Nationalism Essay Example | Topics and Well Written Essays - 1250 words

Nationalism - Essay Example An example of this was the call to arms for soldiers, airmen, and sailors. Due to the amount of individuals who enlisted, there was no need to recruit, to include a large amount of United States soldiers who volunteered to join Great Britain against Germany.2 The Second World War was similar in the extent of nationalism, however countries having just started to rebuild from World War I did not have the resources or the capacity to wage war. Because of this, many countries even prior to the onset of war began to ask their citizens to restrict their usage of certain materials and there was soon a national effort in both Great Britain and the United States to recruit individuals of all ages to enlist, and those who could not enlist to help domestically with rationing and manufacturing efforts. The governments used their citizen’s nationalism to increase production and assist in the war effort. Interestingly, it was not only countries utilizing their own citizen’s sense of nationalism, but Germany used French nationalism to turn the French against their previous allies.3 This is one instance where nationalism actually created a divisive culture versus a unifying culture. Overall however, between World War I and World War II nationalism was a positive element of society. The method that many countries used to increase nationalism was the use of propaganda to both enrage and to gain empathy when necessary. An example of how propaganda was used in a negative way was the publications that eventually placed Japanese Americans in work camps in the United States. While the two world wars set multiple countries against each other, the cold war which started soon after the Korean Conflict was one ideology in the form of the United... The Second World War was similar in the extent of nationalism, however countries having just started to rebuild from World War I did not have the resources or the capacity to wage war. Because of this, many countries even prior to the onset of war began to ask their citizens to restrict their usage of certain materials and there was soon a national effort in both Great Britain and the United States to recruit individuals of all ages to enlist, and those who could not enlist to help domestically with rationing and manufacturing efforts. The governments used their citizen’s nationalism to increase production and assist in the war effort. Interestingly, it was not only countries utilizing their own citizen’s sense of nationalism, but Germany used French nationalism to turn the French against their previous allies. This is one instance where nationalism actually created a divisive culture versus a unifying culture. Overall, however, between World War, I and World War II nat ionalism were a positive element of society. The method that many countries used to increase nationalism was the use of propaganda to both enrage and to gain empathy when necessary. An example of how propaganda was used in a negative way was the publications that eventually placed Japanese Americans in work camps in the United States.While the two world wars set multiple countries against each other, the cold war which started soon after the Korean Conflict was one ideology in the form of the United States against another in the form of the Soviet Union.

Police science (LCN) La cosa Nostra (the MOB) paper Essay

Police science (LCN) La cosa Nostra (the MOB) paper - Essay Example The influence of this syndicate is so strong that it has not been overcome yet. In many cities of the United States of America several criminal organizations pay tax to La Cosa Nostra, so that they can easily be able to do their own criminal activities. With the help of dummy firms the organization controls many businesses including textiles, food and garbage business. Organized Crime is a self perpetuating and continuing conspiracy used by groups that are hierarchical. The organized crime groups maintain their status with the help of violence and corruption of public officials.(Albini, 1997) These groups have extended their criminal activities into areas such as technological espionage, smuggling of drugs and the financial market manipulation. The greatest organized criminal threat to the American people is from La Coas Nostra. There are four Italian organized crime groups behind LCN, active in the U.S.A. are the Sicilian Mafia, Sacra Corona Unita, Ndrangheta and Camorra. In 1960's the members of these organized crime groups migrated to America and linked themselves with the LCN. (Jeffers, 2002) They got the permission of doing heroin trade in the country. Since then they became a part of the criminal operations of La Cosa Nostra. The major threat to the United States of America posed by organized crime groups which centers around their money laundering and drug trafficking activities. The Italian Organized Crime groups cooperate regularly with other international OC groups in many criminal activities. Their links extend to Asia, parts of Europe, North America, South America and Australia. These groups have been active in heroin trade for years and they were the early importers of drugs into the country. These groups are also collaborated with the drug cartels of Colombia. Evolution of La Cosa Nostra The Mafia has transformed itself according to the requirements and conditions of contemporary society. Since the 1980s, it has transformed itself into a hierarchical organization. This has been done to improve efficiency and effectiveness of various criminal enterprises. (Downey, 2004) The rapid proliferation of narcotics in the 1980s and 1990s was attributed towards the creation of a new Mafia model. La Cosa Nostra has developed extensive relationships and networks with other organized criminal groups. This helps criminal enterprises to coordinate and integrate their efforts. It also prevents the detection of criminal activity by law enforcement agencies. (Porello, 2006) Thus the La Cost Nostra can harmonize its efforts in the multifaceted distribution of manual labor which is required to execute complex criminal initiatives and endeavors. Also in the current decade, the Mafia has moved into cyberspace. This is because the Internet offers an endless stream of criminal opportunities. The anonymity and ease of cyberspace provides a convenient ground to engage in intricate criminal activities. The exchange of information and knowledge has been made easy due to the advent of the Internet. Identity threat, fraudulent activities, and scams can easily be employed using the Internet. Future of La Cosa Nostra Globalization and information technology have been powerful social and economic trends that have revolutionized human society. The future of the La Cosa Nostra will

Compare & Contrast Han and Rome Essay Example for Free

Compare Contrast Han and Rome Essay When Han China and Imperial Rome are compared, one can find both similarities and differences in terms of techniques of imperial administration. A similarity would be that both are bureaucracies. However, both are also different. One major difference is that Han China had the civil service exams. They also differed because Han China had a much greater emphasis on religion than the Romans. These differences led to very different futures for the two empires, both of which were among the strongest in the world at the time. The first comparison is that both Han China and Imperial Rome were bureaucracies. They had a sole ruler, but they had many others governing specific portions of the empire. This allowed for the empire as a whole to be in better shape. This is due to the fact that a more localized ruler would better know both the area and its needs. They would also be more dedicated to their job as they would be managing the area they live in, so every decision they make would impact not only their life but possibly the lives of family living in the regions they are governing. The empires would be much worse off if they had their single ruler managing everything, as they would not fully understand the needs of the areas, nor would they care as much as they would most likely have no personal ties to those regions. Due to this, both empires were much more powerful and well organized. Another comparison is that Han China had the civil service exams, while Imperial Rome had nothing similar. The exam allowed for overall better governing and management of the empire. This is because the examination filtered out those who were unqualified for those positions and instead filled them with intelligent people who could do good for the empire. If they let unqualified people in that would greatly increase poor management because they would not be knowledgeable enough to make decisions that would benefit not only that one area, but the empire as a whole. Without the civil service exams, many unqualified people entered positions of power in Rome, and so there were many problems. The final comparison is that Han China had a greater emphasis on religion than Imperial Rome. In Han China, this was found in the mandate of heaven,  the structure of family found in the government, and that to get a good job in the government one needed to be educated in Confucianism. When the Han first took power, they incorporated the mandate of heaven into Confucian values, If the ruler was a good ruler, then they were supported by the heavens. Confucianism also led to the family hierarchy becoming the basis for government structure. Subjects owed the emperor the same obedience that they gave to their fathers. Religion was also important because one needed to be knowledgeable in Confucianism to get a good job, as the tests were mainly based off of Confucian texts. Rome, on the other hand, had no real religion within the government. While both Han China and Imperial Rome were different in terms of imperial administration because of Han China’s civil service exam, as well as Han China’s focus on religion, they are still similar due to the fact that they are bureaucracies. Even so, these differences and more led to very different futures for both empires, neither of which ended very well.

Application of Learning Theories to Teaching

Application of Learning Theories to Teaching THEORIES AND PRINCIPLES FOR PLANNING AND ENABLING LEARNING TASK 1 Learning Styles Learning styles impact on every aspect of our lives: how we gather information, how we use it and how we link it together are all determined by our learning style. Nicholls Le Versha 2003, p. 57 Learning styles, or cognitive styles, refer to how individuals learn in different ways and are of particular importance to teachers who wishes to create inclusive and effective learning situation. Learning styles are divided primarily, but not exclusively, into the three groups of visual learners, aural learners and kinesthetic learners. Whilst the first group learns best by seeing information, such as on the board or visually demonstrated, the second group takes in information aurally and needs to hear what is happening. The third group understands best in a hands-on, tactile manner such as holding the materials or practicing working with them. The importance of catering for learning styles links to the importance of understanding how best to cater for cognitive development. Learning style research has its roots in the humanistic social constructivism generated by Vygotsky and his follows. Here the stress is on the interaction of socio-cultural factors in the development of the indi vidual and it is easy to see how necessary it is to make information available to students at a number of levels and thereby take into account their individual approach to learning. Motivation Motivation is a complex area and can have a huge impact on learner achievement and behavior which means that motivational teaching strategies need to be carefully considered. Extrinsic motivation is essentially a behaviourist concept in that certain behaviours are encouraged by rewards, ranging from praise to money. The use of extrinsic motivation in teaching corresponds to Pavlov and Skinner’s early work in that the reward is used to induce certain behaviours, such as praise for completing a test resulting in a positive approach to the next text. Intrinsic motivation is more of an internal driving force that may come from factors as diverse as curiosity to enjoyment. It could be argued that promotion of the former concept tends towards competition whilst the latter is more focused on individual achievement through improvement. Competition is often seen as a negative and seen as ‘undermining student motivation’ (p. 275) in that it de-motivates those who consistent ly fail as well as providing little incentive for those who already make the grade. Therefore, to encourage and inclusive approach means providing sources of motivation that best suit the student but always aim to achieve intrinsic, progress based achievement. Low Literacy At a more pragmatic level, the impact of low literacy (and numeracy) upon student’s confidence and learning can be enormous. Whatever the cause, be it students with English as a second language, or those struggling with work that is beyond their emotional age or cognitive stage, it is essential for the teacher to assess literacy levels through a diagnostic assessment and plan accordingly. It may be that students metalinguistic (how language works) awareness can be built up using the subject, such as working through an understanding of acids and alkali’s as they relate to beauty treatment. The use of IT as well as text to develop literacy has also stimulated a vast body of research (e.g. Larson Marsh 2005). This area deserves far more attention than the brief mention given here, but it is also an area that may benefit from an action research approach whereby the literacy strategies of the class are assessed, observed, analysed and acted upon in an ongoing reflective cyc le. Classroom Environment The learning environment and its impact upon students have also generated a considerable body of literature. Whilst Maslow’s Hierarchy of Human Needs (1970) looked at a generic sequence of responses to environments, a more holistic understanding of the environments that affect a student’s learning have been studied by those such as Bronfenbrenner (1998) who conceptualized a variety of ecological systems, from the micro to the macro. The microsystem involves the individual’s direct interactions with other individuals whilst the macrosystems take into account the socio-cultural values and ‘norms’ (Krause et al. 2003, p. 264) . The classroom environment not only needs to provide a safe, secure and supportive atmosphere, it also needs to provide an inclusive setting for all individuals which means taking factors such as gender, race, ethnicity, age and stage etc into consideration. Alongside these runs the teachers own teaching styles – permissive , authoritative or authoritarian (Whitton et al. 2004, 185) – and how they respond to the students. Effective Planning and Intelligence If the goal of teaching is to provide learning environments that work for all students, then clearly planning is an integral element. To take one part of the teaching cycle, planning, is to look at one aspect of this vast area. In a constructivist paradigm, planning needs to both develop knowledge and play to students strengths. Rather than look at this structurally, as in planning using cooperative groups, whole class or individual working, this section considers interpretations of intelligence such as Gardner’s multiple intelligences (Krause et al 2003, p. 201) and Sternberg’s triarchic model of intelligence (ibid p. 202). As with learning styles, failure to plan effectively in order to encourage a range of cognitive strengths may act as disincentive. Sternberg differentiated between analytic, creative and practical intelligences and suggested applying these to the curriculum. They provide a useful strategy for inclusive teaching. TASK 2 Engagement Theory Whilst this has its roots in distance learning and the use of IT (Kearlsey Shneiderman 1999), the premises upon which it is based appear particularly useful to effective, inclusive planning. One of the primary principles is to plan for authentic learning through student interaction and provision of meaningful tasks. Secondly, this is essentially a constructivist approach aimed at enabling the individual’s translation and internalization of knowledge through guided progression to various zones of proximal development. Thirdly, in common with situated learning, engagement theory is underpinned by a wish to create learning experiences that intrinsically motivate through exposing students to real-world problem solving situations. The levels of engagement also relates to inclusive planning for learning styles and multiple intelligences. With regard to planning for engagement, lessons need to include a range of teaching strategies such as questioning, reasoning, analysing, creating and judging. This involves creating practical, curriculum linked situations and designing the lesson around them. For example, one lesson may involve a scenario, analysis of that scenario, role play of the events, creating alternatives and assessing final comprehension. This methodology allows for an inclusive approach designed to allow information to be made available to students in a variety of ways and formats. Principles of Empowerment This is also a somewhat generic principle yet it applies to teaching very successfully. One of the underlying goals is to set students up for success by ensuring the tasks are age and stage appropriate and that they stretch the student towards their zones of proximal development whilst ensuring successful outcomes. Another aspect of this principle is that students take responsibility for their learning. Ownership of one’s development has been shown to be a powerful motivator and motivation is recognised a key element to learning. Motivation resides entirely in the person motivated. It can be inspired and encouraged by others but not given. Leamnson 1999, p. 54 A third element of this principle refers to student choice. Whilst the learning requirements remain the same, the choice of learning strategy, resource use and methodology may be used to allow students to choose their favored approach. Planning to empower students and therefore engage them in their learning once again means catering for all learning styles and planning for choice. Working in the area of Beauty therapy allows for considerable choice of approach and lends itself to practical training. This does mean that resources and activities have to be well structured and planned before implementation but it also means students can find a number of ways of achieving the required learning. A criticism is that students will not be required to use their less favoured approach and thereby develop areas they feel less confident in. TASK 3 Reflection I find that catering for all learning styles is a far more complex area that needs more consideration. For example, at one level catering for learning styles means providing information in a way that an individual can take in. However, at another level, it also requires a more holistic overview that takes into consideration the students socio-cultural values and ‘norms’. Therefore, integrating this overview within my planning cycle requires several considerations. For example, it requires the allowing of space and consideration for analysing and assessing the student’s background knowledge, understandings and value systems. This will strengthen my understanding of how best to communicate with individual students and support their own sense of value and security within the classroom. It is anticipated that this approach will allow for a better consideration of student comfort and perceptions of security through providing familiar formats and establishing a comfort zone. As Maslow’s Hierarchy of Human Needs showed, it is difficult for students to function psychologically at a higher level if they do not feel safe and secure within their environment. Therefore, when planning, I intend to not only cover the various learning styles but to integrate this with socio-culturally and linguistically inclusive practice. Depending on the situation, this can be as diverse as providing materials in more than one language or selecting cooperative groups with common understandings. This is not to say that the expectations will be lessened. These need to be clearly established and provide the working format for the students. For example, they will be expected to achieve certain goals and be able to effectively communicate or demonstrate their learning. Catering for learning styles is an inclusive strategy as is that of catering for different students cognitive strengths. Consideration of practical application of strategies that include the diversity of multiple intelligences appears to be somewhat over-whelming. Sternberg’s triarchic model (Krause et al. 2003, p. 202) simplifies this into a planning procedure that endows each subject with an analytic, creative and practical component. This is particularly helpful for the beauty industry as it encourages an all round interaction both with the information, the practice and the people concerned. As a practical vocation, beauty requires strong communication and practical skills and the tendency is to stress this practical element. However, Sternberg reminds us that a triarchic approach is more inclusive and works better for a wider range of people. I would like to bear this in mind when planning my lessons and appreciate that this will demand constant assessment and reflection i n order to be at its most effective. Professional development The following is a professional development plan involving some of the primary issues looked at in this essay. It is very much an overview and the course titles are purely to provide direction rather than actual titles. It is anticipated that this will change as the reality of working within specific scenarios provides the benefit of experience. This table is also specific to the area of inclusivity and its associated planning. There are many other areas that would also benefit my practice. Professional Development Plan GOALS COURSES EXAMPLE THEORIES PROVIDERS DATE Improve Instructional Process Theory into Practice Learning styles Engagement and Motivation Improve inclusive planning Cultural inclusivity Curriculum links How to Apply Theory to Improved Practice Catering for Learning Styles How to Empower and Motivate Students Planning to include cultural diversity – setting expectations and treating diversity positively Assessment for Planning Curriculum correspondence with inclusive teaching practice SOCIAL CONSTRUCTIVISM HUMANISM AND BEHAVIOURISM Vygotsky’s social constructivism Piaget’s age and stage theories Gardner’s theory of multiple intelligences Sternberg’s triarchic model of intelligence Weiner’s attribution theory Bandura’s behavioural theories of learning Maslow’s hierarchy of human needs Bronfenbrenner’s ecological systems theory Erikson’s psychosocial development stages NB there is considerable interaction between the theories/principles listed here and the list is by no means exclusive. References Bronfenbrenner, U. Morris, P (1998) ‘The ecology of developmental processes’ in R M Lerner (Ed) Handbook of Child Psychology, Vol. 1. Theoretical models of human development, 5th Ed., pp. 535-584, Wiley: New York Kearsley, G. Shneiderman, B (1999) ‘Engagement Theory: A framework for technology-based teaching and learning’, accessed 28th September 2008, http://home.sprynet.com/~gkearsley/engage.htm Krause, K-L., Bochner, S. Duchesne, S (2003) Educational Psychology for teaching and learning, Thomson: Southbank, VIC. Larson, J. Marsh, J (2005) Making Literacy Real: Theories and Practices for Learning and Teaching, Sage: London Leamnson, R (1999) Thinking about Teaching and Learning, Stylus Maslow, A (1970) Motivation and Personality, 2nd Ed., Harper Row: New York Nicholls, G. Le Versha, L (2003) Teaching at Post-16: Effective Teaching in the A-Level, AS and GNVQ Curriculum, Kogan Page: London Pressley, M. McCormick, C (2007) Child and Adolescent Development for Educators, Guildford Press: New York Whitton, D., Sinclair, C., Barker, K., Nanlohy, P. Nosworthy, M (2004) Learning for Teaching, Teaching for Learning, Thomson: Southbank, VIC.

Character of Hamlet Essay -- Papers

Character of Hamlet "Wer gar zu viel bedenkt wird wenig leisten" -Schiller " He who reflects too much will accomplish little" It is impossible to attain completeness in the assessment of any one's character and more so in the case of Hamlet's, for its note are complex and mysterious. But on rigorous study, Hamlet's character can be described though partly but adequately by the above quote. 'Hamlet' is the most famous, the most popular play in the English language. But to quote T.S.Eliot -"So far from being Shakespeare's masterpiece, the play is most certainly an artistic failureà ¢Ã¢â€š ¬Ã‚ ¦. And probably more people have thought Hamlet a work of art because they found it interesting, than have found it interesting because it is a work of art. It is the "Mona Lisa " of literature." "The grounds of Hamlet's failure are not immediately obvious."T.S.Eliot in his essay "Hamlet and His Problems", says this and after his analysis he concludes that in order to understand Hamlet - the play and the character - we need to understand things, which Shakespeare did not understand himself. A similar view is aired by A.C.Bradley who says that the character of Hamlet as one can understand from the play cannot answer several questions which pertain to the logic and rationality of Hamlet's deeds like his idea to pretend madness and in order to get a reasonable answer one must try history where we find the story of Amleth,the Prince of Denmark which inspired Shakespeare to write this "Mona Lisa " of literature. The story of Amleth is a story, which involved just the revenge of a son avenging his father's murder. In this story, Amleth 's uncle... ...ths may be, by some means can be held as a retributive justice against them for their own deeds. Except the deaths of king Claudius and 'his' Queen ,all the rest happen due to their involvement with the king. These deaths could have been avoided.But,once the death casts a shadow on someone," the rest is silence". Note: The actual age of Hamlet is in question due to evidences based on various grounds. In my opinion the knowledge of Hamlet's age can help in understanding his complex character to perfection. Bibliography 1.Tales from Shakespeare - Charles and Mary Lamb 2. Hamlet - Commentary by A.W.Verity (A.W.V) 3. "Hamlet and His Problems" - Essay by T.S.Eliot 4. A.C.Bradley's work on Hamlet 5. F.C.Hunt's work on Hamlet referring to Bacon's life 6. A Book of Quotations 7. www.hamlet.org

Benjamin H. Latrobe :: essays research papers fc

Benjamin H. Latrobe was born in 1764 in Fulneck, England. He was raised in England. As a young man Latrobe was taught at the Morvian school in Fulneck. This was where Latrobe received a base for his further education. After Morvian, he transferred to Nieski school in Germany. There he received an impressive education. Which was composed of a broad curriculum. He was taught in all the liberal arts and also classical and modern languages. Latrobe started his career training under England's most renowned engineer of the day John Smeaton. Under Smeatons teachings Latrobe gained a strong grasp of technical and theoretical English civil engineering and meticulous draughtsmanship (Carter 1981, 1-2). Latrobe's interests in engineering soon led him to develop an interest in architecture. Latrobe decided to pursue his interest in architecture. He decided to work with S.R. Cockrell and become his apprentice. While Latrobe worked along with Cockrell he gained further experience and rapid advance ment in architecture. Latrobe did many side jobs designing public works where he also gained experience and individuality. During Latrobe's partnership with Cockrell he also met other renowned architects of the time. Two of which were Gorge Dance and John Soane. Both of these architects were very influential to Latrobes own work. In fact, all three architects were very influential. They all helped mold and create Latrobe's architectural style. During this advancing time period in architecture there were mainly three distinct styles of architecture. The first style was Old school. This style was strict Palladianism which was inspired by Palladio himself. The second school was Roman in origin and had a lot of functional space and had a lot of decorative detail. Latrobe found both these styles to be over rich and also to elaborate in detail. Latrobe found the Third school to be the most attractive. This style was sometimes called the "Plain Style," which was characterized by simplicity, geometric power and rationalism. With all these great teachers and mentors. Latrobe was able to develop his own style which would start a new form of architecture and create the Greek revival (Carter 1981, 12). 	Latrobe decided to move to the United States. With him be brought his architectural gift and curiosity. He was very interested in the US and he studied its history, its legends, the dress and manners of its people, and of course its architecture. Geological formations, waterfalls, the courses of rivers, and the nature of the soil and terrain were all carefully observed.

Fast Food or Dine in Debate Essay

The dispute over whether fast food or a Dine-in meal is just more practical, and better in general for our everyday lives is a reoccurring debate in America in a time where health issues are at an all time high. Some people argue the point that fast food maybe the unhealthier of the two choices. Others would make the rebuttal that they can equally be a knock on your health meter. In this paper I would like to explore these debates and find common ground between the two. According to QSR magazine (QSR; Drive-thru performance study, 2009) the average time it takes you to receive your food though take-out is one hundred and thirty-four seconds. If you refer to the same magazine it also tells you that most of the Top dine-in restaurants take anywhere from 12-30 minutes average for a family meal. For this sole reason alone many Americans who have busy lives prefer to make quick stops at fast food joints on lunch breaks. In today’s society we live on the go, and we would like our technology and food to be the same way. Restaurant tycoon McDonalds has made put a substantial margin of space between it and any of its competitions annual income. McDonalds Net worth is fifteen billion dollars, more than double the net worth of the most popular dine-in according to the â€Å"Super size me† documentary (super size me, Sundance films, 2004) . The fact that fast food sales outweigh dine-in sales through out the world does not mean necessarily that this choice and source of food is better for you. Or does it?