work of fiction† and the fact that all the narrators participate in this seemingly endless revision speaks to Tim O’Brien’s overall point – that reality is what we say it is (Henningfeld n.p.). Tim O’Brien’s How to Tell a True War Story, though it appears to be centered around the events of the Vietnam War from the perspective of the soldiers who fought there, is actually about â€Å"the quest for truth, the use of the imagination in telling the truth, and the art of storytelling in creating the truth† (Henningfeld n.p.). Works Cited Henningfeld, Diane Andrews. â€Å"Critical Essay on ‘How to Tell a True War Story’.† Short Stories for Students. Ed. Carol Ullmann. Vol. 15. Detroit: Gale, 2002. Web. Holm, Catherine Dybiec. â€Å"Critical Essay on ‘How to Tell a True War Story’.† Short Stories for Students. Ed. Carol Ullmann. Vol. 15. Detroit: Gale, 2002.Web. King, Rosemary. â€Å"O’Brien’s ‘How to Tell a True War Story’.† The Explicator 57.3 (1999): 182-184. Web. O’Brien, Tim. â€Å"How to Tell a True War Story.† The Compact Bedford Introduction to Literature. Eds. Michael Meyer and Doug Downs. 8th ed. New York: Bedford / St. Martins, 2008. 174-183. Print. This research paper on Tim O’Brien: The True War Storyteller was written and submitted by user Ariel Pope to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Immortal Gods and Goddesses From Greek Mythology

Immortal Gods and Goddesses From Greek Mythology There are many types of immortal beings in Greek mythology. Some are depicted as humanoid, some as part animal, and some personifications are not readily visualized. The gods and goddesses of Mt. Olympus can walk among mortals undetected. They each tend to have a special area they control. Thus, you have the god of thunder or grain or the hearth. Individual Gods and Goddesses From Mt. Olympus HadesZeusPoseidonApolloAresDionysusHephaestusHestiaDemeterHeraArtemisAthenaAphrodite The Titans are among the more confusing of the immortals of Greek mythology. Some of them are stuck in the Underworld suffering for their misdeeds against the Olympian gods. Special Female Deities: Muses and Nymphs The Muses were considered responsible for the arts, sciences, and poetry and were the children of Zeus and Mnemosyne, born in Pieria. Nymphs appear as beautiful young women. There are several types and some individual nymphs who are famous in their own right. Naiads are one variety of nymphs. Roman Gods and Goddesses When talking about Greek mythology, the Romans are usually included. Although their origins may have been different, the main Olympian gods are the same (with a name change) for the Romans. Even before the Romans started expanding their empire around the time of the Punic Wars, they came in contact with other native peoples in the Italic peninsula. These had their own beliefs, many of which influenced the Romans. The Etruscans were particularly important. Other Creatures Greek mythology has animal and part animal creatures. Many of these have supernatural powers. Some, like the Centaur Chiron, are capable of giving up the gift of immortality. Others can be killed with great difficulty and only by the greatest of the heroes. Snake-haired Medusa, for instance, killed by Perseus aided by Athena, Hades, and Hermes is one of the three Gorgon sisters and is the only one who can be killed. Perhaps they dont belong in a grouping of immortals, but they arent quite mortal, either. Beliefs There were many beliefs in the ancient world. When the Romans started expanding, they sometimes joined together native deities with ones that sounded similar from back home. In addition to the religions with many gods, there were others like Judaism, Christianity, and Mithraism  that were basically monotheistic or dualistic.

Talent Managment Process Essay Example | Topics and Well Written Essays - 500 words

Talent Managment Process - Essay Example An operational talent management is among the most valuable assets an organization can possess and if the processes associated with talent management are performed in a professional manner, it has the capacity to become the driving force of the company towards economic success. Talent management entails three main aspects that include the acquisition of talent, its development and retention once it has already been acquired (Elegbe 24). Nonetheless, numerous other sub-processes are components of talent management that include the identification of talent, its sourcing and evaluation among others. In the cases where the management of talent is implemented in the proper manner, strategic effects can be seen all over the company and an appropriate talent management entails more than merely attracting, nurturing and retaining the employees who are talented. Human resource functions as a framework for a number of specialty well-designed areas in regard to expertise which require proper appreciation and discipline. In most of the cases, these well-designed areas are considered to include workforce and succession planning, the management of performances as well as compensating and giving benefits to the employees who perform exceptionally. In order to be able to manage talent in an efficient and effective manner, all these aspects have to be consolidated fully and they must work together in a smooth manner. In the initial stages, workforce and succession planning maps out the path for future talent requirements by quantity and qualifying requirements in accordance to the strategy of the company. On the hand, management is tasked with the delivery of an overview if the talent that is already in existence while talent acquisition and recruitment is supposed to make sure that the identified gaps has been closed as far as the talent map is co ncerned. Overall, the

Political Media Analysis Project Essay Example | Topics and Well Written Essays - 2500 words

Political Media Analysis Project - Essay Example This would mean that the media grows, or takes new forms so that the previous established media which is radio, television, newspapers and magazines, have to adapt to changes in order to deliver (Nakamura & de Fontenay, 2006). Content, nevertheless may have remained over the decade but reader and audience perspective changed. Bias has been pointed out to the media by both politicians and constituent readers and audience as several studies have pointed out (MRC, 2006). Taking coverage from various media sources, related international topic regarding nuclear weapons and countries in question, national issue on privacy with regards to the war on terrorism, and local issue on Florida's real property taxes shall be discussed in the context that media bias personalization, dramatization, fragmentation, and the authority-disorder exists. Using NPR or National Public Radio as baseline for the international and national topics, this research will proceed with the premise that NPR is backed by public service broadcasting PBS headquartered in Arlington, Virginia with 348 public television stations (PBS, 2006). NPR, undoubtedly provided a wide coverage on most of the international and national topics. An array of personalities are also featured in their interviews giving ample information and sides regarding current events and issues. On the issue of nuclear weapons involving Iran and North Korea, Washington Post writer Colum Lynch went on air with Jacki Lyden (NPR, 2006) in "All Things Considered." The issue on North Korea and Iran were presented in a way broadsheet newspapers would including buzzwords "UN trade sanctions", "nuclear weaponry", "Kim Il-Sung" as they appeared in the Washington Post (Linzer, 2006). In Linzer's report, the US is represented as "the Bush administration" personified by Assistant Secretary of State Stephen G. Rademaker. As noted by most conservative readers (The Pew Research Center, 2006; Media Research Center, 2006; and Groseclose and Milyo, 2005), emphasis was taken away from the issue that "may" have been pushed by the present US administration into neutral i nformation that went, "world leaders attending a nuclear conference seemed to dismiss the U.S. call for punitive measures. Instead, they spoke of incentives and negotiations as a way of encouraging the Islamic republic to give up worrisome aspects of its energy program that could be diverted for weapons work" (Linzer, 2006). "Increase of pressure on Iran" as well as Bush' branding of "axis of evil" and North Korean ambassador's Pak Gil Yon's comments "increased US pressure a declaration of war," (AP, 2006). Both the CNN and the Washington Post posted coverage beyond US and contending countries Iran and North Korea on the issue. Meanwhile, local newspaper Miami Herald cannot be said to be left behind in content as updated coverage on the international issue were churned out, basically from international news agencies such as the Associated Press and Los Angles times Service. Its stories also carried out buzz words, including opinionated "Nut with a Nuke" headlines, "hardliners" and q uotes