Citing Guide to Social Media

Citing Guide to Social Media (3) Most of us scroll through our social media feeds, mindlessly checking out updates from our friends, family, influencers, and favorite celebrities. Even though we’re catching up on vacation photos, relationship status updates, and pretty designs in our friend’s lattes, there are times when social media profiles and threads can be used to provide evidence and defend arguments in research projects. Using social media posts as sources in research projects is a more common occurrence than you probably realize. In fact, the Modern Language Association (MLA), the American Psychological Association (APA), and the University of Chicago Press (the organization responsible for creating The Chicago Manual of Style), developed and published criteria for citing social media properly. At EasyBib, we’ve put together our own social media guides, which follow the rules and standards put forth by MLA, APA, and Chicago. In our Social Media Citation Guides, you’ll find easy to follow instructions for citing blog posts, Facebook status updates, Instagram photos, Reddit threads, tweets, and even YouTube videos. Complete with clear format structures and examples for MLA format, APA referencing, and Chicago style format, you can take the guesswork out of piecing together your social media citations. Bookmark, print, post, or share our newest guides for quick access or retrieval! Looking for help with other writing and research-related topics? Check out our plagiarism and grammar checker on EasyBib Plus, as well as our handy grammar guides, or article on how to cite a website in MLA. MLA Format APA Format Chicago Style Format If youre looking for more resources? Read on up parts of speech and learn about adjectives, possessive pronouns, common nouns,   and so forth.

How Is the Weather in Russia Best Times to Visit

The weather in Russia depends on the region and can vary from very cold in some areas to moderate and even hot in others. Overall, Russian climate is continental and has four defined seasons: spring, summer, fall, and winter. However, some areas are significantly colder and have a very short spring and fall. Weather in Russia The weather in Russia varies depending on the locationThe Central European Russian Area includes Moscow and Saint Petersburg and has four defined seasons with a spring, summer, fall, and winter.The northern parts of Russia have long winters and very short summers that last 2-3 weeks.The Far East area gets frequent typhoons.The Russian South near the Black Sea is warm with a mixed subtropical and continental climate. It has four defined seasons with hot summers and mild winters. The worlds coldest inhabited area is in the Yakutia part of Russia in the Far East, with temperatures recorded as low as -71.2 °C (-96.16 °F) in 1924. In other parts of the country, the weather is much warmer. For example, in Sochi, in the southwestern part of Russia, the climate is humid subtropical and the highest summer temperatures reach 42 °C (107.6 °F) while the average winter temperature is around 6 °C (42.8 °F). While Russian winters have a reputation worldwide as being harsh and freezing cold, in reality, very cold snaps are not that frequent. Additionally, central heating is automatically switched on in all buildings, including offices, shops, and apartment blocks once the outside temperature is at or below 8 °C (46.4 °F) for five consecutive days. Even so, the best time to visit Russia is between May and September unless you want to experience the beautiful Russian winter. January and February are the coldest months of the year, with average temperatures of -4 °C (24.8 °F) in the central parts of the country. Russia federal districts map. Rainer Lesniewski / Getty Images Moscow Weather: The Central European Russia Area This area encompasses Moscow and surrounding areas and has a moderate continental climate. It is referred to as Ã' Ã'€Ð µÃ ´Ã ½Ã' Ã'  Ð ¿Ã ¾Ã »Ã ¾Ã' Ã ° Ð  Ã ¾Ã' Ã' Ã ¸Ã ¸ (SRYEDnyaya palaSA rasSEEyi)—literally the middle area of Russia. The weather in Moscow and surrounding areas is moderate and has no great peaks of temperature. Average winter temperatures are between -4 °C (24.8 °F) and -12 °C (10.4 °F), whereas in the summer temperatures rise to an average of 17 °C (62.6 °F) to 21 °C (69.8 °F). If you travel to the Moscow region during winter, you are likely to see snow but it wont be anywhere near as bad as the way Russian winters are portrayed in popular culture in the West. This area has four well-defined seasons, with real sunshine and warmth arriving mid-April. July is usually the warmest month of the year. Flowers and trees are in full bloom from May onwards, while September offers a mild transition to fall and is referred to as Ð ±Ã °Ã ±Ã'Å'Ð µ Ð »Ã µÃ'‚Ð ¾ (BAbye LYEta)—literally translated as old womens summer. Saint Petersburg Weather: The North West The climate in Saint Petersburg and the Leningrad Oblast is a mix of continental and moderate oceanic climates. It is very similar to the weather in Moscow, with the addition of dull, cloudy skies and higher than normal humidity. Overall, there are only about 75 sunny days a year in Saint Petersburg and the surrounding areas. Saint Petersburgs famous White Nights season (Ð ±Ã µÃ »Ã'‹Ð µ Ð ½Ã ¾Ã'‡Ð ¸ - BYElyyye NOchi) arrives at the end of May and lasts until the middle of July. The sun never fully sets during this time and the light at night is similar to a sunset. South of Russia: Subtropical Climate The south-western part of Russia around the Black Sea has a warm humid continental and, more to the south, subtropical climate. Winters are never too cold, although the average winter temperature is still quite low at 6 °C (42.8 °F), and summers get very warm with temperatures as high as 40 - 42 °C (104 - 107.6 °F). The coast of the Black Sea, particularly Sochi with its subtropics, is popular with holidaymakers from the rest of the country. The other areas with this type of weather are the Republic of Ingushetia, Dagestan, the Kabardino-Balkar Republic, Stavropol Krai, the Adyghe Republic, Krasnodar Krai, and Crimea. The North: The Arctic and Subarctic Climates The islands in the Arctic Ocean, as well as the sea-facing areas of Siberia, have very short cold summers that last no more than two to three weeks. These areas are constantly cold, with average May temperatures between -6 °C (21.2 °F) and -19 °C (-2.2 °F). In July, it can get as warm as 15 °C (59 °F) in Severodvinsk or Norilsk. The Subarctic area is a little warmer and encompasses northeastern Siberia, parts of the Far East of Russia, and southern islands of the Barents Sea. Some parts of this area are as cold as the arctic climates while other parts can get warmer in the summer. The Tundra is located in the Subarctic area. The North is the least-populated part of Russia. The Far East: The Monsoon Climate The Far East area of Russia has a monsoon climate characterized by dry cold winters and warm humid summers with frequent typhoons. Vladivostok is the main and largest city in the area with a population of just over 605,000. Average summer temperatures in the area reach 20 - 22 °C (68 - 71.6 °F) but higher temperatures up to 41 °C (105.8 °F) have also been recorded. The average winter temperature is between -8 °C (17.6 °F) and -14 °C (6.8 °F) but it can feel much colder due to the cold winds.

Sample Essay “The Importance of Music in Language Learning”

However trite it may sound, but music is a very important and powerful part of human culture, and an immanent part at that. All human cultures and civilizations have some notion of music, and it is widely speculated that music was the first art form mastered by humans as a species. Therefore, its powers over various processes in our lives are unique – and far from having been completely studied and understood. Impact of music on language learning is just one of its less obvious uses. While it is generally associated with enjoyment, music proved to be effective in wildly different fields: from enhancing the efficiency of physical labor to therapy, and scientists are getting more and more used to the idea of its benefits for learning languages in particular. The use of music in this area can be roughly boiled down to two ideas. Firstly, it is the use of background music as a means of enhancing the efficiency of learning process. Secondly, it is the use of music with lyrics as an active tool in language learning. A number of studies show that the ways language and music are processed in the brain bear many similarities. Consequently, highly complex music playing in the background taxes heavily on human brain’s ability to perceive language. However, surprisingly enough, there exists a considerable body of evidence suggesting that background music of low complexity can actually enhance human memory and cognitive capacity when encountering language tasks. This means that a correctly chosen background music can play passive role in improving students’ results. As for active use of songs in learning, it is much more obvious. Music is highly emotional in its nature, and all people have a certain capacity for emotion – which means that perceiving the lyrics of a song you like has a powerful emotional charge. As a result, the listener is quicker to memorize the words, is more likely to set individual words apart and, in general, pays much greater attention to the whole process than when he/she reads them in a book or listens to the explanations of a teacher. There is also some evidence that practicing music can increase one’s linguistic capabilities and cognitive functions, but it is a long-term investment best started in early childhood – so if you haven’t held a musical instrument in your hands until the age of thirty, it probably won’t help you learn a foreign language all that much. References: Merritt, Anne. â€Å"Music – a Gift for Language Learners.† The Telegraph. Nov. 9 2013 Henriksson-Macaulay, Liisa. â€Å"Are Musicians Better Language Learners?† The Guardian. Feb 27 2014 O’Conner, Anahad. â€Å"Really? Music Training and Language Skills Enhance One Another.† The New York Times. Apr. 8 2013 Swaby, Jonross. â€Å"Saved by song: can singing improve your language skills?† The Guardian. Feb. 11 2015 Gray, Richard. â€Å"Singing can help when learning a foreign language.† The Telegraph. Jul. 18 2013 Cheung, C.K. â€Å"The use of popular culture as a stimulus to motivate secondary setudents’ English learning in Hong Kong.† ELT Journal 55 (1): 55-61. Print Fonseca More, C. â€Å"Foreign language acquisition and melody singing.† ELT Journal 54 (2): 146-152. Print

Confedrates in the attic Free Essays

Tony Horwitz in the book, â€Å"Confederates in the Attic: Dispatches of an Unfinished Civil War† travels throughout the south following the path of the Civil War he meets many people interesting and different people and visits the cities and towns along the path of the Civil War there are many themes throughout the book, but the two I found most important were Reality, and The Life of a Solider. The reason I choose these as my most important topics are because I feel it is necessary to understand the reality of the Civil War and to do that understanding the life of a solider is necessary. During Horwitz’ travels one of the first things he learns is that the reenactments are not as easy and fun as he had expected, however there are people who have the same love as Horwitz but do not take Reenactment’s as seriously, â€Å"We try to be authentic, but no one wants to eat rancid bacon and lie in the mud all night. We will write a custom essay sample on Confedrates in the attic or any similar topic only for you Order Now This is a hobby, not a religion† (Horwitz 130). The life of a soldier in the 1860’s was difficult and for the thousands of young Americans who left home it was an experience none of them would ever forget. The average reinactor was male thirty-four, and did this for fun, so magine how harsh it was for an eighteen year-old drafted solider to leave home and eat rancid bacon and lie in the mud all night. â€Å"Soldiers would carry their cards, dice, writing utensils, letters, and other necessary goods for passing time in their haversacks. Soldier often had to carry these supplies as well as several other things that they needed with them at all times. The types and amounts of supplies available to these soldiers depended on the resources of their armies. â€Å"( Capman and Jankoviak 9). Here the textbooks goal is to make students aware of what the reality of a solider as carrying the personal with them twenty-four/seven. Racial Tensions in the civil war Throughout the Civil War racial tensions grew exponentially, this was not a very good thing for African American soldiers either fighting with the north or being forced to fght with the south. Getting a Haircut in the army â€Å"The Union and Confederate armies were haphazardly raised, badly organized, poorly trained, inadequately fed, clothed and housed, and almost wholly without comforts, sports, entertainments or proper medical care†(Commerger 1). Im one of ommerger’s articles he writes about getting a haircut during the Civil War something that seams so normal to any of us but at camp Cameron there was only one person who knew how to cut hair, one time a man came running through the camp screaming,† The Yankees are coming! † and right there in the middel of his haircut they picked up their weapons and marched into War. How The Civil War Soldiers Marched No hardships were harder than the marching The roads were dusty in the summerand muddy in the winter; the soldiers were dressed in heavy wool, loaded own with fifty or sixty pounds of equipment, often without food for most of the day. It is no wonder that straggling was almost universal, or that thousands of men fell out of line and got lost. It is difficult to know whether the Confederate or the Federal soldiers suffered most from marching. More Confederates than Federals were country bred, and theretore more accustomed to cross-country hiking; on the other hand the Confederacy was low on shoes, and there are any number of stories of Southern soldiers marching barefoot, even in the winter months. How to cite Confedrates in the attic, Papers

Writing a Learning Objective

Learning Objective The objective of the lesson is to learn how mathematics is related to art through understanding of the linear perspective and relation between proportions that enable the viewer to recognize the real size of objects and objects depicted in pictures. In this respect, we should focus on the three simple components such as proportions in relation to division and multiplication, linear perspective that depends on proportions directly, and renaissance with regard to development of art techniques.Advertising We will write a custom essay sample on Writing a Learning Objective specifically for you for only $16.05 $11/page Learn More Grade Level Students in the Grade Three are introduced to multiplication and division. Moreover, they should know how these simple actions are used everywhere in everyday lives and art using the example of linear perspective in Leonardo Da Vinci’s works. Script Teacher: Good morning class. Today we’re going to learn about multiplication and division as obligatory actions in mathematics when applied to everyday life and arts. Do you know how math is related to arts? Students: The students raise hands and answer questions as directed. If they have some ideas, they are free to voice those. Teacher: Art has its history and it can be logically divided into definite periods. Renaissance is one of the periods in the history of art and science when most of great inventions occurred including identification and application of linear perspective. Who knows what the liner perspective is? Students: Probably, no one would know answer to this question though I am ready to listen to possible interpretations. Teacher: Does anyone know prominent personalities of the Renaissance period?Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students: As with the previous question, there would be no apparent answers. Howe ver, if some students name Copernicus or Da Vinci, I can encourage them to tell a bit more about those people and their contribution to the development of art and science in the period of Renaissance. Teacher: Here is where I think it is necessary to listen to a piece of Renaissance music (instrumental) that can help you to understand the spirit of the era and conservatism of ideas in contemporary society. Students: All students listen to the audio tape with Renaissance music (instrumental) previously recorded from YouTube (https://www.youtube.com/watch?v=5SvEttR6HTY). Teacher: Now let us think about possible areas where multiplication and division operations can be used. Students: The students give examples; the teacher approves them if appropriate and corrects if examples are not relevant. Besides, a teacher can make hints (think about your average grade; how about counting calories when the amount is given for 100 grams of the product, etc.). Teacher: Now, let us discuss how mult iplication and division operations are related to understanding of the linear perspective. Students: Here where all students watch the video about linear perspective previously recorded to the laser disc from the digital channel (https://www.howstuffworks.com/). Besides, it is possible to record this video from the discovery Channel directly.Advertising We will write a custom essay sample on Writing a Learning Objective specifically for you for only $16.05 $11/page Learn More Teacher: As you can see, multiplication and division operations are an integral part of the linear perspective and every artist should be able to apply those operations while creating a picture. Now, let us look at these objects (here is when a teacher introduces tangible artifacts) – these are models of geometrical figures such as a cube, parallelepiped, and trapezium. Students: The objects can be made from the cardboard or purchased in a toy shop where different meccanos a re available. Students should look at those objects from different angles and see how the length of lines differs if watching at them from different angles and perspectives. Teacher: Now work in groups and try to find out the length of the farthest line using the blackboard as the horizon line. Students: The students work in groups and make their assumptions when teacher addresses each group and discuss the objects with the teacher. Teacher: Now, let us look at the following picture (the teacher introduces a picture Annunciation by Leonardo Da Vinci) and see how lines tend to one point in the horizon line. Here, the teacher addresses students and asks them to show the lines they see and possible point where they tend to join up. This assignment can be also designed by dividing students in groups and giving every group a different picture. Students: The students are supposed to show the lines in the picture that outline the scheme of the linear perspective approach. The picture can b e taken from the private collection of postcards with well-know paintings or borrowed from the library where books on arts are available. Teacher: To summarize, let us look at the following book and at the page 62 particularly (here the teacher shows the book Eyewitness Art: Perspective by Alison Cole that can be either borrowed from the library or purchased through Amazon.com digital resource in advance).Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Students: Students are supposed to indicate that they see linear perspective applied in practice and recognize the horizon line and how the entire scheme of lines changes regarding the position of the viewer toward this horizon line. Teacher: To conclude, let us write a short description of what we learnt and what we now know about the relation between Maths and painting. Write 150 to 200 words about proportion, linear perspective, and fine arts. References Cole, A. (1992). Eyewitness art: Perspective. New York: Dorling Kindersley Publishing, in association with National Gallery Publications, London. Borrowed from library. Da Vinci, L. (1475–1480) Annunciation. Postcard from private collection. Discovery Channel. (2011). Assignment Discovery: Blueprint Proportions. Video recording – DVD. Private collection. Geometrical figures. (2011). Cube, parallelepiped, and trapezium made of cardboard. Private collection. Theatrum Instrumentorum. (2011). Renaissance music (instrume ntal). Audio recording – CD. Private collection. This essay on Writing a Learning Objective was written and submitted by user Cassidy Z. 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.

LANDFILLS Essays - Waste Management, Landfill, Anaerobic Digestion

LANDFILLS Essays - Waste Management, Landfill, Anaerobic Digestion LANDFILLS Solid waste is the term that civil engineers use to refer to what most of us call garbage. Municipal solid waste is most familiar to us. It comes from households, institutions, and small businesess. These solid wastes enter the solid-waste stream, and the flow never ceases. While many normal activities are suspended during weekends and holidays, the flow of garbage is non-stop. Some holidays, such as Christmas, create an enormous wave of solid waste. There are essentially four ways to deal with garbage: 1) recycle it into something that can be used again, 2) dump it, 3) burn it, or 4) reduce the source of material products (such as packaging) in order to eliminate future garbage. Throughout history, dumping has been the preferred means of disposal. Today, landfills are America?s primary method for the disposal of garbage. Approximately 40 to 50 percent of everything we throw away is paper. Newspapers account for as much as 18 percent of the volume in a landfill. Grass clippings and raked-up leaves account for nearly 20 percent of our waste. Much of the notion that biodegradation takes place within a landfill is a myth. Some food and yard debris degrade at a very slow rate, but the remainder of the garbage in landfills seems to retain its original form, weight, and volume. Even after being buried in a landfill for several years, the print on newspapers remains legible. Landfills also contain a considerable amount of hazardous waste. Today, pesticides, cleansers, and motor oil are commonly found in most households. Many of these find their way to the trash. Therefore, landfills must be designed for the safe disposal of hazardous household waste. Currently, there is a critical shortage of landfills, expecially in the northeastern United States. It is estimated that 40 percent of the landfills now in use will close down within five years. The reason the percentage is so high is that most landfills are designed to be in use for only about ten years. Many landfills now closing are open dumps. Rain and groundwater trickle through the trash and dissolve metals and other chemicals. This toxic liquid, called leachate, can ooze into the ground and contaminate nearby wells and streams. In sanitary landfills, daily deposits of fresh garbage are covered with a layer of dirt or plastic or both. However, sanitary landfills can still exude leachate into the water table. In new sanitary landfills, the basin is often lined with clays and impermeable plastic sheets to keep the leachate in. While so many of the country?s landfills are closing down in the next several years, solid-waste engineers face tremendous challenges to properly seal, salvage, and monitor some of the nation?s most contaminated dumps. The use of sanitary landfills presents several additional challenges beyond safety and efficiency. One major problem is cost. It is often necessary to transport garbage several hundred miles to an available landfill. The cost for transporting garbage to a landfill can be excessive. An even bigger problem is location. Even if the landfill does not leak pollutants or foul the air, no one wants a landfill for a neighbor. Consequently, the old landfills are not being replaced. Due to the critical shortage of landfills and the concerns about their safety, environmental consciousness has been raised. There is a growing awareness of the need to improve the environment and become less dependent on landfills. We must finds ways to reduce waste, and we must find ways to convert waste into something that can be used again. Source reduction offers a real and lasting contribution toward solving our nation?s solid waste problem and conserving landfill space. Talk to your legislators, both federal and state, about this genuine method of reducing the volume of garbage.

Battle of Tarawa in World War II

Battle of Tarawa in World War II The Battle of Tarawa was fought November 20-23, 1943, during World War II (1939-1945) and saw American forces launch their first offensive into the central Pacific. Despite massing the largest invasion fleet to date, the Americans suffered heavy casualties during and after landing on November 20. Fighting with fanatic resistance, nearly the entire Japanese garrison was killed in the battle. Though Tarawa fell, the losses incurred led the Allied high command to reassess how it planned and conducted amphibious invasions. This led to significant changes that would be employed for the remainder of the conflict. Background Following the victory at Guadalcanal in early 1943, Allied forces in the Pacific began planning for new offensives. While General Douglas MacArthurs troops advanced across northern New Guinea, plans for an island hopping campaign across the central Pacific were developed by Admiral Chester Nimitz. This campaign intended to advance towards Japan by moving from island to island, using each as a base for capturing the next. Beginning in the Gilbert Islands, Nimitz sought to next move through the Marshalls to the Marianas. Once these were secure, the bombing of Japan could commence prior to a full-scale invasion (Map). Preparations for the Campaign The starting point for the campaign was the small island of Betio on the west side of Tarawa Atoll with a supporting operation against Makin Atoll. Located in the Gilbert Islands, Tarawa blocked the Allied approach to the Marshalls and would impede communications and supply with Hawaii if left to the Japanese. Aware of the islands importance, the Japanese garrison, commanded by Rear Admiral Keiji Shibasaki, went to great lengths to turn it into the fortress. Leading around 3,000 soldiers, his force included Commander Takeo Sugais elite 7th Sasebo Special Naval Landing Force. Working diligently, the Japanese built an extensive network of trenches and bunkers. When complete, their works included over 500 pillboxes and strong points. In addition, fourteen coastal defense guns, four of which had been purchased from the British during the Russo-Japanese War, were mounted around the island along with forty artillery pieces. Supporting the fixed defenses were 14 Type 95 light tanks. The American Plan To crack these defenses, Nimitz dispatched Admiral Raymond Spruance with the largest American fleet yet assembled. Consisting of 17 carriers of various types, 12 battleships, 8 heavy cruisers, 4 light cruisers, and 66 destroyers, Spruances force also carried the 2nd Marine Division and part of the US Armys 27th Infantry Division. Totaling around 35,000 men, the ground forces were led by Marine Major General Julian C. Smith. Shaped like a flattened triangle, Betio possessed an airfield running east to west and bordered Tarawa lagoon to the north. Though the lagoon water was shallower, it was felt the beaches on the north shore offered a better landing location than those on the south where the water was deeper. On the north shore, the island was bordered by a reef that extended around 1,200 yard offshore. Though there were some initial concerns as to whether landing craft could clear the reef, they were dismissed as planners believed the tide would be high enough to allow them to cross. Forces Commanders Allies Major General Julian C. SmithVice Admiral Raymond Spruanceapprox. 35,000 men Japanese Rear Admiral Keiji Shibasakiapprox. 3,000 soldiers, 1,000 Japanese laborers, 1,200 Korean laborers Going Ashore By dawn on November 20, Spruances force was in place off Tarawa. Opening fire, the Allied warships began pounding the islands defenses. This was followed at 6:00 AM by strikes from carrier aircraft. Due to delays with the landing craft, the Marines did not move forward until 9:00 AM. With the end of the bombardments, the Japanese emerged from their deep shelters and manned the defenses. Approaching the landing beaches, designated Red 1, 2, and 3, the first three waves crossed the reef in Amtrac amphibious tractors. These were followed by additional Marines in Higgins boats (LCVPs). As the landing craft approached, many grounded on the reef as the tide was not high enough to allow passage. Quickly coming under attack from Japanese artillery and mortars, the Marines aboard the landing craft were forced to enter the water and work their way towards shore while enduring heavy machine gun fire. As a result, only a small number from the first assault made it ashore where they were pinned down behind a log wall. Reinforced through the morning and aided by the arrival of a few tanks, the Marines were able to push forward and take the first line of Japanese defenses around noon. A Bloody Fight Through the afternoon little ground was gained despite heavy fighting all along the line. The arrival of additional tanks bolstered the Marine cause and by nightfall the line was approximately half-way across the island and nearing the airfield (Map). The next day, the Marines on Red 1 (the westernmost beach) were ordered to swing west to capture Green Beach on Betios west coast. This was accomplished with the aid of naval gunfire support. The Marines on Red 2 and 3 were tasked with pushing across the airfield. After heavy fighting, this was accomplished shortly after noon. About this time, sightings reported that Japanese troops were moving east across a sandbar to the islet of Bairiki. To block their escape, elements of the 6th Marine Regiment were landed in the area around 5:00 PM. By the end of the day, American forces had advanced and consolidated their positions. In the course of the fighting, Shibasaki was killed causing issues among the Japanese command. On the morning of November 22, reinforcements were landed and that afternoon the 1st Battalion/6th Marines began an offensive across the southern shore of the island. Final Resistance Driving the enemy before them, they succeeded in linking up with the forces from Red 3 and forming a continuous line along the eastern part of the airfield. Pinned into the eastern end of the island, the remaining Japanese forces attempted a counterattack around 7:30 PM but were turned back. At 4:00 AM on November 23, a force of 300 Japanese mounted a banzai charge against the Marine lines. This was defeated with the aid of artillery and naval gunfire. Three hours later, artillery and air strikes commenced against the remaining Japanese positions. Driving forward, the Marines succeeded in overrunning the Japanese and reached the eastern tip of the island by 1:00 PM. While isolated pockets of resistance remained, they were dealt with by American armor, engineers, and air strikes. Over the next five days, the Marines moved up the islets of Tarawa Atoll clearing the last bits of Japanese resistance. Aftermath In the fighting on Tarawa, only one Japanese officer, 16 enlisted men, and 129 Korean laborers survived out of the original force of 4,690. American losses were a costly 978 killed and 2,188 wounded. The high casualty count quickly caused outrage among Americans and the operation was extensively reviewed by Nimitz and his staff. As a result of these inquiries, efforts were made to improve communications systems, pre-invasion bombardments, and coordination with air support. Also, as a significant number of the casualties had been sustained due to the landing craft beaching, future assaults in the Pacific were made almost exclusively using Amtracs. Many of these lessons were quickly employed in the Battle of Kwajalein two months later.