The importance of observations in education free essay sample

Observation is the best tool we have to understand how children are learning and developing around us. Other than in a classroom environment, we can sit in cafes or listen to conversations taking place on a train. However, this essay will recognize the importance of observations in an institutional early years setting. It will then go on to reflect upon values, ethics and professionalism as we use these different strategies for observation. This essay will also consider the suitability for certain types of observation in particular settings. Sharman, Cross and Vennis (2007) showed that observations are means of noting down a fact or gathering information for a purpose during an activity. Beaver et al (2007) showed that observations help us to understand the patterns of children’s development, as well as clearly identifying difficulties a child may have, so that we can cater to their individual needs as they may require specific support such as speech and language therapy. We will write a custom essay sample on The importance of observations in education or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Beaver et al (2007) explain how observations help the adult to understand the child as an individual as well as a chance to provide information about the child to the parents or any adults who have involvement with the child. Observations should be thought of as tools that help us meet the needs of children and help us learn more about our own provisional settings (Palaiologou, 2008). One of the main reasons why we observe children in the Early Years is to see if the children in our care are following the flow and the pattern of our particular setting as well as measuring the progress and achievements of children against the recognized milestones and national targets. Completing several observations regularly over a course of time will clearly display the progress of the child in each of the different areas of development. Palailogou (2008) cites The Statutory Framework for the EYFS (DCSF, 2008a, p. 16) asserts that Ongoing assessment is an integral part of the learning and development process. Providers must ensure that practitioners are observing children and responding appropriately to help them make progress from birth  towards the early learning goals. Assessments should be based on practitioners’ observations of what children are doing in their day to day activities. It is important to be as objective as possible as shown by Palaiologou (2008) that when taking out observations and keep an open mind to the information that is being recorded. It is vital that the observer has not â€Å"labeled† the child, whether it is positive or negative as this can affect the outcome of the observation altering the truth to what has been noted. Beaver et al (2007) explain observations should be taken out by more than one adult to see different viewpoints therefore enhancing objectivity and also enable the practitioners to compare and analyse their individual observation skills. Beaver et al (2007) explain that observations are taken to show the quality of education that has been received by the children, and for practitioners to develop their professional practice. It is essential that all observers are objective and recognise every child’s values and beliefs. Palaiologou (2008) states The Local Safeguarding Children Board Regulations (2006) were set up as part of the need to promote and protect children’s welfare including bullying, accidents, discrimination and providing children with access to all well-being services. In Early Years settings that follow strategic frameworks, observers need to consider this set of criteria before taking out an observation. The observations that take place are in the best interest of the child; The observations will help the education programme; The observations will help to understand the child’s development; The observations will inform practice and promote children’s learning; The safety and protection of the child is ensured. â€Å"Participant† and â€Å"Non-Participant† are two main observation techniques illustrated by Schmidt (2005) to be used by practitioners. Participant observation is well known and often practiced within Early Years settings. An observation can have a great impact on whether how much a practitioner engages with the child they are observing or not. For example, if the practitioner talks to a child whilst observing them as they are doing an  activity, they might make extra effort to please the adult in some way, which in turn affects the outcome of the observation. Schmidt (2005) also explains a participant observation is when the observer is directly involved in the activity in some way as they are recording the observation. This allows adults without special training to carry out an observation, however, this type of observation can be limiting as it can be difficult to include any detailed information, so may not give a clear picture of what truly happened at the t ime. Schmidt (2005) illustrates that Non-Participant observations require the adult to sit separately from the task and to act simply as an observer of the child or the activity rather than a trained professional as they are writing the observation. Palaiologou (2008) shows that not being involved with the child can make it easier for the observer to be as objective as possible and to write about what they are seeing happen as the child is working. A Narrative Observation is the most common observation technique used in Early Years settings. This is a record of events as soon as they occur. Usually the practitioner separates themselves from the activity or child and observes from a distance, being careful not to disrupt the activity. Each observation is brief and is written in the present tense. This is an excellent opportunity to record every detail noticed during the period of the observation including dialogues, movements and emotions. However, as the observer records there is room for bias to be influenced by the observers thought process, which may be interpreted in the wrong way (Palaiologou, 2008). A Checklist is a very useful type of observation as they are carefully planned and prepared before hand. Checklists can be used to observe a large group or just one child. Practitioners in Early Years Settings often use this technique as a starting point to plan new activities for individuals or groups of children. A number of different observers can use the same checklists to ensure all of the information is correct and consistent. However an important piece of detailed information can be missed out of the observation because it is not listed as one of the points to record. (Smidt, 2005) Diagramatic technique is a focus-based observation that can be carried out in many ways such as: Tracking; The use of sociograms; The use of histograms; The use of bar charts and pie charts. Tracking simply allows the adult to observe the amount of time a child spends on an activity, although it does not include an explanation as to why they chose it. Beaver et al (2007) explains this can be beneficial to Early Years practitioners as their schedules include time to free play during the school day. A Sociogram is a tool used to observe children’s social development. This reveals the child’s ability to socialize with other children and adults and monitor their popularity through the group. (Smidt, 2005) Histograms are taken over a long period of time to follow the areas of development and are similar to bar charts in that they allow you to focus on any area you choose. This would be useful to use if you were measuring behaviour in an Early Years Setting for example, as you would get a very clear profile at the end of the term. Bar Charts and Pie Charts can be useful techniques for collecting information about groups or individual children. The disadvantage is that this technique does not allow much room for specific facts. (Schmidt, 2005) The Time Sampling technique of observation helps to identify how and when a certain type of behaviour occurs. The advantage of this type of observation is that it helps you to remain objective, as you know what type of behaviour you are looking for. This also allows you to collect data on several children or on several behaviours at a time and the information is collected at certain decided intervals throughout a given period of time. However, because the information is collected at specific intervals of time, there are things that are not recorded. Event sampling also focuses on a specific behaviour than has been selected previously. This is used to study the conditions under which particular behaviours occur. As this technique looks at very specific behaviours, it can lack detail. Media Techniques allow an extremely detailed form of observation. Although this method cannot replace traditional methods of observation, this offers very accurate information, which is unbiased and objective and can be used in all age groups and in a variety of settings. (Sharman, Cross and Vennis, 2007) After the observation is completed the information needs to be collected, collated and then analysed before recorded as evidence. This can be very difficult as the practitioners need to look at the information considering all the facts whilst attempting to remain as objective as possible. From the findings of my research and from my own five years experience as an early years classroom teaching assistant in the British educational system, I feel that both subjective and objective strategies previously mentioned may hold equal significance depending of the physical setting of the observation and the period of time over which these observations have been completed.

The Things They Carried by Tim OBrien

The Things They Carried by Tim OBrien Free Online Research Papers â€Å"The Things They Carried†, written by Tim O’Brien, refers to the burdens, both seen and unseen, that soldiers in the Vietnam War carried everyday. These burdens were many and varied emotional, physical, mental and personal. Some were short term and some are still carried today, even after thirty years. To understand this story better the reader must first fully understand the meaning of the word burden: Bearing a load; something oppressive or worrisome, something that is carried. The men in this story carried all types of burdens, weapons, photos and the kind that cannot be seen. The story is told using the event surrounding the death of platoon member Ted Lavender. Ted Lavender is shot because of the lax manner in which Lt John Cross leads his men. He does not ensure that they are doing all they should to remain as safe as possible. He allows them to discard important gear and equipment (par. 39), he allows them to have and use drugs openly. Lt John Cross considers himself responsible for Ted Lavender’s death and blames his love for Martha, his friend and pen pal, as the reason he let Ted Lavender die. He likes to imagine that she loves him but knows she does not (par. 1). He carries a love for her despite her lack of return love. He carried it forefront in his mind to the point of total distraction (par. 21). When Ted Lavender was killed Lt John Cross was thinking about Martha instead of thinking about the security of his men (par. 21). The security of his men was, in part, determined by the tools of war they carried, the M-16s, ammunition, knives, helmets and M-79 grenade launchers. Tools used as the means to seek the death and destruction of others. These burdens are the material items needed to close with, engage and destroy the enemy before they do the same to you. These items are the physical burdens each carried (par. 12), the heavy cumbersome often awkward gear. Gear designed for three basic reasons: to find the enemy; for instance the compass and map (par. 91), to survive; the C-rations and flak vest (par.2,), and to kill the enemy; the M-16 and grenade(par. 10). These are not the only physical burdens these men carried (par. 10, 17) but are the most common and obvious. They also carried radios, bibles, comic books, weapons cleaning kits, drugs, hygiene gear, letters and photos, the list is almost endless. Each of these physical items had a specific purpose. When you are in the field, forced to carry everything you own yourself, each item you choose adds weight and makes your life harder. So these men only took what they believed was unavoidably needed for them to survive. The desire for survival was another type of burden carried by all. The weapons each carried in hopes of survival were many and varied, sometimes seeming absurd to an outsider. Lee Strunk’s slingshot, â€Å"a weapon of last resort†, Mitchell Sanders brass knuckle and Kiowa’s feathered hatchet. All these items, and many more, were carried by the soldiers to give them the hope of survival. The bandages each carried with them, â€Å"often in their head bands for easy availability,† were signs of their hope. The first aid equipment carried by Rat Kiley was another. Thoughts of flying home on the â€Å"freedom bird† its shining silver wings carrying them away from all the burdens they faced in Vietnam. Those thoughts of freedom were possibly the hardest burden, wondering everyday if they would be allowed to survive to get on that plane home. The burdens that were hidden were often the hardest to endure. The guilt of survival, often came out as callousness and cruelness. The emotionless way Kiowa talks about Lavenders death is a sign of the guilt and hurt that is hidden deep down. They carried fear, fear of death, fear of failing, fear of being a coward. They carried memories, memories of death and gruesome things. Kiowa could not escape the sight and memory of seeing Lavender shot. The death and gruesome things these men endured were shared by all. The reader can easily miss the larger things these soldiers carried and still do carry. For these things are almost hidden in this story and some are just implied. Short lines like, â€Å"They all carried ghosts†(par. 16), â€Å"They shared the weight of memory† (par. 39), â€Å"They carried their own lives† (par. 39), â€Å"the unweighed fear† (par. 10) can be easily missed or overlook by the reader. These however, tell of deeper things, things not spoken of except in unguarded moments. The implication of hidden burdens is also found when the author explains the irrational thoughts running through his head when searching a tunnel. These thoughts are not easily laid down and are not easily seen, even by those that are carrying them. â€Å"Imagination is a killer† (par. 17) tells us that sometimes what is imagined is worse than the reality we face. Some of their burdens were ways to imagine an escape, a way to pretend, if only for a moment, that you were not here or things were not that bad. Lt Cross escaped to the fantasy of Martha. Ted Lavender used drugs to escape and, Dave Jensen escaped with cleanliness, as if being clean made his being there bearable. Rat Kiley read comic books, and they all escaped through words. All of them used harsh humor and callous behavior to escape the emotional burden they each carried. They escaped by pretending, pretending they weren’t scared or making light of the terrible things they and others had to do for survival. These men carried the burden of not knowing why they were there and what purpose they served. â€Å"We were left on our own to figure it out by ourselves(Overton, â€Å"Huntsville†).sThey trudged day and night through heat and dust and rain and fog, the entire time searching. They did not know for who or what they searched. They only knew two things for certain, tomorrow they would search again and they would be carrying the same burdens as today, possibly more. These men carried more than anyone who was not with them could ever imagine. They carried the land and the people, they carried the hate of two nations as well as the hope of two nations. (Palmer, â€Å"Victory†) They were men called to arms by their country, wrong or right, to defend her against a perceived threat. Two-thirds of the men who served in Vietnam were volunteers (Rouch, â€Å"Statistics†). They were the men that were sent into harms way in the hope of making the world a better place, making all men more free. These men carried with them the burden of separation from all they knew and loved and all that loved them. There is little that can be said other than these men had a burden thrust upon them that was not wanted and was not asked for, yet they bore this in large part without complaint. This is a short story told by the author, a veteran himself, as a release of the burdens he carried (Friedlander, â€Å"Metafiction†) and to attempt to help others release their’s also. He told this story not for me and not for you but for the men that were there and still carry these unseen heavy burdens of survival. Friedlander, Michele. Metafiction and O’Brien’s â€Å"The Things They Carried†. http://core.ecu.edu/engl/whisnantl/4300/michele.htm. (2000) March 2010 Overton, Patrick. excerpt; Huntsville Memorial Dedication (Memorial Day, 1994). Regarding War, pbs.org/pov/stories/vietnam/story.html. March 2010 Palmer, Christian. Victory at Last, Devil’s Tale. http://cronkitezine.asu.edu/ spring2004/vietnam.html. March 2010. Rouch, Gary, Statistics about the Vietnam War, Vietnam Helicopter Flight Crew Network, vhfcn.org/stat.html, 02 June 2008. March 2010. Research Papers on "The Things They Carried" by Tim O'BrienArguments for Physician-Assisted Suicide (PAS)The Masque of the Red Death Room meaningsGenetic EngineeringMind TravelHarry Potter and the Deathly Hallows EssayQuebec and CanadaBook Review on The Autobiography of Malcolm XCanaanite Influence on the Early Israelite ReligionHonest Iagos Truth through DeceptionWhere Wild and West Meet

Job description Essay Example | Topics and Well Written Essays - 2500 words

Job description - Essay Example Appropriate skills and qualifications must also be determined to be able to put the right person for the task. Knowing what needs to be done results to better employee recruitment. Employee and performance planning means that there is a way to develop a certain Job Description for every position in the organization. A Job Description is a list of tasks that this personnel must perform while employed. It enumerates key results areas, and systematically itemizes what exactly must be performed to be considered effective. The Job Description also includes a list of required skills and even educational background for an applicant to be considered qualified. This way, the hiring officer will have a ready list of reference when screening for applicants. Only the qualified applicants will be matched to this position, making use of their credentials and previous work experiences as a way to equate them with the requirements. Doing this would help the hiring officer find the right person for the job, and would eventually help this person undertake his responsibilities once on board. Conducting a job analysis usually triggers the creation of job descriptions (Employee Job Descriptions 2010). Job descriptions can be made only when the job requirements are analyzed and the end results identified. Once appropriate employees are hired, they begin to undertake the responsibilities required of their positions. While a Job Description serves as a general tool for the employee to determine their roles in the workplace, this employee must also use his skills and abilities to look for means to improve his key results areas. To do this, he must be made to understand his roles in the workplace, and the organization should provide the needed support in order for the employee to perform these roles effectively. Next important thing to be done is to create ways to measure effectiveness of the person hired

Socioeconomic Status in Relation to Language Literacy Research Paper

Socioeconomic Status in Relation to Language Literacy - Research Paper Example Therefore they should work hand in hand with each other. The content-area instructor must assist the learner to develop the reading strategies, acquire knowledge and thinking skills to have insight and learn text that are complex (Comber, 2013). This should be done to both students who come from high socioeconomic status and those who come from low socioeconomic status. The content-area instructor may enhance the learning strategies by providing the students with instructions that are more effective for them depending on their socio economic status to improve their reading skills. Some of these instructions are: 1. There is need for dialogue on content from the text to enable students to share different ideas about the subject of discussion. The teacher can act as a facilitator among learners in their focused group discussion and encourage discussions among people from different socioeconomic status. 2. In order for the student to improve on their language and literacy it is necessar y to revise the curriculum. 3. Content-area teacher should create a motivating and engaging classroom, by interacting with the students in a more friendly way to know more about their socioeconomic status in order to understand their problems at a personal level and motivate them. 4. Teacher should be aware that the students come from different cultures. Hence he should know to teach them and the teaching techniques that should be used to teach different students depending on their culture especially those from non English speaking origin. Family Support Parental support is one of the crucial elements that impact children’s learning because it is the pathway through child competences are influenced and enhanced. Research carried out on the influence of parental involvement... This essay stresses that parental support is one of the crucial elements that impact children’s learning because it is the pathway through child competences are influenced and enhanced. Research carried out on the influence of parental involvement on their children’s language/literacy revealed that maternal education qualifications and other factors such s family income played a critical role in children’s learning of language and literacy skills. This paper declares that parents are the people who set and lay foundation for their children; therefore, their support and involvement in early language and literacy learning is very valuable in helping the children prosper in education. Furthermore, parental interventions are also essential because it helps children develop positive behaviors towards literacy. In addition, it is important that families should have a good knowledge of literacy and language in order to assist the young ones in developing these skills. Similarly, family support is closely related to culture, which also proves to be extremely valuable in language and literacy development. For instance, social activities available in ones culture allows the children to derive meaning from what is learn from text or classroom, and consequently, put this to practice. The early years of a child with parents and family are very important because what they learn impacts on future activities. Families and parents assist child ren to establish emotional interconnections, which gives children strength and resilience to meet future difficulties.

Digital marketing Essay Example | Topics and Well Written Essays - 250 words

Digital marketing - Essay Example Many of them uses their computers, mobile phones among other things to access Facebook, twitter and instagram, therefore in the process they see information. There are no barriers like distance, and even students who study online and live in other parts of the world will be able to see the information and decide whether to join the club or not (Harris, 2008, 85). Posting adverts on social media is cheaper as compared to other ordinary means of advertising. There is no operating cost; maintenance as well as paying employees since this system only needs one person to post information to the site. Once information is posted, students will need to login and only charged browsing fees like they usually does when doing other things online. It is one of the cheapest means of selling a product (Michie, 2006, 14). Personalization of products and good designing is greatly achieved through social media. Description of the club, its roles and even good photographs can be designed to great effect and [posted to help the club gain strong base within the institution. Organizers of the club are not worried about delays of information reaching the target group since currently; all students are active in social media. This will maximize awareness of the club to students in long run (Michie, 2006, 12). Advancing technology is also another reason why Facebook, twitter and istagram is a good platform to market the club. With all the students being active in these sites, it is important to take this advantage. They are used to these programs and their interpretation and perception about the club will be positive (Harris, 2008, 87). They will link the club with good leadership, unity and vision which will help the club to gain further success. In conclusion, the world has become a dynamic place to live in. there are changes all over the place, and the people who experience this are students as they discover a lot while still studying. In the university, the club will gain huge fame

Why should we study military history?

Why should we study military history? What is it about the question, why should we study military history that raises such a storm of conversation? In a society that expects education to serve a useful purpose, the functions of history can appear more difficult to define than those of medicine or nuclear physics. History, specifically the study of military history is very useful. In an age of intercontinental ballistic missiles, the old subjects of strategy and tactics can seem obsolete. The importance of the battles of Little Big Horn during the Plains Indian Wars or Kasserine Pass during World War II in North Africa might not be evident if you are thinking only in terms of pushing big red buttons. It is imperative for civilian leaders to understand the military issues before them and the lessons that Soldiers of the past fought so hard to learn in order to prevent new generations of Soldiers from learning them all over again. Its no surprise that American civilians tend to lack a basic understanding for military matters, not to mention military history. In a society that expects education to serve a useful purpose, the functions of history can appear more difficult to define than those of medicine or nuclear physics. History, specifically the study of military history is very useful. Today, universities are even less receptive to the subject. This should be profoundly troubling to our society. A democratic nation should fully understand war, especially in an age of weapons of mass destruction and religious radicals attempting to spread their ideals by using terrorism. Neither most of our citizens nor many of our politicians seem to recall the incompetence and terrible decisions that, in June 1876 and February 1943, led to massive American casualties as well as much public despair. Its no surprise that many Americans think the violence in Iraq is unprecedented in U.S. history. Nearly 4,000 combat dead in Iraq in four and one-half years of fighting is a terrible thing. The American people still bicker about total withdrawal, defeat, up-armored HMMWVs and proper troop levels. But a previous generation considered Okinawa an overwhelming American victory, despite losing, in a little over two months, four times as many Americans as we have lost in Iraq (Hansen, V. (2007). Why Study War?). It has been stated in many news articles that the current rate of U.S. casualties in Iraq would take 75 years to total the same amount of casualties that we experienced in 10 years of fighting in Vietnam. One American casually is too many, but war is an ugly beast, peo ple die. That is why it is so important that our politicians and public understand what war is really about. Military history is not a bunch of cookie-cutter answers to each and every problem facing a young military leader or our nation today. Germanys victory during World War I over Russia in under three years and their failure to take France in four years apparently misled Adolph Hitler into thinking that he could defeat the Soviets with little problem. After all, Germany defeated the historically tougher France in just six months (Thompson, F. (2007). Remember the Past.). The battle at Little Big Horn in Montana is studied to this day by military leaders. What could possibly be learned from a battle that took place over 130 years ago? The tactics and weapons are antiquated by todays standards. The Indian wars are the stuff of legends and a few B-grade movies, or are they? What exactly can we learn from Custers defeat? One thing for sure about Custer was that he was arrogant. Custer was a successful commander from his days in the Civil War up until his death on a hot and dusty hilltop in Montana in 1876. The defeat at Little Big Horn, as are most defeats in hindsight, was avoidable. Custer had the best Soldiers and the best equipment of the time period. The initial plan to force the Indians back to the reservations appeared to be sound if executed properly by the three large columns of Soldiers involved. Communication became a large factor for the participating commanders. Custer, Gibbon, and Crook all had key parts to play for the execution of the plan to work. Timing was a key in order to ensure everything went according to the initial plan. However, General Crooks column of about 1300 Soldiers was attacked at Rose Bud Creek by almost the same number of Sioux only nine days prior and 30 miles away from the sight of Custers defeat at Little Big Horn. General Crooks men were so badly mauled that they were forced to return to the South for supplies and to treat their wounded (Hardy, S. (2004). Custers Last Stand.). Crooks column was a key element in the hammer and anvil plan that was to be executed. Custer had no idea that Crook had been defeated by such a large number of Indians or that his column would not make the scheduled rendez vous time and location. After locating the main Indian encampment, Custer was told repeatedly by his scouts that the Indian camp was the largest that they had ever seen and there would be at least 1800 to 2000 warriors in the camp, probably more. Custer ignored this advice. Custer initially made a plan to bed down his command and attack at dawn the next morning. Not only thinking his men would be fresh for the fight but that Crooks column would be arriving at any time. Custers scouts reported that Indian scouts had seen the command and were reporting back to the Indian camp. Actually, the Indian scouts were leaving the camp to return to the reservation and they had not seen Custers command at all. Custers orders were to locate the Indian camp on the Little Big Horn River and not let them escape. With these orders, the lack of knowledge of Crooks situation and the then common knowledge that the Plains Indians would not stand and fight but disengage after a short fight, Custer decided to attack. The fact that Custer split his command into three separate battalions is a constant source of debate. This also was a standard practice when fighting the Plains Indians at that time. What lessons can we learn from Custers tragic defeat? Sound intelligence of the enemy situation is a must. Custer had solid, eyes-on intelligence from reliable sources but ignored it. The lack of communication was also a huge factor. Many leaders and historians believe that Custer would not have attacked the Indian village that day if he would have known of Crooks defeat and the number of Indians that attacked Crooks column. The Indian tactics had changed. Custer not only did not know this, he completely underestimated the Indians ability and will to fight as well as over estimating the ability of his own men. The chances are pretty good that Custers own arrogance very well may have overridden all of the hindsight knowledge that we now have. One of the main lessons to take from Custer is this; it is only a matter of time before an arrogant leader will fail. Arrogance and underestimating the enemy you face is a lesson that seems to be learned over and over again. In Tunisia during 1943 the American forces were inexperienced and poorly equipped, at least compared to the German forces that they faced. The Kasserine Pass is gap in the Grand Dorsal Mountain chain in central Tunisia. The German Afrika Korps were veteran Nazi forces commanded by the brilliant Erwin Rommel. Rommel was retreating from advancing allied (British) forces. Rommels counter attack was aimed directly at the inexperienced American forces and backed them into defensive position in the Dorsal Mountains (M. Haze, (2002). Battle of Kasserine Pass). The American equipment was of no match to the superior German tanks and firepower. The American tanks were riveted together. When hit, the tanks rivets broke loose and killed and wounded as many men as the German shell that hit the tank. The American tanks and thin armor and the tanks cannon could not be aimed as effectively as t he Germans or penetrate the German armor even if the Americans were lucky enough to hit a German tank. The battle at Kasserine Pass was a defeat for the green Americans. The Americans learned many valuable and expensive lessons from the Kasserine Pass debacle. Leadership and tactics were changed. Equipment was immediately updated. The Germans learned some lessons from Kasserine Pass also. For the rest of the war, the Nazi high command relied on reports sent from Rommels men regarding the Americans inferior equipment. They apparently never grasped the idea that the U.S. weapons constantly improved throughout the rest of the war. After the battle Rommel was contemptuous of both the U.S. equipment and fighting ability. He basically considered them a non-threat. Based on the knowledge gained at Kasserine Pass the Germans greatly underestimated the skill and resolve of the American Soldier. War is about killing, pain, and fear, and any attempt to disguise this or portray it otherwise is not only wrong but immoral. War is not only killing, pain and fear. It is the purposeful use of force to achieve political goals. Anyone who thinks that this statement is less than black and white has not spoken with the troops on the ground during one of our wars that was blessed by political approval. Many Americans today believe that anyone who studies war must approve of war as though anyone who drives a car must naturally approve of car wrecks. How much farther from the truth could these people be? There are many reasons to study military history in our schools and colleges. America is once again at war and this time there is really no end in sight. We are fighting for our basic way of life. The study of military history for our civilian wartime leadership is critical. Politicians start wars and politicians lose wars. Todays young people are tomorrows leaders, both in politics and the military. If for no other reason than we want to avoid war whenever possible, universities and public schools should at least offer the option of studying military history.

America Needs a Strong Military Industrial Complex Essay -- War Army D

America Needs a Strong Military Industrial Complex By mid-1942, World War II was looking bleak for the Allied powers. The German Wehrmacht was blitzing through Soviet Russia, the Luftwaffe had laid waste to much of London, Rommel was about to take Africa, and the Japanese nearly had control of the Pacific. Fortunately, as the Axis started running low on materiel, America was increasing the Allied supply dramatically. This enormous production capacity displayed by the U.S. was the product of their new military-industrial complex, as plants across the country geared up production of weapons and combat vehicles and the government began pumping resources into the creation of new military-oriented production facilities. The American industrial surge turned out to be not only the deciding factor in World War II, but also the greatest protection against the Soviet threat during the Cold War that followed.   Ã‚  Ã‚  Ã‚  Ã‚  In the wake of his defeat at El Alamein, Field Marshal Erwin Rommel declared, â€Å"The bravest men can do nothing without guns, the guns nothing without plenty of ammunition, and neither guns nor ammunition are of much use in mobile warfare unless there are vehicles with sufficient petrol to haul them around†. While Germany and Japan struggled to reproduce materiel at the speed at which it was being lost—leading to shortages for the Afrika Korps in the African desert and the Wehrmacht during Operation Barbarossa—the U.S. began producing it almost as quickly as it could be shipped out. There was virtually no military-industrial complex to speak of before 1940, and America went woefully under prepared into conflict after its losses at Pearl Harbor. However, by 1944 America was turning out 8 aircraft carriers a month, 50 merchant ships a day, one fighter plane every five minutes, and 150 tons of steel every sixty seconds (Walton 540).   Ã‚  Ã‚  Ã‚  Ã‚  While other factors certainly aided in the momentum switch that occurred in late 1942 and 1943 and accelerated to the cessation of hostilities, historian Francis Walton writes that, For the reduction in bloodshed much credit must go to the miraculous tools of war, most of which, in the hands of the victors, were ‘Made in the U.S.A.’ It is the considered judgment of the military experts that in World War II ‘our victories were the product of massed materiel rather than the highest military skill’(4). Walton i... ... the United States is the undisputed military, economic, cultural, and political leader of the world, a title it earned for the most part with relatively little bloodshed. The military-industrial complex formed in the early stages of World War II can be thanked for this, as its extraordinary capacity for churning out weapons almost single-handedly preserved the Allied cause, and its ability to do so without exorbitant burden on the U.S. economy eventually won it the Cold War. Those who today consistently advocate cutting the defense budget in accordance with a policy of isolationism and pacifism and decry the profits made by military contractors would do well to remember the roots of America’s current superiority before making too rash a decision. Bibliography Walton, Francis. Miracle of World War II: How American Industry Made Victory Possible. New York: The Macmillan Company, 1956. Hickman, Martin B. The Military and American Society. Beverly Hills: Glencoe Press, 1971. Koistinen, Paul A.C. The Military-Industrial Complex: A Historical Perspective. New York: Praeger Publishers, 1980. Strachey, John. On The Prevention of War. London: Macmillan & Co Ltd., 1962.

Inclusive Learning Essay

XXXXXX XXXXXX is a registered charity offering work based learning programmes to young adults. Within my role as Advanced Teaching Practitioner, I am responsible for curriculum design, monitoring teaching, staff training and mentoring, quality assurance and learner achievement in addition to my role as a Basic Skills Tutor. Before analysing current practices, I have gained the consent from those directly involved. In order to assess current inclusive learning principles and practices of the organisation, I need to increase my understanding of inclusive learning for my own Continued Professional Development (CPD). I need to reflect of my own practices and the practices of others and evaluate the service provided. Findings What is Inclusive Learning? Inclusive learning can be defined as ‘the greatest degree of match or fit between the individual learners’ requirements and the provision that is made for them’ (FEFC, 1996, p2). Inclusive teaching means recognising, accommodating and meeting the learning needs of all students and being aware of their individual needs. It is about identifying the reasonable adjustment that can be made without it having a negative impact of the teaching and learning of others. Open University Press (2006) defines inclusive learning as ‘acknowledging your students have a range of individual needs and are members of diverse communities. Inclusive teaching avoids pigeonholing students into specific groups with predictable and fixed approaches to learning’. It is important to consider the need to be proactive as opposed to being reactive. To practice inclusive learning, actions need to be taken prior to students commencing the process. The Tomlinson report 1996 states: ‘Re-designing learning, assessment and organisations to fit objectives and learning styles may mean introducing new content to courses, adapting access or both. This approach is quite different from offering courses and then giving students with difficulties some additional human or physical aids to participate. ’ Under the Special Education Needs and Disability Act (SENDA) 2001, all educational establishments must not treat students less favourably than others and make reasonable adjustments to ensure that their learners are not substantially disadvantaged. Learning Environment An accessible and safe learning environment is vital for inclusive learning to take place. The premises that XXXXXX XXXXXX occupy are located on the second and third floor of a listed building. There are no lifts and there is a staircase leading up to the main reception. Under the Disability Discrimination Act, there is a requirement to make reasonable adjustment to be able to ensure those students with a mobility disability are not excluded. XXXXXXhave made contingency plans whereby they use the premises within a local college as and when required. SENDA 2001 states that students should be able to access all services provided for other students. In this case, the local college offers all the facilities and services we offer our students. Taking this into consideration, reasonable adjustments have been made. Access for all In order to give strategic direction to inclusive learning, Smith and Armstrong (2005, p1) state ‘providers need to adopt a co-ordinated approach to inclusive learning, working with different groups, genders and levels of learners’. These is achieved ongoing within XXXXXX XXXXX. There is no discrimination on the grounds of gender or sexual orientation within XXXXXX XXXXXX and therefore XXXXXXcomply with all aspects of the Sex Discrimination Act 1975. Our learners come from mixed race, religion and in order to ensure that we accommodate these learners, all staff receive multifaith calendars to ensure that they can manage their learning over religious or cultural holidays. As we are funded for a 14-19 age provision, we cannot offer learning to anyone outside this age range. This is a limitation by DCELLS. Should anyone outside this age range require the same type of education and training, there are other training providers where they can be signposted. McGivney (2003) guidelines suggest that people with disabilities, ex-offenders, low paid unqualified workers, male manual workers, unemployed groups, rural residents, women with young children, homeless and those from ethnic minority groups may have problems in participating in organised learning activities. (DCSF, 2008) states ‘9% of young people aged 16-19 are Not in Education, Employment or Training (NEET). As part of the ‘Every Child Matters Agenda’ their aim is to break down the barriers to achievement and provide opportunities for those disengaged from learning. This agenda intends to ensure that programmes have been set up to identify children and young adults at risk and promote early intervention. According to the 14-19 Education and Skills White Paper ‘those with learning difficulties are twice as likely to become NEET’. XXXXXX XXXXXX have recently established street based youth work teams; across communities in south Wales, working with partner organisations to engage some of the hardest to reach young people; And to progress them onto positive development opportunities in their own communities. The current teams are a pilot and are hoping to expand the project into other geographic and sector communities. XXXXXX XXXXXX are also establishing links to deliver full and part time extended curriculum services in schools for 14-18 year olds across Wales, providing support for young people in the youth justice system; establishing a youth drop in facilities at many centres and expanding the street based youth work. XXXXXXare also in community cohesion work particularly in areas with a large European migrant youth communities and those with a migrant non-welsh speaking community within Welsh speaking indigenous communities. XXXXXXis piloting development of youth volunteering in under-represented groups. Taking all this into consideration, it shows the effort that is being made in order to provide inclusive learning to those students who are at risk of becoming NEET. Inclusive Learning in Initial Assessment According to Green and Bartram 1998, p7) ‘Early and effective assessment of students’ requirements is critical to the concept of inclusive learning. There are three stages to the initial assessment process within the organisation. Prior to a learner joining they go through an initial assessment process. This begins with an informal interview following an endorsement from Careers Wales. In this interview, it allows the organisation time to carry out an informal assessment and identify individual learning needs. On entry, basic skills initial assessments and a VARK learning styles questionnaire are completed. From this process, an Individual Learning Plan (ILP) is written that is specific to the needs of the learner which will identify individual goals. Green and Bartram (1998. p10) outline that in order to achieve best practice; there should be ‘a common and shared understanding of the purpose of initial assessment’. Through discussion with staff and observations of the initial assessment process, it is evident that this there is a thorough initial assessment process which allows many opportunities to identify any individual needs and preferences. Following this process, if a learner is identified as having a literacy or numeracy need, diagnostic assessment is carried out. Learners have the opportunity to do these either by paper based methods or using Information Technology (IT). The results of this assessment then produce an Individual Learning Plan that is specific to the learners literacy and/or numeracy needs and takes into consideration any special arrangements that may be required. Inclusive learning in the classroom If there has been an individual need identified through initial assessment, it is at this point XXXXXX XXXXXX are reactive as appose to being proactive. For those with physical disabilities, arrangements are made to support them. As previously discussed there is a lack of facilities within the centres to support learners with a disability affecting mobility and this is taken into consideration when careers signpost learners. Apart from this, Rooms are bright, well ventilated and are small enough to be able to accommodate those with minor hearing or visual impairments. When considering students who are deaf and hard of hearing, XXXXXXdo not have a strategy in place for dealing with those who require specialist support including lip speakers, sign language interpreters and speech to text reporters. Although many learners who require this support often plan their own support requirements. To ensure inclusion in the classroom, it should be considered when planning lessons. Once the aims and objectives have been decided, it is then important to consider the needs and previous experiences of the learners’. At this stage, you can consider if there are any adjustments that can be made to ensure that the lesson is inclusive Open University Press (2006). This could be large print handouts, varied teaching strategies, practical tasks as appose to written, aural or visual methods and where possible, taking into account multi sensory learning. When carrying out questioning in the classroom, there was very good use of reinforcement techniques to consolidate learning. Although tutors encouraged all members of the group to participate, this was done in such a way that no learners felt uncomfortable. When this was necessary (e. g. a speaking and listening task) it was managed in a positive way to recognise individual needs. If learners need support with basic skills, subject specific tutors (NVQ, Key Skills) liaise with the Basic Skills Tutor to organise extra support in addition to their literacy and/or numeracy classes. If the learner has a learning difficulty that affects concentration, extra comfort breaks can be given and short activities should also be planned that vary in teaching strategy to keep learners engaged. At present, DCELLS are working towards converged basic and key skills. This initiative should have encourage a more standard approach as qualifications will be delivered in a different training and staff will be required to update their CPD. Practices vary depending on the experience of individual tutors within XXXXXX XXXXXX. When observing a key skills session, a tutor suggested to her group that it would be advantage to take notes whilst completing practical activities. On her lesson plan, she had shown inclusive practices by suggesting a Basic Skills Tutor could offer support with both reading and note taking if required. In terms of the use of classroom assistants or support workers, this is the only instance that in class support is offered due to staffing levels within the organisation. The majority of tutors promote equal opportunities practices by having notes available at the end of the lesson for all learners. Others show inclusive learning techniques by issuing gapped handouts at the beginning of the lesson to support those with individual needs. This later method allows those learners who have lack of confidence in groups, those with hearing difficulties or partial sight a greater chance of achieving the objectives set from the lesson. Experienced staff uses assistive technology in the classroom such as coloured acetate, worksheets on coloured paper or magnifying equipment to support learners when reading books, but once again staff training is needed to ensure consistency throughout the organisation. Smith and Armstrong (2005) suggest providers should make sure that CPD and staff training supports structures and systems implemented to deliver the inclusive learning agenda. Through discussion with staff, it is evident that staff members have little knowledge of how to support learners with Dyslexia, Attention Deficit Disorder (ADD), Attention Deficit Hyperactive Disorder (ADHD) and other learning and behavioural needs. Therefore staff CPD needs to be updated and staff training offered. Having observed a selection of basic skills sessions, I have seen differentiation being managed very well within the classroom. There are isolated cases where worksheets have been the main teaching strategy due to the diverse nature of the group but the main reason for this is the need for staff development and training. Within sessions, individuals show good inclusive learning techniques when giving feedback. They are constructive and give praise for what has been done well and avoid being negative to learners. For those who have physical disabilities, there is IT equipment available such as specialist mouse and the ability to increase the font size on the majority of programmes used. If there is a need for out of class support, this is also available from the training assessors responsible for the individual learners. Individual training assessors are encouraged to spend time with all learners to build a rapport and encourage them to discuss any individual learning needs. These persons are trained to signpost for guidance and counselling if required. Assessment Once learning has taken place, there are various methods of assessment that are used. Within basic skills, learners are given a choice of completing assignments which are paper based or tests that can be taken using IT. For those who have to submit a portfolio, they are given the option of using IT to produce their work. There are also dictaphones available to record case studies, professional discussions or oral questioning as appose to written questions. These strategies in place show differentiation for individual needs are being considered. As well as the usual methods of assessment, learners also get a review which is carried out every four weeks. In this review, their progress is monitored and feedback is given on their performance. The Tomlinson Report (1996) shows us that monitoring progress and providing effective feedback contributes to effective inclusive teaching. Within their basic skills support sessions, further feedback is also given as part of their literacy/numeracy ILP. All learners at the end of their visits are given a Training And Support Log (TASL) which gives them feedback on any work produced. Conclusion Following this investigation, I have reached the conclusion that the organisation is reactive as appose to proactive with regard to inclusive learning. As a training provider, XXXXXX XXXXXX are genuinely non-selective about the learners who complete a programme. Many of the learners face a number of obstacles to engaging in learning including low educational attainment, a lack of basic and/or personal skills, caring obligations, homelessness, lack of self belief, confidence and self worth. Despite this, over 70% of the young people that are supported leave with a positive outcome. The 14-19 Education and Skills White Paper state that 12. 5% of the NEET group have learning difficulties and/or disabilities. If XXXXXXtraining wishes to continue aiming to offer inclusive learning and reduce this NEET cohort, there is a need to train staff by offering CPD in inclusive learning and ways of developing an inclusive learning strategy within the learner process. There are different teaching approaches within the organisation. (Tilstone et al. ,1998, p. 6) states ‘a key issue in promoting inclusive practice must be a reappraisal of the training provided to teachers and other professionals’ From my observations, I feel that this is an accurate assumption to make. I have been able to observe many sessions over a period of time and have seen that tutors need training on how to incorporate inclusive learning strategies within their lesson plan. Smith and Armstrong (2005) also discuss how providers should establish a strategy for sharing best practice within an organisation. XXXXXXhave meetings for every subject route on a quarterly basis. Although this is an excellent way of sharing best practice, inclusive learning should be listed as an agenda item to ensure that it gets the attention it requires. Although everything is done during the learner process to ensure that equal opportunities and diversity are managed, XXXXXXhave a bullying and harassment procedure in place and also a grievance procedure that prospective, current and past learners can instigate if they wish. From carrying out research into inclusive learning within XXXXXX XXXXXX, it has been shown that on the whole, a lot of work goes in to meeting the individual needs of the learner and offering a positive learner experience. Having now completed this research, it has made me aware of the financial restraints of the organisation. I feel that I will carry out my role as ATP differently when training staff and mentoring. When working towards curriculum design, I will also ask myself the question â€Å" How can I make it more inclusive? † and from this, I feel that this has played a big part in my CPD. Bibliography †¢ACCESS UNIT. (2006, December 18). Access Unit – Making Information Accessible to Disabled Students. Retrieved December 8, 2008, from University of Bristol: http://www.bristol. ac. uk/accessunit/disabilityinfo/accessible33. html †¢ADAMS, M. , & BROWN, S. (2006). Towards Inclusive Learning in Higher Education. London: Routledge . †¢BLOOMER, M. , & HODKINSON, P. (1997). Moving into FE: The voice of the learner. London: Further Education Development Agency (FEDA). †¢CLOUGH, P. (1998). Managing Inclusive Education. From Policy to Experience. London: Sage. †¢CSIE. (2008, April 30). About Inclusion. Retrieved December 15, 2008, from Centre For Studies On Inclusive Education: http://inclusion. uwe. ac. uk/csie/csiefaqs. htm †¢DCSF . (2008, July 02). Education, Training, Employment. Retrieved December 10, 2008, from Department for Children, Schools and Families. http://www. dcsf. gov. uk/14-19/index. cfm? go=home&sid=26 †¢Every Child Matters: (2008, July 02) Change for children: Retrieved December 15, 2008, from Every Child Matters http://www. everychildmatters. gov. uk/ete/ †¢FEFC. (1996). Inclusive FE: Report of the Further Education Funding Council Learning Difficulties and/or Disabilities Committee CSIE Summary. Bristol: Centre for Studies on Inclusive Education (CSIE). †¢GREEN, M.a. (1998). Initial Assessment To Identify Learning Needs. London: Further Education Development Agency (FEDA). †¢LEARNING AND SKILLS DEVELOPMENT AGENCY. (2002). Access For All. London: DFES. †¢MCGIVNEY, V. (2003). Working With Excluded Groups. Leicester: National Institute of Adult Continuing Education. †¢OPEN UNIVERSITY PRESS . (2006, December 30). Inclusive Teaching. Retrieved December 12, 2008, from Open University Press: http://www. open. ac. uk/inclusiveteaching †¢SMITH, V. , & ARMSTRONG, A. (2005). Beyond Prejudice; Inclusive Learning in Practice. London: Learning and Skills Development Agency. †¢TILSTONE, C. , FLORIAN, L. , & ROSE, R. (1998). Promoting Inclusive Practice. London: Routledge Falmer. †¢WELSH ASSEMBLY GOVERNMENT. (2008, September 29). Delivering Skills that Work for Wales: A new approach to adult community learning. Consultation Document 057/2008 . Caerphilly: Department for Children, Education, Lifelong Learning and Skills. †¢What is SENDA 2001? (2007, January 22). Retrieved December 13, 2008, from Hobo: http://www. hobo-web. co. uk/tips/12. htm.

African American Essay Essay

African American literature is captivating, powerful, spiritual, and emotional. The recurring theme is slavery but there are others such as inequality among sexes and races, injustice, resentment, and the strong belief in religion. These pieces of literature have been told by the individuals who went through the experience of slavery such as Frederick Douglass and others, like Jamaica Kincaid who have a passion for writing. The writers who experienced slavery themselves had differing views of their experience and relationship with their master. These pieces of literature share the pain, strength, heartache and will to go that each of these individuals experienced. The first reading is, To My Old Master, by Jourdan Anderson. This piece of literature is Anderson’s response to a letter he has received from his old master. It is a compelling story about how terrible and bad the Whites treated the African Americans. The master want’s Anderson and his family to come back and work for him. He reminds the master about how poorly they were treated while working for him. Anderson states, â€Å"Although you shot at me twice before I left you, I did not want to hear of your being hurt, and am glad you are still living. † (1865, p. 15). Anderson tells the master that he is making money and his family is living and doing well. He even expresses that his children are receiving an education now. It is very apparent to the reader that Anderson’s wife does not want to return and work for the master. â€Å"Mandy says she would be afraid to go back without some proof that you were disposed to treat us justly and kindly; and we have concluded to test your sincerity by asking you to send us our wages for the time we served you. † (1865, p. 16). Anderson remembers how horribly the woman and girls were treated, and he will never allow his daughters to go through that experience. â€Å"I would stay here and starve- and die, if it come to that- than to have my girls brought to shame by the violence and wickedness of their young masters. † (1865, p. 16) The end of the story the reader still feels Anderson’s resentment and bitterness toward the master. The next story and the one piece I enjoyed the most is, â€Å"White Folks Treated Us Good† by Marriah Hines. Hines states, â€Å"My white people treated us decent. † (p. 32). She goes onto further explain how her master feed, dressed, and kept them well. Hines explains how terrible master’s treated other slaves. â€Å"Some unfortunate individuals practically have nothing to eat. Why, the way their owners treated them was disgraceful treated them like felines and canines† (Hines, p. 32). Hines sounds fortunate and lucky to have worked for her master. The master gave the slaves Sunday off to rest and even allowed them to attend Church. Unlike other slaves Hines was never raped, beaten, or treated in a physical horrible way. The compelling part of this piece occured when the slaves were allowed to leave; most of them choose to stay. â€Å"Most of us stayed right there and raised our own crops. † (p. 34). Hines knew of her freedom but believed in her loyalty to her master and his family. The master provided her with assistance and support. A rare occurrence to read an African American piece of literature that speaks of a master in a positive and respectful manner. This master was a different man of his time. He did not take advantage of his slaves or treat them in a horrendous manner. This master used his slaves to care and run his property but treated them with respect and dignity, they deserved. Hines went onto, marry Benjamin F. Hines and give birth to five children. The last piece of literature is, â€Å"If We Must Die† by Claude McKay. This poem is about how horribly and disgusting Whites treated African Americans. It is written about the race riots in 1919. It describes the strength of the African Americans standing up to the Whites even if it ultimately meant dying. McKay states, â€Å"Like men we’ll face the murderous, cowardly pack, pressed to the wall, dying but fighting back! † (p. 378). This poem exemplifies the bravery and the will to fight for what is right otherwise these people would have been beaten and killed for the rest of their lives. There will always be a presence of racism in the world and specifically in the United States of America. Still today African Americans are treated equally as Whites. Although we as a country have come a very long way there is still work to be done. The more we educate people the less we will experience ignorance. The hate and the idea of inferiority will slow diminish if people become educated. I can end proudly stating that I am married to a Black man and we have two beautiful daughters, and I give an enormous amount of respect to those who fought for what was right. References Anderson, J. (1865). To my old master. In I. Reed (Ed. ), African American Literature. Abrief introduction and anthology (pp. 15-16). New York: The Longman LiteraryMosaic Series. [serial online]. December 2005;36(4):299-323. Available from:Academic Search Complete, Ipswich, MA. Accessed May 23, 2011. Hines, M. (n. d. ). My white folks treated us good. In I. Reed (Ed. ), African Americanliterature. A brief introduction and anthology (pp. 21-25). New York: TheLongman Literary Mosaic Series. [serial online]. December 2005;36(4):299-323. Available from: Academic Search Complete, Ipswich, MA. Accessed May 21,2011. McKay, C. (n. d. ). If we must die. In I. Reed (Ed. ), African American literature. Abriefintroduction and anthology (pp. 378). New York: The Longman LiterarySeries[serial online]. December 2005;36(4):299-323. Available from: AcademicSearchComplete, Ipswich, MA. Accessed Dec, 2011.

westward migration of settlers essays

westward migration of settlers essays Open land, additional benefits and other existing problems encouraged Americans to expand westward. The American people began to realize that the future of the country lay in the development of its own western resources (Nash 533; 1). There were many reasons that made the people face the grueling and dangerous movement west, but the Regardless of the fact that thousands of Indian nations with rich and distinct cultures had populated the land for thousands of years, Americans considered the west to be an empty wilderness. And in less than fifty years, from the 1803 purchase of Louisiana Territory to the California gold rush of 1849, the nation would expand and conquer the West. The great migration began in 1841 and was stimulated by the depression of 1837 with people with some capital hoping to make a fresh start (Nash 534; 2). By 1845, there were 6,000 Americans in Oregon, and the United States government tried to make the 49th parallel as the boundary without success. The fur trade had since declined in this area so the British agreed to the 49th parallel as the boundary in a treaty in 1846 and thus, American sovereignty was established over the area covered by Washington, Oregon and Idaho. The new acquisitions meant that problems like transportation had to be tackled. A canal across Panama was planned but this didnt materialize for many years. The building of a transcontinental railroad with the financial assistance of the government was debated upon. Also the question of slavery in the newly acquired territories was a more troubling issue and this decided the fate of the United States for the next few years. It was because of the sudden shift of labor from farms to towns that started the westward movement up north. The herding of cattle and sheep took place of agriculture (Nash 538; ...

The creation, development, and use of mirrors in Northern Renaissance Essay

The creation, development, and use of mirrors in Northern Renaissance Art - Essay Example r in three paintings; Jan van Eycks Arnolfini Portrait, Hans Memlings Virgin and Child and Maarten van Niewenhove, and Petrus Christus Goldsmith in His Shop. All three paintings depict mirrors and all three use the mirror to manipulate both what the viewer sees and also the role the viewer plays within the painting. The aim of this essay, therefore, is to explore in each painting how this manipulation takes place and the purposes of the artist in undertaking such a manipulation. The reflection has long fascinated man-kind, and stories such as the terrible fate of Narcissus, hopelessly in love with his own image, proliferate in ancient literature. From the earliest Greek vases there are depictions of people holding mirrors, which would have consisted of highly polished metal or stone. However, by the time of the Renaissance, glass-working had reached the level of sophistication to allow small, glass mirrors to be produced. The production of clear glass was underway in Venice by the early fifteenth century, creating mirrors which provided a clear reflection with little distortion to the facial features. It is just such mirrors, of humble proportions due to the difficulty of blowing glass large enough to make a bigger surface area, which appear in the painting which will be considered in this essay. Jan van Eyck’s Arnolfini Portrait, depicting Giovanni di Nicolao Arnolfini and his wife, dates from 1434. It is painted in oils on an oak panel. The painting is immediately striking for the sense of realism that it creates. This is due to two factors; light and perspective. The two figures are depicted centre-left and centre-right of the painting. The faces of both figures are illuminated by the light which streams in from a window on the left of the painting. The chiaroscuro of their clothing gives a sense of depth and richness to the material, while the feet of Arnolfini and the ceiling of the room are in darkness, framing the two figures. A pair of shoes cast

The Kent State University Shootings And The Boston Massacre Essay

The Kent State University Shootings And The Boston Massacre - Essay Example These lines printed in bold on the front pages of national newspapers and magazines dated May 5, 1970, conveyed the essence of what had happened during Kent students' protest against the war in Vietnam and the U.S. invasion to Cambodia. The Cambodian invasion took place in late April of 1970. According to the statement of President Nixon broadcasted nationwide on April 30, 1970 the goal of the invasion was to attack the Viet Cong headquarters located on Cambodian territory. The first protests followed the next day after Nixon's statement. Hundreds of American students, whose anti-war sentiment was the highest as compared with other social groups protested in their campuses across the country. Kent State University campus was also involved in the anti-military demonstrations. The protests peaked on Monday, May 4, when several hundreds students of Kent State University gathered at noon to declare their disapproval of the U.S. military policies in Asia2. By strange coincidence the Kent State University shootings bore frightening resemblance to another prominent event of the U.S. history, namely the Boston Massacre of 1770. The Massacre occurred on March 5, 1770 between a group of Boston citizens and British troops. A group of British soldiers shot five colonists during a public protest action against the Townshend Acts and the excessive presence of British troops in Boston and New York. The soldiers, struck by snow and ice balls thrown by the crowd, fired into the demonstrants killing five and wounding half a dozen people3. The first thing one might notice about these two events is striking similarity of dates and numbers. Separated by almost exactly two centuries both shootings occurred in the spring, and both cases produced nearly the same number of victims. In-depth analysis of the historical background of the shootings, comparison of the implications produced by them and examination of their impact on the society reveals even more interesting details. The second half of 20th century was marked by a series of events that determined the modern visage of American society. Nuclear disarmament movement and Civil rights movement in the USA of the late 1950s - early 1960s, Anti-Vietnam War movement in the USA and worldwide of the mid 1960s - early 1970s, students movement in the USA of the mid 1960s - early 1970s, women's movement in the USA that began in the late 1960s and soon spread to Europe - these are only most notable examples of such events. The shootings at Kent University went down in history as the turning point of the Vietnam War era. In those days the nation was torn by deep cultural and political conflict. Richard Nixon won the 1968 election promising to end the Vietnam War, but failed to stick to his promise. Instead, the first draft lottery since World War II was announced followed by the invasion into Cambodia that made the war even more intensive. Thousands of American students responded to the increased risk of being d rafted by protests and demonstrations setting the stage for the Kent University shootings4. The historical background of the Boston Massacre was characterized by a number of similar features, though the context was totally different. Political and economic