Comparison between american and japanese army in world war 2 Research Paper

Comparison between american and japanese army in world war 2 - Research Paper Example It is worth noting that in the beginning of the war, with Japan bombing Pearl Harbor, Japan can be considered as having air force capabilities that were considerable in 1941, even as the United States was in a state of trying to accelerate its air force program through a rapid buildup in capabilities. What prompted this hasty buildup was Germanys invasion of Poland two years before the Pearl Harbor invasion, with Hitler signaling its ambition to take on Europe by force. At the time of the Polish invasion the American Air Forces consisted of less than two thousand aircraft and just 26,000 people. The US War Department signaled its own intent to radically beef up its air force capabilities with the establishment of the AAF, or the Army Air Forces, making it equal in stature to the ground forces of the US Army (Craven and Cate; Weinberg; US Air Force; Weider History Group). After 1941, it became clear to the US that the war could not be won without the necessary radical expansion of its air force capabilities, and the manic buildup process resulted in the United States eventually producing the largest air force fleet in the world, eventually overcoming the air forces of the Germans and the Japanese. The capabilities of the US Air Forces at the height of that buildup ran through a wide array of tactical functions and uses, from reconnaissance to bombing to attacking, personnel training, and transporting. At its height, the US Air Forces had an inventory of more than 80,000 aircraft with different capabilities and uses, while its personnel count reached more than 2.4 million people. A sampling of the inventory of aircraft used in the war effort included the B29 Superfortress, the B17 Flying Fortress, the C47 Skytrain, and the P51 Mustang (Coakley; Adams 1994; US Air Force). The final year of the war saw the complete overpowering of the counterpart US air forces of the Japanese, capped by

Understanding and Using Inclusive Essay Example for Free

Understanding and Using Inclusive Essay 1.1. Inclusive learning is about recognising that all your students have the right to be treated equally and fairly, have the same access to all products, services and have the opportunity to be involved and included. As a teacher you need to be aware that all students are not the same as they all do not learn in the same way, the ways in which a teacher can overcome this is using the Teaching and Learning Cycle, using visual, auditory and kinaesthetic materials (VAK) and agreeing on individual learning plans (ILPs). Other features could include self reflective exercises, quizzes and providing opportunities for students to reflect on their own experiences and consider how these experiences influence the way they learn. 1.2. There are a number of strengths and limitations of learning approaches when teaching. For example, a strength can include an activity and/or a demonstration in pairs or groups, a questionnaire and a power point presentation. The limitations could be when working in group sessions, a shy person can hide in a group, more confident people can take over and there could be a possible clash of personalities. Using all learning styles need to kept to a minimum as previously stated not all students learn the same, some students may ‘switch off’ at certain times and become less interested in the subject, this will hopefully ensure that all students can relate and keep concentration in the subject that is being taught. 1.3. Providing students with the functional skills within the chosen subject will be in ways which the students will be reading, speaking and listening as the demonstration I will be giving will be from power point but will also include listening to instructions and watching myself with a volunteer. The students will have only have a certain length of materials to use so they will need to calculate these when carrying out the activity themselves. To incorporate ICT, students will need to use their own mobile phones to download an app and at the end of the lesson. Once the students have completed the lesson, they can use all of the skills out of the classroom and into their everyday life. 2.1. Creating an inclusive learning environment benefits all students to enable effective learning to take place. The environment in which you are teaching the subject can sometimes be restricted but teaching can take place anywhere not necessarily just in a classroom, for example, colleges, learning centres, the workplace, prisons are to name just a few. When teaching you would need to consider the venue, rooms and resources but also your attitude and support as this can also have an impact on the students in which they will learn. 2.2. It is important to select a number of teaching and learning approaches as individuals can face a number of barriers causing them difficulty to learn. Maslows (1987) Hierarchy of Needs shows that if all five aspects of this theory are met, which are, self actualisation, self esteem recognition, safety/security and physiological it creates a healthy environment for learners to progress and achieve their goal. 2.3. Motivation is what causes us to act, it is either intrinsic (from within) which means to learn for your own fulfilment or extrinsic (from without) which means they may be an external factor motivating the learner. To help motivate learners you can set targets, be professional, create interesting and relevant tasks or activities, engage students and give them the opportunity to learn. 2.4. Ground rules can be set by having a group discussion. To have the ground rules mutually set between the teacher and the students it makes it more likely for these to be followed and adhered to. As a teacher certain ground rules need to apply to allow all students to be treated equally and fairly, for example, punctuality, respect for others, mobile phones off or on silent, no abusive language, no racism and no discussing politics. 3.1. See Micro Teach session plan 3.2. Using my selection of teaching methods covers the three learning styles  which people have (VAK). The power point presentation and demonstration covers the visual and auditory learning styles whereas the demonstration and group activity/task covers the kinaesthetic learning style. Handouts will also be given which are reflective tools; this will help the students to remember important information that is being delivered. 4.1. The teaching approaches that I am using helps the students engage by connecting the subject to real life, it will teach self monitoring skills and information will be presented in multiple formats. As all three learning styles are being covered this will also help keep the students motivated and interested. 4.2. Communication is a key point in all aspects in life, communication with students is essential for them to ascertain progress and identify where improvements could be made. For communication to be effective teachers need to speak slowly and clearly and by only using words in which the students should be able to understand, however communication is a two way process, the teacher could ask questions to ensure the students have understood. 4.3. There are a number of ways to give constructive feedback to your students, when giving feedback to students, teachers need to be positive, open and honest, be clear and specific, be balanced, be motivating and also invite self assessment. Gray and Smith (2000) pointed out that students want consistent, genuine feedback because they do not want to ‘carry on doing it wrong’. References http://www.flinders.edu.au/teaching/quality/teaching-methods/inclusive-teaching/strategies-for-inclusive-teaching.cfm http://www.functionalskills.com/Functional-Skills/Functional-Skills-faqs.php http://www.anngravells.co.uk/sitebuildercontent/sitebuilderfiles/SampleD9001.pdf http://www.sagepub.com/upm-data/39528_Pages_from_Green_ch1.pdf http://livingsta.hubpages.com/hub/Establish-ground-rules-with-your-learners-PTLLS http://livingsta.hubpages.com/hub/Explain-and-justify-the-reasons-behind-your

Representation of Political Scandals in the Media

Representation of Political Scandals in the Media Political Scandals Interim Submission The question that I have chosen to answer for my essay is: ‘How fair and balanced has the coverage of political scandals been in the British media?’ By selecting this question I can explore the different political affiliations in the British press during times of scandal and how each news media reported on it depending on their relationship with the political party at the centre of the controversy. Firstly, to begin my essay I will provide some background information on how the press functions in UK politics for which I have conducted some research on for the interim submission using the chapter titled Judging the Media: Impartiality and Broadcasting in the book Politics and the Media Harlots and Prerogatives at the Turn of the Millennium (chapter written by Eric Barendt and edited by Jean Seaton). I have found that it is common knowledge that UK newspapers are, of course, free to support whichever party its editor or proprietor, chooses, and to take sides on political issues. With this power they are not expected to be impartial or balanced in their coverage of contentious political matters such as General Elections and political scandals. For example, The Sun itself claimed credit for the surprise victory of the Conservatives in the General Election of 1992 with the notorious front-page headline Its The Sun Wot Won It on Saturday 11 April 1992, according to John Curtice in hi s research piece: Was it the Sun wot won it again? The influence of newspapers in the 1997 election campaign (http://www.crest.ox.ac.uk/papers/p75.pdf). Because of this ahead of the 1997 election, Tony Blair in opposition assiduously courted Rupert Murdoch and the editors of his newspapers. It is unlikely that the Labour majority in 1997 would have been so large, had the Sun not decided to support it six weeks before polling day. These freedoms are essential aspects of the traditional British understanding of ‘press freedom’, also constitutionally guaranteed in many other nations including the USA by the First Amendment (http://www.law.cornell.edu/constitution/first_amendment). To show that I know what I am writing about and avoid misinterpretations by settling on a single understanding of key terms I will define terms such as: ‘fair’, ‘balanced’ ‘media’, ‘power’ ‘popular’, ‘success’, ‘failure’, ‘disaster’ and of course ‘scandal’. Defining terms ensures that I am talking about the same things as the reader. For example, I could define ‘fruit salad’ as containing, pineapples, yellow apples and bananas. By doing this, the reader will not object when I later write that fruit salad has vital red deficiencies. By defining ‘power’, I would demonstrate that I am aware of other interpretations of the term. It will actually often not be essential to state what the other explanations are, except if the distinction is an essential aspect of the argument. I will be structuring my essay chronologically covering seven scandals over a ninety-one year period in Politics from the Marconi scandal in the summer of 1912 to the Iraq War and the apparent suicide of Dr. David Kelly in July 2003. Furthermore, one of the scandals I will be researching will be an overseas scandal: the Lewinsky scandal, which involved former US president Bill Clinton. I will use the scandal for comparison with the John Profumo sex scandal. In addition, I am going to use a wide range of sources for the essay including: books, newspaper articles, journals, academic research and blogs. All these historical scandals have their own historiography. I will look at the way that they have been written in the press over time (during the scandals and during the present day), the occasional conflicting objectives pursued by journalists and academics on them over time, and the way in which such details form peoples understanding of the scandals. These different sources are important because they will help me: To gather information so that I can develop and enhance on my own political knowledge and understanding of particular scandals and how they were reported in the British media. To identify, build and support arguments or research in the essay which will help demonstrate the understandings that I have acquired. I have listed the scandals that I will be covering, the scope of research that I have conducted for them, the different sources that I have referred to for my research and a provisional list of sources that I plan to use in the final essay below. Moreover, I have included a rough word count for each scandal. THE MARCONI SCANDAL 1912 Centered around allegations that members of the Liberal Government, under Herbert Asquith’s premiership, had profited by inappropriate use of information about the Governments plans with respect to theMarconi Company: knowing that the government was about to issue a lucrative contract to the British Marconi company for theImperial Wireless Chain, they had bought shares in an American subsidiary. The allegations included the fact that Isaacs brother,Godfrey Isaacs, was managing director of the Marconi company. Although the political repercussions were in fact minor, theNew Witnessdrew conclusions about fraud in British politics. SUEZ CRISIS 1956 Anthony Eden becomes Prime Minister in 1955 high sense of optimism. Hailsham – ‘a real post-war government, led by a PM who represented contemporary manhood, rather than the pre-First World War generation.’ Optimism about: progressive ideas in domestic affairs, his belief in property owning democracy and industrial partnership. However, all Eden’s career had been foreign affairs and not domestic politics. Ironically his downfall was foreign affairs Suez Crisis. Ends in disaster, military operation called off in humiliating circumstances as Britain withdraws due to American pressure due to economic reasons. Outcomes: Political crisis – Eden seemed weak, lost in a policy he was supposed to be the master of. Came under heavy attack from Labour in parliament and sections of national press e.g. Manchester Guardian. By lying to Parliament about collusion with France and Israel, Eden had tarnished his image and prestige. Chancellor Harold Macmillan leading the campaign with Eden’s cabinet for Britain to abort Suez. Demise of Eden – never recovered from Suez (though resigns due to poor health in 1957). Replaced by Macmillan. PROFUMO AFFAIR 1963 Scandal which was a personal disaster for Harold Macmillan. Given sensational treatment by the press. Political impact of the affair was actually short lived but the image of Macmillan as old and out of touch was reinforced. Significance: Ideal excuse for press to go after every detail Press became less deferential, more intrusive previous tactics used by government to prevent publication of sensitive or embarrassing information no longer worked. Booker – â€Å"after years of uneasy indulgence, the people were restless and dissatisfiedwild rumours of strange and wild happenings in the country villas, of orgies and philandering..brought the capital into a frenzy of speculation and contempt aroused by the Government in the hearts of the great mass of the people† LEWINSKY SCANDAL 1998 (USA) [COMPARISON] 1995—Monica Lewinsky hired as a White House intern. Series of 10 sexual encounters. Kenneth Starr investigates. Michael Isikoff, Newsweek reporter, investigates, but magazine delays publishing. First public report of the scandal seen on Drudge Report. Clinton denies allegations. Extremely detailed Starr Report released. Lewinsky allegations dismissed in Paula Jones case, but coverage is still pervasive. Rumors circulate on the internet. 24/7 cable news networks. Decline of gatekeeping sensationalist journalism. Salience and dumbed-down news. Pressure on news outlets to report on rumors. Public’s â€Å"right to know†? Drawing the line between news and drama/entertainment. JOHN MAJOR AND SLEAZE 1990s Growing internal divisions in the Conservative Party after 1992 Major – an ‘unlucky PM’? Exhausting battles began to drown out the positive achievements in a sea of party infighting and political setbacks. Between Black Wednesday and the 1997 election, Major suffered a slow political death. Major’s tribulations can be summed up as: Easy target for satirists and cartoonists: Private Eye, Rory Bremner, Spitting Image’s grey man. None of this Satire vicious and Major remained personally more popular than his party, but the image of Major as a well-meaning but bumbling and inadequate leader stuck to him. Blatant actions by anti-Europe elements in own party 1993 Maastricht Treaty was initially blocked by rebel MP’s. Major won the vote in the end but authority was damaged. â€Å"Do we want 3 more of the bastards† accidentally recorded press, e.g. Daily Mail, speculating as to whom Major was referring to speculation as to whether a leadership challenge would occur. It did not but the threat was damaging enough. Major tried to reshuffle his cabinet in 1994 with little impact. Press speculation continued about possible challengers for leadership from disaffected cabinet members 1995 Major called for leadership election so that he could be re-elected to do his own job (Back me or sack me). Sleaze – press coverage key here: sensationalist and intrusive and a contrast with Major’s ‘Back to Basics’ campaign 1993 (call for return to traditional moral values). Examples include Yeo and Mellor (sex scandal, resigned), Scott Enquiry 1994 (illegal selling of arms investigation, Tory’s ‘economical with truth’), Archer and Aitken (perjury). Major became easy target, respect declined – gave press fuel. Sleaze similar impact as Profumo Affair on Macmillan 1962. Seen as out of touch, untrustworthy, too preoccupied with own traumas than those of Britain in comparison to a reinvigorated Labour. Further press and opposition hostility due to ammunition – easy target. Sleaze ran all way to 1997 election – factor in Labour’s 1997 victory? POLITICAL IMPACT OF IRAQ/ DEATH OF DR. DAVID KELLY 2003 Iraq War and Blair-Bush relationship is argued to be the defining issue of Blair’s second term. Blair had to fight two wars over Iraq one against Saddam Hussein one to win over political and public opinion at home Media: initially supportive. Continually supportive of â€Å"our lads† but not of the governments/countries who led Britain into Iraq. Method: Intelligence dossier on weapons of mass destruction idea Hussein had biological and nuclear weapons. Failed to convince those who though WMD had been exaggerated/overrated. Questions over why Alastair Campbell played such a large role in drafting dossier – ‘sexed up dossier’ (Gilligan, 2003) to exaggerate the threat from Saddam and that it was intended for political purposes. Accusations dossier was about political presentation rather than hard evidence. Impact of WMD: No WMD were found. Death of Dr. David Kelly (weapons expert at MoD) further damaged the governments reputation as the case dominated the national news, rocked the government, and put the doubt into the British public’s mind about whether this dossier had indeed been exaggerated. The role of critical and sensationalist press had a profound effect Lord Hutton’s Enquiry– absolved the government from blame and criticised the BBC but the damage was done.

Medieval Piety Essay -- essays research papers

Religion in the Middle Ages takes on a character all of its own as it is lived out differently in the lives of medieval men and women spanning from ordinary laity to vehement devotees. Though it is difficult to identify what the average faith consists of in the Middle Ages, the life told of a radical devotee in The Book of Margery Kempe provides insight to the highly intense version of medieval paths of approaching Christ. Another medieval religious text, The Cloud of Unknowing, provides a record of approaching the same Christ. I will explore the consistencies and inconsistencies of both ways to approach Christ and religious fulfillment during the Middle Ages combined with the motivations to do so on the basis of both texts. A central component of medieval religion that is evident in even the slightest dissection of the life of Margery Kempe or the directed discipline from the author advising contemplation is an unmistakable desire for religious experience. Even among married men and women who are occupied with family responsibilities, lay people during this time such as we see in the life of Margery herself are seeking more intense religious ways of living. Margery, as the example, lived with her husband with whom she had fourteen children. Growing up influenced by the church, her spirituality came to a heightened level when she and her Jesus began having actual communication with one another. While the church was catalyzing religious experience in medieval communities, upon the realization of direct mystical connection with Christ in the lives of people such as Margery, the desire for the inward search for spiritual satisfaction spread. Another tendency of those practicing religion in the Middle Ages is to take Jesus' words from the Bible to a new literal level affecting medieval lifestyles across the board. Where monks and nuns had typically been the only observers of chastity, fasting, and poverty, laity began to observe these life practices as well. In Margery Kempe's life, this apodictic understanding of Jesus' biblically recorded or spoken words is evident among her commitment to make vows of chastity, her desire to embark on long pilgrimages, and her steps of unquestionable obedience as she advances on her spiritual journey. The absolute submission of Margery and the dedication to perfect contemplation in The Cloud of Unknowing which warns, â€Å"†¦y... ...Jesus commands to Margery the contrary saying on one occasion â€Å"†¦go again to her husband and pray him to grant her what she desired† (Windeatt, 59). Margery lived well aware of her desires and, though they often caused temporary conflict such as her chastity, did not neglect herself to such extremes as hiding the desires of her heart or the absence of knowledge. Similarly of the two texts, the practice of contemplation suggests that one comes to know God on the basis of both intellect and emotions. Margery clearly understands this emotional tie to the divine in her relation to the passion of both Christ and Mary and her sufferings on the behalf of them both. Though most probably did not practice their faith as devoutly as Margery Kempe, the central concerns of her life coupled with the practices taught in The Cloud of Unknowing reveal a faith that is defining of Medieval Christianity. Both texts act as a mirror reflecting the Middle Ages and come down to a same key ingredient: desire. Never has there been a time like the Middle Ages where the prevalent desire to physically and emotionally experience the truths of religion was so widespread and evident in the lives of Christians.

Compare Contrast Performance Enhancing Drugs

Assignment 4-1-1 Compare and Contrast COMM 120 College Writing Justin Reed Professor Hilton-Ross Performance-Enhancing Drugs: New level of excitement or quick death? We regularly hear of professional athletes being accused of â€Å"doping,† or use of illegal performance-enhancing drugs. Many do this to be the very best at what they do. This is lucrative for not only the player, but also for the franchises that bring in the crowds. The question that arises is, if these drugs should be the new frontier of sports, or if we should heavily screen the players to prevent death. Looking at this from a neutral standpoint, it can be very easy to see both positives and negatives to taking such drugs. Our society not only demands perfection, but we also expect a level of entertainment that is on par or greater than the ever increasing price tag of the tickets that we buy for these spectacles. Many of the drugs that are banned from sports are due to the side-effects that often occur. The players have psychotic episodes, become increasing hostile, and sometimes even death. Even with the evidence backing this, the drugs are still used. The reason for this is monetary gains. A question comes to mind, would you rather live a long, regular life or a shortened, amazing one? You will be faster, stronger, and heal more quickly than you ever have before. Still, let’s make the assumption that athletes begin to use performance-enhancing drugs, the prices are higher for tickets,and the amount of time a player will actually be capable of playing at such a high level is decreased. Who really wins in this scenario? I believe thefans do. Fansget a very exciting game, more plays, more action, and more impact. Things that were not possible become far more possible. Games are invented or improved to make the spectacle all the better. The athletes can now demandmore money because the crowds are greater. In turn,the crowd draw means the franchise can improve the facilities and impact the surrounding areas. Yes, the athletes have a potential of being hurt, but their sacrifice could ultimately bring happiness to thousands, give them extreme wealth,and help the areas businesses. References Donovan, R. J. , Egger, G. , Kapernick, V. , & Mendoza, J. (2002). A Conceptual Framework for Achieving Performance Enhancing Drug Compliance in Sport. _Sports Medicine_, 32(4), 269-284.

Many students expand their view of the world during

There was a time when the world we live in was in a somewhat peaceful mode. There was existing discord among countries and there were political and social misunderstandings being resolved but overall, there was a semblance of a fragile peace and tolerant understanding of each others problems, race, and gender. That all changed overnight after the events of September 11.Overnight, the tolerance and fragile peace existing between our country and those of the Middle East, Europe, and Asia was thrown into a dizzying tailspin. Everything that we thought we knew about our middle-eastern neighbors was thrown out the window and they suddenly became an almost persecuted race worldwide. This loss of tolerance and understand towards the Middle Eastern nationals saddens me no end. Perhaps it is because, even though I was born and raised as an American, my family's roots are deeply entrenched in the Middle East.I lived eleven years of my life as a citizen of the Middle East. Â  I am one of them. Therefore, I understand the culture and religion even though I am now more influenced by my westernized upbringing. Even though my parents tried hard to instill some of our Old World value into me, it was a struggle for me to identify with the traditions and ways they wanted me to follow.No one else in my social circle had to follow the same norms as set by their family that I did. Eventually, the western ways won out and I forgot what it was like to be a Mid Easterner. This is why I believe that the person or classmate who will have a tremendous impact on my life while in college will be someone who is an exchange student or foreign national enrollee from any part of the Middle East.The reason I believe this is because; I have slowly come to realize that the people from the Middle East have been suffering from prejudice since the events of 9/11. The race has been judged collectively and branded by the world as terrorists. All member countries of that eastern block have been judged by the decisions and acts of a few misguided people from their area of the world. It is time for us to stop the prejudice. It is time to stop the war. It is time for us, as the free leader of the world, to stop, analyze and think about what we are doing to those people. It could be an act of veiled of revenge already on our part. That understanding can start small and trickle down. It can start with me.I would expect that this potential classmate of mine to help me understand where the prejudice comes from. Why do we see them in such bad light? How do they view us as a nation? I believe that a fellow Middle Easterner student and I will be able to relate and have many things in common. Â  He may not be from the country my parents come from. But, he will at least share the same beliefs and traditions as my parents and maybe, just maybe, I can learn even more from him about my roots and traditional heritage. Those things and lessons will be fun for me to encounter because I missed ou t on those things when my family moved to the United States.Since he will be like a mentor to me, I also expect to learn other things from him. I expect to learn more about tolerance for others who may not understand from him. He can show me how to deal with the situations he faces everyday. I have been known to have a short attention span so dedication and effort are not really very strong points in me as a student and person. I am hoping that he will be able to teach me that since Middle Easterners are known for their tolerance and patience in the face of adversity.Aside from those specific things, I know that I will learn a lot in terms of life lessons from him or her simply by observing the person as his or her daily life unfolds. Everyday is a learning experience for everyone, he or she can be my out of class mentor, friend, and ally if need be.

Age Discrimination essays

Age Discrimination essays One of the worst types of discriminations next to that of racial or ethnic discrimination is age discrimination. A persons age should never be a factor in how they are treated. Once we reach the age where we can make logical conscious decisions on our own, we should be treated like everybody else. Age discrimination is predominant because the majority of this worlds inhabitants have unfair and old-fashion ideas or beliefs with respect to two age groups in particular. These two groups that are discriminated against the most are the young and old. Once a person reaches the age of eighteen in America they are given the privilege of voting. Unfortunately, at the same time they are robbed of certain rights. I have always disagreed with the law in which adults under the age of 21 cannot purchase or consume alcohol legally. This law seems completely contradictory to me; I dont understand how our government can give us the right to choose our leaders or be sent off to war and given a machine gun and told to kill the enemy but deny us the right to legally buy a case of beer. This just does not make sense. This is only one example of how the youth of America are discriminated against based on their age. Another predominant example is with respect to wages. People under the age of 21 usually get paid less than older people for doing the same job. This is a major problem in todays workplace. In order to correct this problem we need to focus our attention on paying peoples wages based on their skill and performance of their duties. If a 16 and a 43-year old both have the same skills doing the same job they should be paid the same. Some people argue that older people should be paid more than youths because they have more financial duties and responsibilities than younger people. In order to make a high amount of money you need to posses certain skills and attributes that not many other people have. This is the reas...