Baroque Art And The Baroque Era - 2216 Words

Baroque Ornamentation The use of ornamentation in Baroque music was a creative, and sometimes improvised outlet for period musicians that spurred from human instinct to manipulate melodic material. This urge to change melodic material by altering the rhythm, or melody can be seen throughout history. Music including Gregorian chant, which predates the Baroque era, contains some elements of ornamentation. It can be seen throughout the Baroque, Classical era, and even in modern music. Although improvisation has been repressed by modern conventions of performance, it shows itself in the style of improvised jazz and avant-garde free improvisation. Performers use improvisation as a means of self-expression and a way to express composer intent. During the Baroque era, there were many different styles and methods of ornamentation depending on location, style, date, and composer of a piece of music. Understanding the historical developments of the Baroque era and the development of ornamentation can help modern pe rformers of Baroque music better understand how to play a more historically accurate performance. The Baroque era lasted from about 1600 to 1750. The music from the Baroque began to develop contrapuntally and in harmonic complexity. Composers also relied on the performers ability to add ornamentation and to complete the harmonies in a basso continue score through improvisation. These scores consisted of a bass line with numbers and symbols written above, to indicate theShow MoreRelatedComparing Art And The Baroque Eras989 Words   |  4 PagesComparing Art of the Renaissance and the Baroque Eras The Renaissance and the Baroque eras created some of the most famous works of art produced in the world. The two eras expressed differences in style and theme, but they also have many characteristics in common. To better understand the similarities of the eras it will be described by the characteristics, styles and the influences of each; Renaissance and Baroque works of art. Famous artist from the Renaissance era were Leonard da Vinci and MichelangeloRead MoreArt Criticism Of The Baroque Era1908 Words   |  8 PagesThe Musicians â€Å"In art criticism,  the word Baroque came to be used to describe anything irregular, bizarre, or otherwise departing from established rules and proportions,† (Britannica, 2016). Caravaggio, born Michelangelo Merisi (1571), an Italian painter, can be said almost single-handedly to have created the Baroque style during the late sixteenth and early seventeenth centuries. None other can be more appropriately defined as â€Å"Baroque† than Caravaggio; his character, like his art, was confrontationalRead MoreExploring The Idea Of The Baroque Art Era1331 Words   |  6 PagesInstallation piece I have decided to explore the idea of The Baroque Art Era. The Baroque is a period of artistic style that concentrated on exaggerated processes and lavish designs. Starting in Rome in the early 1600’s, The Baroque style began after the Roman Church was in the middle of monumental internal reform, attempting to address the representation of the arts within the society of the time. They believed that a change in the way art was delivered to the masses was necessary to reach a largerRead MoreArt From Baroque Period Through The Postmodern Era Essay1467 Words   |  6 PagesArt from Baroque Period through the Postmodern Era Renaissance art history began as civic history; it was an expression of civic pride. The first such history was Filippo Villanis De origine civitatis Florentiae et eiusdem famosis civibus, written about 1381-82. Florentine artists revived an art that was almost dead, Villani asserts, just as Dante had restored poetry after its decline in the Middle Ages. The revival was begun by Cimabue and completed by Giotto, who equalled the ancient paintersRead MoreEssay on Art from Baroque Period Through the Postmodern Era1486 Words   |  6 PagesArt from Baroque Period through the Postmodern Era Renaissance art history began as civic history; it was an expression of civic pride. The first such history was Filippo Villanis De origine civitatis Florentiae et eiusdem famosis civibus, written about 1381-82. Florentine artists revived an art that was almost dead, Villani asserts, just as Dante had restored poetry after its decline in the Middle Ages. The revival was begun by Cimabue and completed by Giotto, who equalled the ancient paintersRead MoreChoose Three (3) Works of Art from Three Artists from the Baroque Period Through the Postmodern Era.769 Words   |  4 Pagesworks of art from three artists from the Baroque period through the Postmodern era. Your three (3) works of art should come from the time periods or art movements covered in the reading from Unit 4 and Unit 5. Your choices must comply with the following criteria: †¢The 3 artworks chosen must be of the same style or time period. For example, you can choose one of the following suggestions: ââ€" ¦3 Baroque works of art, or ââ€" ¦3 Impressionist works of art, or ââ€" ¦3 Abstract Expressionist works of art, etc.Read MoreComparison/Contrast Renaisssance and Baroque Essay967 Words   |  4 PagesThe baroque and renaissance periods are two different periods. The renaissance period rolled into the baroque era. There were changes made over the years from the baroque to the renaissance period. Differences in style accumulated along with views of art and music. Baroque era covers the period between 1600 and 1750 beginning with Monte Verdi (birth of opera) and ended with deaths of Bach and Handel. The term baroque music is borrowed from the art history. It follows the Renaissance era (1400-1600)Read MoreElements Of The Baroque Era1031 Words   |  5 PagesThe Baroque Era between 1600-1750, was an era that created creative styles and elements, which the Catholic Church took into favor. The Baroque also created a symbol of wealth that the Catholic Church took in creating new sculptures, paintings, and architecture. The Baroque Era emphasized political tension through Church, artistic beauty that would change the view of the church, and amazing architecture that helped convey a theological vision inside the church. Background The Baroque Era began inRead MoreRenaissance vs Baroque1102 Words   |  5 PagesART 101 ART HISTORY Module 1- CASE The ideology and culture of the Renaissance and Baroque Eras are reflected in artwork from the eras. Renaissance art seems to the moment before an event took place and the Baroque art is characterized by great drama, rich deep color, and intense light and dark shadows. Baroque artists chose the most dramatic point, the moment when the action was occurring. For example Michelangelo designed his David composed and still before he fights against Goliath. InRead MoreEssay on Renaisssance versus Baroque Periods967 Words   |  4 Pages The baroque and renaissance periods are two different periods. The renaissance period rolled into the baroque era. There were changes made over the years from the baroque to the renaissance period. Differences in style accumulated along with views of art and music. Baroque era covers the period between 1600 and 1750 beginning with Monte Verdi (birth of opera) and ended with deaths of Bach and Handel. The term baroque music is borrowed from the art history. It follows the Renaissance era (1400-1600)

Letter to Home †History American Immigration Free Essays

Mr. Iam Nobody 8 Howling Lane Hackney London E15 6PP United Kingdom Mr. Iam Nobody 8 Howling Lane Hackney London E15 6PP United Kingdom Dear Iam Nobody, Early today I arrived in Ellis Island, as you know I went via steamship which was crowded with all different kind of people from all different places. We will write a custom essay sample on Letter to Home – History American Immigration or any similar topic only for you Order Now On the way there I was talking to a German man his name was Kurt even though he was German he spoke very good English I would even say he spoke better than me to a certain extent. When we finally arrived there they took us into the Baggage Room of the Main Building, winding its way up to the second floor where we were met by a team of doctors and inspectors who would decide which way the Golden Door would swing as they called it. Although many did not know it, I could see that the inspection process had already begun. Doctors Scanning the moving line for signs of illness, Public Health Service doctors looked to see if anyone wheezed, coughed, shuffled, or limped as they climbed the steep ascent. There was another door which about 2/10 people went through I assumed that was the ‘unlucky door’ which meant people didn’t pass the health test. A few hours later I had passed my health test now and I said I would wait for Kurt to come through as he had no place to go and I was going to take him to Uncle Poe. Behold to me that was the last day I saw him; he must have failed the health test. So I carried on once I reached New York I quickly found that there was a lot of segregated area for different religions or nationality’s. When Uncle Poe picked me up he showed me to his diner where once again people segregated from each other blacks in one corner, Polish in another I thought this was madness as I thought one of the main reason why people immigrated to America was to escape discrimination. I will be working in Poe’s diner from now on and living above the diner. I’ve only been working there for a couple of days now there’s already been 3 fights and a multiple of hate speech’s and just down the road 2 Irish men were shot and robbed. It’s rough here so when I make enough money to move then you can immigrate over here. Sincerely, Tyler Wakefield. How to cite Letter to Home – History American Immigration, Essay examples

Barry Hiness book Essay Example For Students

Barry Hiness book Essay Barry Hiness book `A Kestrel For A Knave is a powerful  adaptation that dramatizes the entire text in a clear and  exciting way, it also explores its themes motivations and  social settings. Barry Hines uses these `Themes to show  billys world and the people around him whether its at home  school or out in the open. The main theme that rotates  around Billy is education this is because Mr. Hines tries  to show the reader how important education is for them and  Billy. However education is not the only theme that takes  place we regularly see the theme of poverty ` Packet of  dried peas and a bottle of vinegar which was all that was  left in his cupboard. Sorrow is regularly used to try and  change things so the reader can empathize with Billys  situation and this tends to have a great affect on the  reader.  Barry hines appears to see education as crucial there are  many sections in the novel where billy is at scholl. We see  him lessons talking to teacher studying and evem in assembly. However  barry does not show education just as learning he shows it as a part  if life he does this by showing education has a vital impact on  personal development a way to make friends become independent kearn  talent gain confidence and aquire qualifications. He puts this all together to make people see education the opportunity to breakout of  poverty and have a choice at your ambitions  During the book we meet two characters that play a big role in Billys  life these two people are Mr. farthing and Mr. sugden. These two  characters are compared and have many similarities these similarities  are they are both in control, they both enjoy there subjects and both  have a similar style Barry Hines could through these characters be  showing the qualities needed for effective teaching and what education  is about. They are both effective in education and development to hard  work commitment, determination and perseverance  Although sugden and farthing have similarities they also have  differences these similarities are sugden exploits his authority and  control for himself while mr farthing uses it skillfully to bring out  the talents confidence and abilities of pupils however the system is  flawed because authority can be abused the wrong skills attitude can  be taught the pupils most needing a good education are the ones most  likely to be victimized are the ones that suffer the most in barry  hines novel it touches the heart of the novel. The pupils in lessons work similar and get involved in tasks the  pupils have the capacity interest desire to learn and be involved they  want to learn and use there skills  The book also uses something called irony and this is used with two  characters mr sugden a sports teacher and mr gryce a headteacher.and  so irony makes them memorable and there effects of teaching really sad  it also makes a negative effect for the reader but creates humor to  lighten the book. The irony in a kestrel for a knave is used to amuse  and stimulate the reader.

The Role of Race in the Rodney King Case Essay Sample free essay sample

Equally much as the American populace wants to deny it. the sad truth is that race ever plays a function in the American judicial system. In the instance of Rodney King. Americans in general stated that they were shocked by the result of the test because the grounds of the constabulary whippings were on picture tape displayed for the universe to see. However. the Black community was non shocked. In their experience. this type of unfairness happens to Blacken Americans all the clip. Although the grounds was caught on videotape. the truth did non do a difference. at least non for Rodney King. Peoples frequently wonder if the result of the test would hold been different if the bulk of the jury members had non been white. Harmonizing to â€Å"social scientists. more diverse juries – specifically 1s that include black and white members – are more likely to portion information. do fewer mistakes in measuring the facts and possibly make fairer finding of facts than all-white juries. We will write a custom essay sample on The Role of Race in the Rodney King Case Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † ( MacGregor. 2006 ) . Sometimes there may be unconscious favoritism based on racial stereotypes. â€Å"Ordinary racism is really difficult to see if you are white. † ( Blee. 2003 ) . Therefore. the judicial system needs to take a closer expression at tests that involve members of minority groups. and predominately all-white juries. The racial prejudices may non be knowing. but neer the less. they exist. Imagine that Rodney King was white. and everything else sing this instance was the same. Make you truly believe the constabulary officers would hold been found non guilty? Do you believe Rodney King deserved to be beat with such badness? What if he was your hubby. brother or boy? In order to continue the American belief in autonomy and justness for all. society must guarantee that diverseness is present in the courtrooms. Peoples of all cultural backgrounds must function on the juries ; otherwise. we will go on to witness unfairness in the judicial system. Race ever plays a function in the courtroom and life. Mentions Blee. K. ( 2003 ) . In C. GillCreated Equal.Retrieve April 7. from hypertext transfer protocol: //www. umc. Pitt. edu/PITTMAG/summer2003/feature1. hypertext markup language MacGregor. H. ( 2006 ) . When Diversity Adds Fairness. Retrieved April 7. 2007. from hypertext transfer protocol: //ase. tussocks. edu/psychology/sommerslab/LATimes. hypertext markup language

Sample Short Essay For Scholarship and Grants

Sample Short Essay For Scholarship and GrantsSample essay for scholarship and grants is a legal document which would show how your scholarship and grant proposal are made. This document would serve as a framework or structure that would help the admissions officer to see your merits and qualifications of being awarded the scholarship or the grant. It would also help you avoid any mistakes on how to write your essay. And most importantly, it will make you an exceptional scholar in the future.It would not be good to submit an essay which is not grammatically correct or confusing. It is always better to create a well-structured document so that it would serve as an example for others who are applying for scholarships and grants. You would need to include certain important details about yourself in your essay.It is always better to include information about your accomplishments and skills. These details should be something that would prove to be worthy of being awarded the scholarship or the grant. Students who are applying for scholarships and grants are not looking for information on the fine arts, field of math or science.This means that students should only focus on their experience and knowledge that would prove to be advantageous to them to be awarded a scholarship or a grant. Students would have to think about how they could add value to the project or task that they are asked to do.Before you begin writing your essay, you should do some research on what the readers would like to read about. They would prefer to learn about the topic. After you finish writing the essay, you must now consider its content.Students who are applying for scholarships and grants to want to know everything. They want to learn how much money they can receive. In this case, they would be required to provide details on their full name, age, employment history, grade point average, academic courses and number of credits.On how to write the essay, there are certain guidelines to follow. The information which is provided in the sample short essay for scholarship and grants is based on what has been listed in the documentation. You must never omit any details because they are vital for them to gain knowledge of the information which is going to be shared in the essay.The students who are applying for scholarships and grants should always focus on the degree that they have gained during their studies. It is crucial to note that different schools have different criteria on how scholarships are distributed among their students. So students should use the sample short essay for scholarship and grants, to see how they can impress the admissions officer and what kind of information is needed to do so.

Western Lowland Gorilla Facts

Western Lowland Gorilla Facts The western lowland gorilla (Gorilla gorilla gorilla) is one of two subspecies of western gorillas The other subspecies is the Cross River gorilla. Of the two subspecies, the western lowland gorilla is more numerous. Its also the only subspecies of gorilla kept in zoos, with few exceptions. Fast Facts: Western Lowland Gorilla Scientific Name: Gorilla gorilla gorillaDistinguishing Features: Relatively small gorilla with dark brownish black hair and large skull. Mature males have white hair on their backs.Average Size: 68 to 227 kg (150 to 500 lb); males about twice the size of femalesDiet: HerbivorousLife Span: 35 yearsHabitat: Western sub-Saharan AfricaConservation Status: Critically EndangeredKingdom: AnimaliaPhylum: ChordataClass: MammaliaOrder: PrimatesFamily: HominidaeFun Fact: The western lowland gorilla is the only subspecies kept in zoos, with very rare exceptions. Description Gorillas are the largest apes, but western lowland gorillas are the smallest gorillas. Males are considerably larger than females. An adult male weighs between 136 and 227 kg (300 to 500 lbs) and stands up to 1.8 m (6 ft) tall. Females weigh between 68 and 90 kg (150 to 200 lb) and stand around 1.4 m (4.5 ft) tall. The western lowland gorilla has a larger, wider skull than a mountain gorilla and dark brownish black hair. Young gorillas have a small white rump patch until they are about four years old. Mature males are called silverback males because they have a saddle of white hair across their backs and extending onto the rump and thighs. Western lowland gorillas, like other primates, have unique fingerprints and nose prints. Distribution As their common name suggests, western lowland gorillas live in western Africa at low elevations ranging from sea level to 1300 meters. They inhabit rain forests and forested areas of swamps, rivers, and fields. Most of the population lives in the Republic of the Congo. The gorillas also occur in Cameroon, Angola, Congo, Gabon, Central African Republic, and Equatorial Guinea. Gorilla species distribution. Fobos92 Diet and Predators Western lowland gorillas are herbivores. They preferentially select fruit that is high in sugar and fiber. However, when fruit is scarce, they eat leaves, shoots, herbs, and bark. An adult gorilla eats about 18 kg (40 lb) of food per day. The gorillas only natural predator is the leopard. Otherwise, only humans hunt gorillas. Social Structure The gorillas live in groups of one to 30 gorillas, usually averaging between 4 and 8 members. One or more adult males lead the group. A group stays within a home range of 8 to 45 square kilometers. Western lowland gorillas are not territorial and their ranges overlap. The lead silverback organizes eating, resting, and traveling. While a male may make an aggressive display when challenged, gorillas are generally nonaggressive. Females engage in sexual behavior even when they are non-fertile to compete with other females. Young gorillas spend their time playing, much like human children. Reproduction and Life Cycle The reproductive rate of western lowland gorillas is very low. In part, this is because females dont reach sexual maturity until age 8 or 9 and dont reproduce when caring for young. As in humans, gorilla gestation lasts about nine months. A female gives birth to one infant. An infant rides on its mothers back and depends on her until it is about five years old. Occasionally, a male commits infanticide to gain a opportunity to mate with its mother. In the wild, a western lowland gorilla may live 35 years. Females care for young until they are around five years of age. Willis Chung / Getty Images Conservation Status and Threats The International Union for Conservation of Nature (IUCN) lists the western gorilla as critically endangered, which is the last category before global extinction in the wild. Only about 250 to 300 of the Cross River gorilla species are believed to remain, while estimates place the number of western lowland gorillas around 300,000 in 2018. While this may seem like a relatively large number of gorillas, the population size continues to dwindle and the animals face serious threats. Challenges facing the western lowland gorilla include deforestation; loss of habitat to human encroachment for settlements, farming, and grazing; climate change; slow reproductive rate coupled with infertility; and poaching for trophies, folk medicine, and bushmeat. Disease may pose an even greater threat to gorillas than other factors. Western lowland gorillas are one of the zoonotic origin of HIV/AIDs, which infects gorillas in a similar fashion as it does humans. Gorillas suffered over 90% mortality from an Ebola epizootic in 2003 to 2004 that killed two-thirds of the species population. Gorillas are also infected with malaria. While the outlook for wild western lowland gorillas appears grim, the species acts as a seed disperser, making it key to the survival of many other species in its habitat. Worldwide, zoos maintain a population of about 550 western lowland gorillas. Sources Darc, Mirela; Ayouba, Ahidjo; Esteban, Amandine; Learn, Gerald H.; Bouà ©, Vanina; Liegeois, Florian; Etienne, Lucie; Tagg, Nikki; Leendertz, Fabian H. (2015). Origin of the HIV-1 group O epidemic in western lowland gorillas. Proceedings of the National Academy of Sciences. 112 (11): E1343–E1352. doi:10.1073/pnas.1502022112Haurez, B.; Petre, C. Doucet, J. (2013). Impacts of logging and hunting on western lowland gorilla (Gorilla gorilla gorilla) populations and consequences for forest regeneration. A review. Biotechnologie, Agronomie, Socià ©tà © et Environnement. 17 (2): 364–372.Mace, G.M. (1990). Birth Sex Ratio and Infant Mortality Rates in Captive Western Lowland Gorillas. Folia Primatologica. 55 (3–4): 156. doi:10.1159/000156511Maisels, F., Strindberg, S., Breuer, T., Greer, D., Jeffery, K. Stokes, E.  (2018).  Gorilla gorilla ssp. gorilla  (amended version of 2016 assessment).  The IUCN Red List of Threatened Species  2018: e.T9406A136251508.   doi:10.2305/IUCN.UK.2016-2.RLTS.T9406A136251508.en Rogers, M. Elizabeth; Abernethy, Kate; Bermejo, Magdalena; Cipolletta, Chloe; Doran, Diane; Mcfarland, Kelley; Nishihara, Tomoaki; Remis, Melissa; Tutin, Caroline E.G. (2004). Western gorilla diet: A synthesis from six sites. American Journal of Primatology. 64 (2): 173–192. doi:10.1002/ajp.20071

USS Mississippi (BB-41) in World War II

USS Mississippi (BB-41) in World War II Entering service in 1917, USS Mississippi (BB-41) was the second ship of the New Mexico-class. After seeing brief service in World War I, the battleship later spent the majority of its career in the Pacific. During World War II, Mississippi took part in the US Navys island-hopping campaign across the Pacific and repeatedly clashed with Japanese forces.   Retained for several years after the war, the battleship found a second life as a test platform the the US Navys early missile systems. A New Approach After designing and building  five classes of dreadnought battleships (South Carolina-, Delaware-, Florida-, Wyoming-, and New York-classes), the US Navy decided that future designs should make use of a set of standardized tactical and operational characteristics. This would permit these ships to operate together in combat and would simplify logistics. Dubbed the Standard-type, the next five classes were powered by  oil-fired boilers instead of coal, eliminated amidships turrets, and possessed an â€Å"all or nothing† armor scheme. Among these changes, the shift to oil was made with the goal of increasing the vessel’s range as the US Navy felt that this would be critical in any future naval conflict with Japan. As a result, Standard-type ships were capable of cruising 8,000 nautical miles at an economical speed. The new all or nothing armor scheme called for key  areas of the vessel, such as magazines and engineering, to be heavily armored while less important spaces were left unprotected. Also, Standard-type battleships were to be capable of a  minimum top speed of 21 knots and have a tactical turn radius of 700 yards.   Design The characteristics of the Standard-type were first used in the  Nevada-  and  Pennsylvania-classes. As a follow-on to the latter, the  New Mexico-class at first was envisioned as the US Navys first class to mount 16 guns. A new weapon, the 16/45 caliber gun had been successfully tested in 1914. Heavier than the 14 guns used on previous classes, employment of the 16 gun would require a vessel with a larger displacement. This would significantly increase construction costs. Due to extended debates  over designs and anticipated rising costs, Secretary of the Navy  Josephus Daniels decided to forgo using the new guns and instructed that the new type replicate the  Pennsylvania-class with only minor changes. As a result, the three vessels  of the  New Mexico-class, USS  New Mexico  (BB-40), USS  Mississippi  (BB-41), and USS  Idaho  (BB-42), each carried a main armament of twelve 14 guns placed in four triple turrets. These were supported by a secondary battery of fourteen 5 guns which were mounted in enclosed casemates in the vessels superstructure. Additional armament came in the form of four 3 guns and two Mark 8 21 torpedo tubes. While  New Mexico  received an experimental turbo-electric transmission as part of its power plant,  the other two vessels used more traditional geared turbines.      Ã‚   Construction      Assigned to Newport News Shipbuilding, construction of Mississippi commenced  on April 5,  1915. Work moved forward over the next twenty-one months  and on January 25, 1917, the new battleship entered  the water with Camelle McBeath, daughter of the Chairman of the Mississippi State Highway Commission, serving as sponsor.   As work continued, the United States became embroiled in World War I. Finished late that year, Mississippi  entered commission on December 18, 1917, with Captain Joseph L. Jayne  in command. USS Mississippi  (BB-41) Overview Nation:  United StatesType:  BattleshipShipyard:  Newport News ShipbuildingLaid Down:  April 5, 1915Launched:  January 25, 1917Commissioned:  December 18, 1917Fate:  Sold for scrap Specifications (as built) Displacement:  32,000 tonsLength:  624  ft.Beam:  97.4 ft.Draft:  30 ft.Propulsion:  Geared  turbines turning 4 propellersSpeed:  21  knotsComplement:  1,081  men Armament 12  Ãƒâ€" 14 in. gun (4  Ãƒâ€" 3)14 Ãâ€" 5 in. guns2 Ãâ€" 21 in. torpedo tubes World War I Early Service Finishing its shakedown cruise,  Mississippi  conducted exercises along the Virginia coast in early 1918. It then shifted south to Cuban waters for further training. Steaming back to Hampton Roads in April, the battleship was retained on the East Coast during the final months of World War I. With the end of the conflict, it moved through winter exercises in the Caribbean before receiving orders to join the Pacific Fleet at San Pedro, CA. Departing in July 1919,  Mississippi  spent the next four years operating along the West Coast.   In 1923, it took part in a demonstration during which it sank USS Iowa  (BB-4).   The following year, tragedy struck  Mississippi  when on June 12 an explosion occurred in Turret Number 2 which killed 48 of the battleships crew.  Ã‚  Ã‚   Interwar Years Repaired,  Mississippi  sailed with several American battleships in April for war games off Hawaii followed by a goodwill cruise to New Zealand and Australia. Ordered east in 1931, the battleship entered the Norfolk Navy Yard on March 30 for an extensive modernization. This saw alterations to the battleships superstructure and  changes to the secondary armament. Completed in mid-1933,  Mississippi resumed active duty and began training exercises. In October 1934, it returned to San Pedro and rejoined the Pacific Fleet. Mississippi  continued to serve in the Pacific until mid-1941.    Directed to sail for Norfolk,  Mississippi  arrived there on June 16 and prepared for service with the Neutrality Patrol. Operating in the North Atlantic, the battleship also escorted American convoys to Iceland.   Safely reaching Iceland in late September,  Mississippi  stayed in the vicinity for most of the fall. There when the Japanese attacked Pearl Harbor on December 7 and the United States entered World War II, it promptly departed for the West Coast and reached San Francisco on January 22, 1942. Tasked with training and protecting convoys, the battleship also had its anti-aircraft defenses enhanced. To the Pacific Employed in this duty for the early part of 1942,  Mississippi  then escorted convoys to Fiji in December and operated in the southwest Pacific.   Returning to  Pearl Harbor  in March 1943, the battleship commenced training for operations in the Aleutian Islands. Steaming north in May,  Mississippi  participated in the bombardment of Kiska on July 22 and aided in compelling the Japanese to evacuate. With the successful conclusion of the campaign, it underwent a brief overhaul at San Francisco before joining forces bound for the Gilbert Islands. Supporting American troops during the Battle of Makin on November 20, Mississippi  sustained a turret explosion which killed 43. Island Hopping Undergoing repairs,  Mississippi  returned to action in January 1944 when it provided fire support for the invasion of Kwajalein. A month later, it bombarded Taroa and Wotje before striking Kavieng, New Ireland on March 15. Ordered to Puget Sound that summer,  Mississippi  had its 5 battery expanded. Sailing for the Palaus, it aided in the Battle of Peleliu  in September. After replenishing at Manus, Mississippi  moved to the Philippines where it bombarded Leyte on October 19. Five nights later, it took part in the victory over the Japanese at the Battle of Surigao Strait. In the fighting, it joined five Pearl Harbor veterans in sinking two enemy battleships as well as a heavy cruiser. During the action,  Mississippi  fired the final salvos by a battleship against other heavy warships. Philippines Okinawa Continuing to support operations in the Philippines through late fall,  Mississippi  then moved to take part in the landings at Lingayen Gulf, Luzon. Steaming into the gulf on January 6, 1945, it pounded Japanese shore positions prior to the Allied landings. Remaining offshore, it sustained a kamikaze hit near the waterline but continued to strike targets until February 10. Ordered back to Pearl Harbor for repairs, Mississippi remained out of action until May. Arriving off Okinawa on May 6, it commenced firing on Japanese positions including Shuri Castle. Continuing to support Allied forces ashore, Mississippi took another kamikaze hit on June 5. This struck the ships starboard side, but did not force it to retire. The battleship stayed off Okinawa bombarding targets until June 16. With the end of the war in August, Mississippi steamed north to Japan and was present in Tokyo Bay on September 2 when the Japanese surrendered aboard USS Missouri (BB-63).    Later Career                           Departing for the United States on September 6, Mississippi ultimately arrived at Norfolk on November 27. Once there, it underwent conversion into an auxiliary ship with the designation AG-128.   Operating from Norfolk, the old battleship conducted gunnery tests and served as a test platform for new missile systems. It remained active in this role until 1956. On September 17, Mississippi was decommissioned at Norfolk. When plans to convert the battleship into a museum fell through, the US Navy elected to sell it for scrap to Bethlehem Steel on November 28.