Italy and Japan Essay Example for Free

Italy and Japan Essay World War II caused greater destruction than any other war in history. The war took the lives of about 17 million soldiers and an even greater number of civilians, who died as a result of bombings, starvation, and deliberate campaigns of mass murder. The war also ushered in the atomic age and was quickly followed by the collapse of the wartime alliance between the United States and the Soviet Union and the beginning of the Cold War. World War I created the conditions that led to World War II. The peace settlement ending the war, which stripped the Central Powers of territory and arms and required them to pay reparations, left lasting bitterness in Germany, Austria, Bulgaria, Hungary, and Turkey. The peace treaty also disappointed two of the victors, Italy and Japan. In addition, the war severely disrupted Europes economies and helped set the stage for the Great Depression of the 1930s. General histories of the war, which examine the wars origins, military history, and consequences, include John Keegan, The Second World War (1989); C. L. Sulzberger and Stephen E. Ambrose, American Heritage New History of World War II (1997); and Gerhard L. Weinberg, A World at Arms: A Global History of World War II (1994). Valuable reference works include I. C. B. Dear and M. R. D. Foot, eds. , The Oxford Companion to the Second World War (1995); John Ellis, World War II: A Statistical Survey (1993); and John Keegan, ed. , The Times Atlas to the Second World War (1989). To understand the wars outcome, see Richared Overy, Why the Allies Won (1995). The most thorough and balanced recent history of the American role in World War II is David M. Kennedy, Freedom from Fear: The American People in Depression and War, 1929-1945 (1999), which examines the causes of U. S. involvement in the conflict, wartime diplomacy, military strategy, and the wars economic and social implications. The question of how Japan was able to carry out its successful surprise attack on Pearl Harbor is thoroughly examined in Gordon W. Prange, At Dawn We Slept: The Untold Story of Pearl Harbor (1982). The wars European theater is discussed in Stephen L. McFarland and Wesley Phillips Newton, To Command the Sky: The Battle for Air Superiority Over German, 1942-1944 (1991); Nathan Miller, War at Sea: A Naval History of World War II (1995); and James Polmar and T. B. Allen, World War II (1996). Soldiers wartime experiences are examined in Gerald F. Linderman, The World Within War: Americas Combat Experience in World War II (1997). On the Pacific War, see John Dower, War Without Mercy: Race and Power in the Pacific War (1986), Akira Iriye, Power and Culture: The Japanese-American War, 1941-1945 (1981), and Ronald Spector, Eagle Against the Sun (1985) World War II transformed the American homefront. It jump-started the economy; ended Depression-era unemployment, relocated Americans in unprecedented numbers, and permanently altered the status of women, adolescents, and racial minorities in American life. The wars impact on the homefront is analyzed in William L. ONeill, A Democracy at War: Americas Fight at Home and Abroad in World War II (1993). Oral histories from the war years can be found in Studs Terkel, The Good War (1984). World War II had a dramatic impact on womens lives. The most visible change involved the appearance of large numbers of women in uniform, as more than 250,000 women joined the WACs, the Army Nurses Corps, the WAVES, and the Navy Nurses Corps. The war also challenged the conventional image of female behavior, as Rosie the Riveter became the popular symbol of women who worked in defense industries. Wartime transformations in womens lives are examined in Susan M. Hartmann, The Homefront and Beyond: Women in the 1940s (1982) and DAnn Campbell, Women at War with America: Private Lives in a Patriotic Era (1984). World War II affected children and adolescents no less than women. In fact, the word teenager first appeared during the war. William M. Tuttle, Jr. , Daddys Gone to War: The Second World War in the Lives of Americas Children (1993) traces the changes in young peoples lives. During World War II, African Americans waged battles on two fronts. They helped the country win the war overseas and pressed for equal rights at home. This dual struggle for victory against fascism and discrimination, known as the Double V campaign, is examined in Neil Wynn, The Afro-American and the Second World War (1976). The internment of 112,000 mainland Japanese Americans, one of the most shameful chapters in American history, is examined in Peter Irons, Justice at War: The Story of the Japanese Internment Cases (1983). A 1942 government report on the Pearl Harbor attack, written by Supreme Court Justice Owen J. Roberts, which claimed without supporting evidence that the Japanese had received support from some Japanese Americans, helped to create a climate of opinion that led to internment. World War II marked the dawn of the atomic age. The development of nuclear weapons is thoroughly examined in Richard Rhodes, The Making of the Atomic Bomb (1986). The decision to drop two atomic bombs on Japan remains one of the most controversial decisions in military history. Martin Sherwin, A World Destroyed: The Atomic Bomb and the Grand Alliance (1975) analyzes the factors that went into this decision.

Breast Feeding is Best Essay -- breast-feeding

Argumentative Breast is Best   Ã‚  Ã‚  Ã‚  Ã‚  If one chooses to have a child, shouldn’t he or she be obligated to do what is best for that child? There are many important choices to make for that child, and some may be more difficult than others. Hospital or home birth? Pampers or Huggies? Crib or family bed? But when it comes to feeding, the choice is clear. Breast-feeding is the best choice that mothers can make for themselves and their child.   Ã‚  Ã‚  Ã‚  Ã‚  Not everyone agrees that breast-feeding is the best choice. Some argue that bottle feeding is democratic and gives other members of the family a chance to feed the baby. I agree that family members need a chance to experience the thrill of nourishing the new life, but giving the child a bottle of formula is not necessary. Mother’s can express breast milk and put it into a bottle when other family members want to feed the child.   Ã‚  Ã‚  Ã‚  Ã‚  Most new mothers are eager to get back to their pre-pregnancy weight. Some may choose to formula feed so that they can stop eating for two and maybe even diet, things which are impossible for a nursing mother. On the other hand, a women who is producing milk uses between 1,000 and 3,500 calories per day more than at other times in her life (Lim 63). With all of the extra calories burned, she may not need to diet at all to reach her desired weight (Eisenberg, Murkoff, and Hathaway 7).   Ã‚  Ã‚  Ã‚  Ã‚  A new mother may choose to bottle feed because she wants to monitor intake and make sure that her child is getting e...

Delivering Lifelong Learning Essay

Introduction. Learning is an area of our lives that we all engage in from the time we are born to the time we die. Lifelong learning is of key importance for individuals of all ages with an abundance of benefits. Learning enables the individual to be better informed in daily life and therefore the individual becomes more active in and contributes to society and this makes such individual a better citizen. Lifelong learning contributes to an individual’s personal well being and fulfillment. Lifelong learning supports an individual’s creativity and innovation and as such increases the potential for paid or unpaid work experiences for satisfaction. Quote â€Å"Education is the most powerful weapon you can use to change the world† Unquote, and so for me to successfully be able to use inclusive learning and teaching approaches in accordance with internal processes and external requirements I would say requires some form of recognised qualifications. To complete this unit I will be focusing on my present teaching placement. I am actively involved in the teaching and learning of ESOL students at two separate women’s academy campuses. My input is over two days with two morning sessions and one afternoon session delivering entry level 1&2 basic Mathematics and English as well as level 1&2 functional skills. 1.1 Create a purposeful, inclusive learning and teaching environment. Maslows’ hiearchy of needs tells us that students will not be able to learn effectively if their safety and belonging needs are not met. As such I needed to pay close attention to the physical space and design layout of the classroom. My initial feel for the first classroom/ learning environment that I encountered was congestion by that I mean it was a fair sized room but the layout gave an impression that there wasn’t enough space for students to move about. There were five large desks seating four or five students and so moving from one a rea to the next meant that some students had to physically stand and maneuver their chairs to access passing. This was where I felt that I needed to connect with the students in such a manner that the subject being taught was of importance; that they enjoyed the learning experience  and they understood clearly what was being taught. Once I placed that into my mind I felt better as these students were here in this learning environment for a few weeks and I am the new person here. I greeted the group with pleasantness and smiles as I entered the room and the response was ever so wonderful seeing all these smiling faces made me feel very welcomed. Their personal tutor gave a short explanation of my presence and asked me to do the honors of my own introduction. I knew there and then that this was my opportune moment and as first impressions count this had to be very good after all I am the new comer. Prior to this I had already met and discussed the different groups that I would be involved with for my teaching practice placement with the Assistant Director for these campus sites and I also knew which teachers I would be co-teaching with as well as the desired days and times. I was made aware of the external requirements and the internal processes for each learner to participate in these learning programs. I knew th at each individual had an initial diagnostic assessment to determine the level of learning. I was made aware of the special needs requirements. Whilst I was happy to be given such information I wanted to check for myself and with respect I could not just accept all of this at face value I would be sure to check the validity of the information shared with me. There is the saying seeing is believing and I needed evidence. Well, as I was saying my initial greeting and purpose was a pleasant and warm one for me as well as the group. I informed them of my past work experiences; that I had a family and my country of origin and where I was educated. I also mentioned places that I had travelled to and worked in the educational arena and eyes lit up with smiles, I knew then that I had captured the attention and to a certain degree the hearts of these wonderful women who wanted to make a difference in society and to themselves by engaging in this learning program. I felt good as I detected that they were even more warm and accommodating and that I had welcomed them into my arena and they accepted me. In continuing to create a purposeful, inclusive learning and teaching environment I needed to acknowledge the diverse make up of the learning group that amounted for celebration as part of the richness in daily life and living. I asked if the group could individually introduce themselves by saying their names and with permission their country of origin. To continue on the same spirit of connectedness as I am the  newcomer who will be involved in their learning I wanted to know from themselves a little about their prior learning experiences from pre- entry level to this entry level 2/3. Amazingly they volunteered family information which I welcomed and thanked them for. Psychologically the students felt safe to share and clearly this also demonstrated a sense of belonging. I had created a safe environment whereby the students took risks and sometimes the information was not directly from the person concerned but from a close colleague in their presence. I felt that this feelings of safety will enable them to ‘have a go’ at answering questions and talking / participating in the classroom activities without fear of being ridiculed. With the above in mind I had to be quite sure that the whole cla ssroom was conducive to this settled environment whereby they all understand firm rules and routines. By this I mean that I emphasizes on the importance of orderliness and tidiness. This I made quite clear was to enable them to develop and be confident in their roles as students but not to forget that they are responsible adults also and that we all wish to be valued and in the best way possible. Making sure that the classroom is left in a manner that is welcoming for the next group of learners and that we never forget our life skills that we brought into the learning arena. I had observed that the displays in the classroom were inviting and pleasant as well as stimulating. This was reflecting a range of teaching and learning activities. I observed the attractively arranged, effectively labelled, relevant and purposeful displays and I was quite impressed wondering when and what will I be adding to this informative and interactive display. It didn’t take very long for that to happen with display from a field trip involving writing and speaking that reflected the learning process as part of the curriculum highlighting key learning points. As such the inclusive learning and teaching environment for me was not just in the classroom but out in the wider community and this was most interesting as I observed how the students interacted in a social setting. There was a wide range of reading and learning materials available for the students both in the classroom area as well as in the main library. They were well organised and clearly labelled and accessible. The resources were diverse and this was of absolute necessitity as there are different learning styles. The availability was through visual, aural and kinaesthetic for different experiences. Creating a purposeful inclusive learning and  teaching environment was not just about changing attitudes to learning. It was not just about giving all the support needed both internally and externally. It was not just about the all the activities in class and in the community, it was also about the physical layout of the design of the classroom that supported the inclusive and int eractive teaching and learning process. Seating and tables in some areas did not give much work space, and did not allow for the flexibility to support work in different contexts. By this I mean for individual work with the adequate space to place materials on the table without infringing on each others’ work space. Paired work, small group work as well as whole class work had been a concern at times. Limitation for me to move around and be able to see exactly how students were progressing in their given task was inadequate at times. As such with cooperation between the whole group and teachers a bigger and more appropriate room was made available. This new setting enabled the students the opportunity for independence, cooperative learning, collaboration and discussions throughout the teaching activities with eye contact for the learners. This also gave better access to move about the room that enabled me to ensure more purposeful, inclusive learning and teaching. However I had to be mindful of the social and emotional dynamics of the learning group as well as subjects and activities being taught/ delivered. I wanted my students to definitely see the co urse as being important. I wanted them to understand and enjoy each session because everything has an impact on learning and development. The classroom environment was maintained within the Health and Safety Laws ensuring that all learners were treated fairly and respectfully in that learning environment. 1.2 Demonstrate an inclusive approach to teaching and learning in accordance with internal processes and external requirements. An inclusive approach to teaching and learning is a cooperative relationship between learners and teachers. The starting point to such a relationship was with the college requirements / internal processes based on what the learners were hoping to achieve. This first contact was conducted by senior management at the initial stage of the individual’s learning journey, the initial assessment. From the institution perspective assessment provides statistical information  for monitoring the overall performance of the college as well as individual teachers. This also provides information on numbers of students who started the course. The numbers of those who continued and whether successfully passed has been useful in continued recruitments that demonstrates quality and excellence. However one of the main purpose and is of great importance is that this initial assessment helps to place the learner on the right course. After this initial assessment matching into identified learning groups is of great value for personal tutors as there is an element of control over what is taught. However, and I must stress this, individual learner’s goals must be paramount in the whole process bearing in mind the learning styles identified. A process of matching group interest and individual profile determines the learners interest which is an ongoing internal process with regular updates. This was managed by identifying individual learning targets such as, speaking and listening, reading or writing. Having identified these targets being specific as to how to meet these targets was discussed with the individual learner and this information was documented. Clearly there has to be deadline for achievements with expected documentation. Actual dates of achievements were quite important and by this I mean that some learners achieved positive outcomes before the set expected date and this informed the status of that learner as completing work was documented and dated. For others the documentation on expected outcome was that they had not yet started or that they’re in progress. This happens in all learning settings as everyone has different learning styles or even a combination of styles that has an impact on how well learning has been achieved under certain conditions. The diagnostic assessments will continue throughout the learning and this is necessary for the continuous support needed for ILPs. ILP is of such great importance in that it must be appropriate for the learning being undertaken, be owned and used by the learner with support and be understood by the learner, basically it’s what the learner desires. I would say that throughout my teaching and learning experience and, this is ongoing I have experienced a range of learning styles with my learning groups. Inevitable I have had to mould the delivery of subject in such a manner that met the needs of the learners. Once this is managed properly the resulting factor will determine the success of achievements in accordance with (QCF) Qualification and Credit Framework. 1.3 Provide opportunities for learners to practice their literacy language, numeracy and ICT skills. The Sector Skills Council for lifelong learning on Inclusive Learning approaches for Literacy, Language, Numeracy and ICT skills in the introduction of the companion document mentions that, â€Å"All teachers need to develop an awareness of the literacy, language, numeracy and ICT needs of their learners in order for them to teach their area of specialism.† The document further states that â€Å" All teachers can play an important part in providing opportunities to develop literacy, language, numeracy and ICT within their learning programs.† Teachers get to know their students very well after a little while and as such are able to recognise what interest them most. The initial assessment gives some indication of what they want to learn but the diagnostic assessment informs the ILP. How this process of achievement will happen is based on agreeing goals and actions to achi eve those goals. Petty, G (2009, p530) states: â€Å"Each learner is unique and has individual needs. If the needs of our learners are discovered and met, the chances of success are greatly increased.† 2.0Be able to communicate with learners and other learning professionals to encourage learning. 2.1Demonstrate communication methods and media to meet the needs of all learners. 2.2Communicate with other learning professionals to meet learner needs and encourage progress. 3.0Understand how technology can enhance learning and teaching. 3.1Analyse ways to use technology to enhance learning and teaching. 3.2Evaluate the benefits and limitations of using technology in learning and teaching. 4.0Understanding expectations of the minimum core in relation to delivering lifelong learning. There are social stigma attached to literacy numeracy and this often prevents adults from seeking the help they need. It is believed that 1 in 6 adults in the UK are functionally illeterate and this skills gap is preventing the country from fully realising its full economic potential. There are social stigmas attached to this which often prevents adults from seeking the help they need. For such individuals tackling this is the first step to raising aspiration. The psychological feel good factor will allow for increased self esteem and the confidence to reach their full potential. However being illeterate and innumerate and lacking ICT skills does not mean stupidity. You have to on the ball to get through a day in the UK without these skills and so as a teacher delivering lifelong learning I must be able to help learners to overcome these barriers created by socially acceptable norms in this country. Expectations of the minimum core I believe is that all involved in lifelong learning has a responsibility to ensure that learners are provided with every opportunity to develop literacy, language, numeracy and ICT skills. As such it is important that at the initial assessment and induction of students that literacy, language, numeracy and ICT skills are identified. We must understand that Prior learning should be established and evidenced if at all possible to determine the level attained which will inform achievable goals. Observation at induction and during the course activity to get some idea of the learner performance and what learner’s likes are, also how they like to do things will determine learning styles. Really this boils down to attitudes, skills and knowledge and what will be the motivating factor for the learner’s presence in the classroom. 4.1Review ways in which elements of the minimum core can be demonstrated by delivering lifelong learning. Recognising that literacy, numeracy and ICT programmes must be made easily accessible to the most hard to reach individuals is a key responsibility for the Government. For those who lack the ability to read and write very door appears to be closed. In this present day it is likely that they will e able to apply for jobs as filling in application forms poses some challenges which in effect will make them  loose their self worth and confidence. Adults lacking the skills that so many of us take for granted on a daily basis mean that they can’t even support their children’s education which is the future generation. If this is not effectively managed the revolving door syndrome continues as that is what is being seen at present. National statistics reveal that adults with poor numeracy and literacy skills are twice as likely to be unemployed as those who are competent. 4.2Apply minimum core elements in delivering lifelong learning. I will demonstrate this delivery of core elements with evidenced based teaching that I have undertaken and continuing as part of my teaching placement practice. 5.0Be able to evaluate own practice in delivering inclusive learning and teaching. 5.1Review the effectiveness of own use of inclusive learning and teaching approaches in meeting the needs of all learners. 5.2Analyse ways to improve own practice in using learning and teaching approaches to meet the needs of all learners. 5.3 Review ways in which own communication skills could be improved.

Essay about Deception - 1601 Words

Deception nbsp;nbsp;nbsp;nbsp;nbsp;Whether conducted by the patrol officer, the victim’s advocate, the prosecutor or the investigator assigned to a special unit in the criminal investigation division, the interview of a victim, witness, suspect or informant is a critical element of any investigation. Precious resources in the form of man power, money, time and equipment can be wasted because of the failure of the interviewer to conduct a complete interview and accurately evaluate the credibility of the information gained from the subject interviewed. nbsp;nbsp;nbsp;nbsp;nbsp;As a part of the three pillars of the criminal investigative process, a thorough and complete interview provides greater insight into the psychological†¦show more content†¦nbsp;nbsp;nbsp;nbsp;nbsp;The next phase of the interview is the narration. In this segment the subject of the interview is offered the opportunity to relate the facts and information within their realm of knowledge that they believe is most important to them. It is critical at this point for the interviewer to permit the subject the opportunity to fully disclose all the information that feel critical. The subject may be asked to described what they have heard about the incident or possibly their opinion about what they think might have happened. The interview will also offer encouragement for a subject to continue their narration if at some point they appear to have run out of steam and their narration is incomplete. The interviewer’s task during the narration is to make an assessment of the subject behavior to determine the degree of credibility to the subject remarks. Having already established a â€Å"constant† from the orientation portion the interviewer looks for significant â€Å"changes† in the subject’s demeanor that suggest an increase in stress on both the mental and emotional level. These â€Å"changes† suggest that the topic area is significant to the speaker and may in fact be locations where there may be deception on the part of the subject. The investigative interviewer will also makeShow MoreRelatedDeception Essay1897 Words   |  8 Pages The two plays deal with similar issues of deception and hypocrisy present in the society and how people wear masks in order to conform to the social norms of their respective societies. Both the authors, Henrik Ibsen and Moliere have made effective use of ‘deception’ in order to bring their ideas and views through to their audience.’ Ghosts’ is a perfect example of a realistic play which attacks the hypocrisy present in the society and in its value systems. Ibsen therefore was known as the fatherRead MoreDeception in Advertising to the Society865 Words   |  3 Pagesconsumers in order to reap from their ignorance. Deception is the use of trickery or deceit to get what one wants. It entails many types of omissions, whose main aim is to distort the complete truth (Carson, 2010). Advertisers have perfected this art of deception to hide from their product weaknesses and gain profit in the end. Society considers deception as a relational transgression, which n ormally leads to betrayal and mistrust among individuals. Deception can take many forms that may include propagandaRead More Deception in The Tempest Essay1469 Words   |  6 Pagesof Shakespeares most illusive plays of control and manipulation. The word deception is defined as the act of misleading or to trick, cheat, lie, and mislead. From this definition, it is obvious that deception is normally perceived to be evil and results in the harm of others mentally and physically. It leads to broken hearts, untold truths, or even unpunished murder. However, in Shakespeares The Tempest, deception is used as a virtuous art to manipulate an unjust situation and rectify it.Read MoreThe Consequences of Deception Essays883 Words   |  4 Pagesdesigned by deception, disguise and practical jokes. The characters use of deception within the play create many unintentional and undesirable outcomes. Through the art of deception, Shakespeare explores the ideas of deceit and self-deception which in turn creates comedic situations within the play. Many of the characters go through extremes in order to get what they want, which is the love that they desire, by deceiving everyone and at times, even deceiving themselves. The use of deception by the charactersRead MoreDeception Is Not Only Prevalent1188 Words   |  5 PagesDeception is so prevalent that it deemed as natural phenomena. In fact, deception is not only prevalent in children who are mostly brought up under non-punitive environment, but it is also common in animals such as the camouflage which do his for survival. Further, it is very helpful especially for the young and the weak that use it in their defense and hence can avoid physical violence from especially the predators. Examples of such animals who are very used to using deception for their defenseRead MoreSelf Deception : A To Mankind1816 Words   |  8 PagesSelf-Deception: A Malignancy to Mankind Human nature is prone to folly; men misjudge, and are deceived by others, but also they deceive themselves. From the beginning of history it has been so, and even in the origin stories of man this key element takes a central role. In the Christian creation story Adam disobeys his god, but his motives for doing so are not elaborated upon. It is Eve who is explicitly shown being deceived. This deception is somewhat instigated by satan, but truly it is a deceptionRead MoreHamlet Essay: Deception2184 Words   |  9 Pagestheir own Weapons Lies and deception are some of the many actions that have disastrous consequences. For the most part, they destroy trust and leave the people closest to us feeling vulnerable. In Hamlet, one of Shakespeares many plays, the theme of lies and deception is very significant. This play shows that every character that lies and practices the act of deception is ultimately punished for doing so by their treacherous deaths. Hamlet has lied and practiced deception several times which has prolongedRead More Deception in Shakespeares Othello Essay1503 Words   |  7 PagesDeception in Shakespeares Othello Deception, which by its definition is a bad thing and has only one level or degree, is truly not this way at all. Deception appears many times in Othello, but in almost every incident the degree of deception is different. There are only a few characters that use deception, and those characters all use different degrees of deception to get what they want in the play. Deception is almost always used through verbal language or body language because it is the easiestRead MoreManipulation and Deception in Enders Game742 Words   |  3 PagesManipulation and Deception in Ender’s Game 2 major and reoccurring themes throughout Ender’s Game is manipulation and deception. Much of this novel is about how adults manipulate Ender into fulfilling their needs. They trick him, lie to him, and tell him just enough so that he can defeat the buggers. Ender pretty much sums this up when he says, â€Å"Ive spent my life as someones pawn (Pg. 97). On one hand, it seems wrong to lie to and cheat a kid. On the other hand, the adults manipulate him to ensureRead MoreHow Shakespeare Explores the Theme of Deception and Self-Deception in Twelfth Night2536 Words   |  11 PagesHow Shakespeare Explores the Theme of Deception and Self-Deception in Twelfth Night Deception is the use of deceit that deceives everyone around you including yourself. It is the fact or state of being deceived. It can be a ruse or a trick in disguise, which deludes, giving a sense of indirection. It’s a misleading falsehood. One can deceive by running away from even their true self either physically or mentally. Self-deception on the other hand is the act of deluding oneself