Glory Road Reaction Paper Essay Example

Glory Road: Reaction Paper Paper He uses theory X to his player that thinks that basketball was Just a game that will make them happy because they were usually discriminated when they play, it became a reason for them to not to play. Unlike to his player that since from the beginning was so eager to win the championship, He uses theory Y because from the beginning they really like and eager to win the NCAA Basketball Championship. Like what Vive read few months ago it says there that in a game there is only one goal which is off course to win. But Motivation is one of the critical ingredients to success both in and out of sports. Its the one element that will allow you to get back up after repeated failures and still achieve your goals. In the movie, we can say that, Texas Western College Is one of the weakest team and consider underdog team in NCAA Mens Division Basketball Tournament during that time. But Don Haskins accepted the challenge to revive and to form a team that will know through its potentials and its teamwork. It was also a big risk for Don Haskins to have the courage to form a team that consist of black Americans which they consider as a low class of people. But this thinking and the thought of racial discrimination did not hinder Don Haskins to accept the challenge for he does not look on the level or standards of people on the society, but he views everyone as equal. I personally admire his leadership skills and on how he motivates his players. He uses lot of ways to motivate his player like, he uses Goal-setting that helps his team work towards their own objectives. We will write a custom essay sample on Glory Road: Reaction Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Glory Road: Reaction Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Glory Road: Reaction Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Because of Don Haskins determination and dedication to his team, his team eventually felt motivated to win. He influenced his team by his action. Like what John Quince Adams says, If your actions Inspire others to dream more. Learn more. Do more and become more, you are a leader. 2. Describe the Team based on the Basic Group Concepts discussed in class. Are hey a high performance team? Why? The Texas Western College Miners was Indeed considering as a high performance team because they have the characteristic a winning team should have. Im not saying that their team was perfect, it is just that they have their passion, competitive spirit, accountability to each other and most of all their discipline and determination that a high performance team should have. They are also having only one similar goal, which Is to win the championship that became also one of the main reasons for them to level up their effectiveness as one 1 OFF ask and responsibility. They were responsible in their task that made them even more effective and enjoy playing their sport. One thing that amazes me more and keeps on admiring Don Haskins leadership is how he disciplines his players as they work together and play as one. Discipline is one of the vital and important parts of learning, thats one of the first main thing that Don Haskins imparted his team that resulted them to perform excellent in every game that they played. Texas Miners was not considered a perfect team, there are many down falls and failures that the team has already did. But one thing that made them excellent and champions in their sports was their heart full of determination. They faced lots of discrimination and racism but these things did not hinder them to win, to change and to break the wall in the NCAA basketball tournament segregation between white and black American players. Truly it was a triumph over segregation. 3. Cite scenes showing conflict within the team. Did these conflicts contribute to the teams effectiveness? Explain One scenario in the movie that show conflict in the team was when Don Haskins told them to play his game and to be pressured or controlled by their emotions. But they dont listen to him; instead they were controlled and manipulated by their grudge and anger toward their competitor. They let discrimination and discouragement from the people win them over, and soon provoked them to anger. Because of their disobedient attitude they lost the game. But one significant line that Don Haskins says. He says, Sit down. Never let your anger get the better of you. These lines really spoke not Just to his players but also those who viewed this movie including me. This conflict has a big contribution to their teams effectiveness; because this made them more responsible and operative to their play. It also serves as an inspiration and motivation for them to become more competitive and eager to win. They also learned that anger and grudge toward their enemies is not a reason to quit, and forget everything that they have invested to win and maintain a perfect season, rather they should be more motivated to win and to prove that basketball is not only for white but also a game for the black Americans. 4. Cite scenes showing negotiation within the team. What was the outcome of the negotiation? The main negation that has a big impact to me was when the coach talks o his team regarding to their last game performance. That moment his players was truly mad and because of the discouragements and discrimination that they were receiving from the people around them. Don Haskins speaks effectively towards his players, he may start mad, but in the end, he really made his team realized that no matter what the people do to them they cannot take their dignity away from them, for their dignity is inside them. I still remember his line during that time, Willie Scoops Eager: Theyre trying to take our dignity away from us. Coach Don Haskins: inform sanitys inside you. Nobody can take something away from you something you dont give them. These words really spoke to the hearts of the Texas Miners players. Coach Haskins has a good communication skill when it comes in negotiating to his players. He has an understanding heart toward to his team. He also knows how to use types of character and personalities of his team. Some of the lines that Don Haskins uses when negotiating with his team are, l dont see color. I s ee quickly, I see skill. Thats what Im putting on the court, and thats what you have. Right now its not bout talent, its about heart. Its about who can go out there and play the hardest. Who can go out there and play the smartest. Now, theyve been here before, and so theyre not going to give it to us. We got to go out there and we got to take it. Take it! Another scene that shows team negotiation is when Don Haskins decided not to let his white players and let his black players prove themselves in the eyes of the American people. When Jerry Armstrong says, Coach, I cant lie. I want play. We all want play. But I Just want to say one thing. Tomorrow night, wall go out there and how them how bad five brothers can be on the court can be. Despite of the many misunderstandings of the team, at the end they became closer to each other until they already consider their team as a family. These are Just fruits of a good and effective negotiation within a team. 5. From the Synoptic Gospels (Matthew, Mark and Luke), identify 3 bases of power of Jesus (Cite book, chapter and verses). How did Jesus use His power in these passages? For what purpose? From the Synoptic Gospels (Matth ew, Mark and Luke) Jesus practice His power in many ways using different bases. The first base of power that He uses was coercive power. It teaches me that we should not look others unequally. We should be fairer to everyone, and we should view everyone equally for we are all created by God. We may vary in color, gender, statuses and many more but there is something common in us and that is that we are being loved and cared by God similarly. Indeed, the movie in itself is a testament to the challenges that racism created in the past. Glory Road is a reminder for me personally about what it took to get to the point we are today in sports. It shows us hat had to be overcome in the past and therefore I feel we can better appreciate the present. And is also a constant reminder that all people are the same and there Road, is also an eye opener for us on how we view our statuses in the present day. Some of us might not be on the top, some of us might be Just on the middle but this does not define us or control us on how we should treat everyone. We are all human that needs love, comfort, shelter and food. The movies also teach us on how we should lead a team or an organization. Don Haskins may not be the best coach but here is something in him that made him the best and unique when it comes on leading and motivating as a team.

Analysis Of The Poem Babi Yar Essays - The Holocaust In Ukraine

Analysis Of The Poem Babi Yar Essays - The Holocaust In Ukraine Analysis of the Poem "Babi Yar" In the poem, Babi Yar, Yevgeny Yevtushenko does a wonderful job of paying tribute to the Jewish victims of the Holocaust. He does this by portraying the history of the Jewish people. Yevtushenko also uses various literary devices to heighten the sentiment of the poem. The poem is told in the first person, by the author of the poem. In the poem it is also apparent that he is addressing all Russian citizens when he writes "O Russian people". In this manner Yevtushenko is able to eulogize the Jewish victims of the Holocaust in front of a wide audience. This technique also allows him to speak directly to the Russian people and tell them of their wrongs at the end of the poem. Through usage of the first person he is able to place himself in the various situations of anti-Semitism in history. He takes us from Egypt, to the cross; from the Dryfus affair to the pogroms; from Anne Frank's dark room to the massacre of Babi Yar. Through all this Yevtushenko proclaims that "I" was there. This gives the reader a sense of being trapped in the middle of these horrifying events. The first person gives an eerie description that a third person description could not give. After he finishes his recitation of past events he begins addressing the Russian people of the present. He tells them that in general the Russians are a good hearted people. But, he goes on to say that there are a minority of Russians who ruin the good name of the whole. Yevtushenko contends that these people call themselves "The union of the Russian people". However, he then goes on to directly contradict their self-proclaimed name with clever uses of diction. He claims that the Internationale, or the Russian "union" song, will only be sung after these same anti-Semites are dead. In the last lines of the poem he admits that although he is not a Jew he demands to "let me be a Jew". Only when he is a Jew can he then go on to "call myself a Russian". What he means by all this is that the Russian people are not a group of Jew-haters, but rather a country of people who feel for the sorrows of the Jewish people. The first ezza is an introduction that tells us the occasion of the poem. It claims that "There are no monuments on Babi Yar, A steep ravine is all, a rough memorial." He then goes on to devote the rest of the poem as a eulogy to the Jews killed by the Russians. Therefore, this first ezza gives us the reason why he wrote the poem. This poem would in fact be the memorial for Babi Yar. The first ezza also does a terrific job of setting the gloomy tone for the rest of the poem. He also seems to hint at the fact that the anti-Semitism that began with the Christians is the same exact anti-Semitism that has continued to the present date. The anti-Semitism of Egypt remained in "her ancient days", but he insists that "I perish on the cross, and even now I bear the red marks of nails." His usage of the words "even now" contend that that specific anti-Semitism continues to the present date. In the next few ezzas sound plays a critical role. In the first line of the second ezza there is a repetition of the letter "d" in "Dryfus, detested, denounced". This sound conjures something approaching from behind you, like a march. Although, this ezza only affects one man, Dryfus, but there is the image of something approaching in the "d" sound. The second line of the third ezza reads "I seam to see blood spurt and spread". Here we have the repetition of the "s" sound. This sounds like air escaping from something, getting ready to explode. Then all of a sudden there are "The rampant pogrom roars". Things are getting worse. In the following ezza is a "translucent twig". The repeated "t" sound is like the ticking of a time bomb. Immediately after this one reads of the "pounding", or the final explosion. The explosion creates a "silent" sound and

The Bad Old Days - The Dead

The Bad Old Days - The Dead From the Hoax: England is old and small and the local folks started running out of places to bury people. So they would dig up coffins and would take the bones to a bone-house and reuse the grave. When reopening these coffins, 1 out of 25 coffins was found to have scratch marks on the inside and they realized they had been burying people alive. So they thought they would tie a string on the wrist of the corpse, lead it through the coffin and up through the ground and tie it to a bell. Someone would have to sit out in the graveyard all night the graveyard shift) to listen for the bell; thus, someone could be saved by the bell or was considered a dead ringer. The Facts: England was not so old and small that new cemeteries could not be established, but crowded graveyards did exist, due to the Christian tradition of burying the dead in the consecrated grounds of Churchyards. Some towns managed to arrange for cemeteries outside the municipal boundaries, but Church property was not subjected to secular law and the practice continued throughout the Middle Ages. There were no bone houses in England, but there were charnel houses. These were consecrated buildings for the storage of bones, usually uncovered in the course of digging new graves. If these bones had been buried in coffins in the first place a fairly uncommon practice among all but the wealthy the coffins had long since fallen apart. Some charnel houses were set up during the plague when the cemetery was overwhelmed by the number of bodies to be buried, and the corpses in previous graves were removed to make room to bury the freshly dead. It wasnt until the 18th century that the nefarious practice of secretly removing the bones from a grave to make room for new coffins took place. Church sextons would quietly dispose of the bones in nearby pits. The coffins were usually so decayed that if scratch-marks had ever been made inside them they would not be distinguishable in the rotted wood. The gravediggers would often appropriate the hardware (handles, plates, and nails) of decayed coffins to sell for waste metal.1 The matter was resolved in the mid-nineteenth century when London succeeded in passing a law that closed the churchyards and put heavy restrictions on burial within the city limits, and most cities and towns across Great Britain soon followed its lead. At no time during the Middle Ages was there a prevalent fear that people were getting buried alive, and in no known instance did anyone rig up a bell-pull to notify the living. Most medieval people were smart enough to distinguish a living person from a dead one. Throughout history, there has been the occasional case of someone getting buried alive, but by no means was this as frequent as the hoax would have you believe. The common phrases used in the last portion of the hoax have absolutely nothing to do with premature burial, and each has its origin in a different source. According to the Merriam-Webster dictionary, the phrase graveyard shift dates to the early 20th century. It may have its source in the night shift on nautical vessels, which was called graveyard watch for its quiet loneliness. Saved by the bell originates from the sport of boxing, in which a fighter is saved from further punishment or from a ten-count when the bell signifies that the round is over. (But the next round is another story.) A ringer is slang for an imposter. It was used in cheating at horse races, when an unscrupulous trainer would substitute a fast horse, or ringer, for a nag with a bad racing record. This sporting association continues in the modern use of the term ringer for a professional athlete playing in an amateur game. But a human can also be a ringer in the sense of a person who closely resembles someone else, like the professional entertainers who impersonate celebrities such as Dolly Parton and Cher. A dead ringer is simply someone who is extremely close in appearance to another, in the same way as someone who is dead wrong is as wrong as he can possibly be. Once again, if you have an alternative origin for one of these phrases, please feel free to post it on our bulletin board, and be sure to bring your sources! Note 1. cemetery  Encyclopà ¦dia Britannicabritannica.com/eb/article?eu22388[Accessed April 9, 2002].

THTR 201 Production Response Essay Example | Topics and Well Written Essays - 500 words

THTR 201 Production Response - Essay Example Mr. Darcy is not an easy man to love and at first is graceless and stiff making Elizabeth to be prejudicially inclined to make unwarranted observations towards him. The development of this love and attraction between Darcy and Elizabeth commences with the refusal by Darcy to have a dance with Elizabeth, which would be followed, later by Elizabeth’s passionate refusal to his initial proposal at a wonderfully wet rainy scene. Though female characters dominate the play, there are strong performances by males as shown by the sycophantic Mr. Collins and the commanding and all-powerful Mr. Bennet. Mr. Collins shows in the play that all the six women from Bennet’s household will be under his command and mercy as he stands to inherit the entire estate which makes the senior Mrs. Bennet to try and find means of safely marrying off their other daughters. My three favorite characters are Elizabeth, Darcy and Mrs. Bennet as they clearly give credence to the name of the play, which is pride and prejudice. Elizabeth and Darcy are very quick to judge someone else and are proud emphasizing the human natural instinct to judge quickly on the first impression. Both the eventual two lovers have strong negative first impressions of each other and people in general and it becomes more fun when they get over their pride and come together at the end of the play. Mrs. Bennet is equally my favorite character as having known the character of Mr. Collins; she endeavors to ensure that her remaining five daughters have the best in life and would want them to be safely married off. These characters of being proud and prejudicial to others also apply to me as in most instances, I have always been proud and make perception of people even before knowing them. The major theme in the story â€Å"Pride and Prejudice† is love as it is a courtship between Elizabeth and Darcy and these two have to overcome numerous

Employee Loyalty - Arbitration Paper Essay Example | Topics and Well Written Essays - 500 words

Employee Loyalty - Arbitration Paper - Essay Example Only on failing to get results, he began attacking the management through his new Website, to bring the public’s attention to injustices at ExtremeNet. Based on Allen Lopez’s selfless and continued concern for his subordinates, the ruling is that Lopez should be allowed to continue working for ExtremeNet. According to moral absolutism, some actions are morally wrong to perform, â€Å"even when performing them would bring good results† (Timmons, 2002, p.80). Similarly, Kantian deontology states that a good person’s tendency to follow moral rules will prevent them from breaking the rules even for the sake of ensuring good outcomes (Darr, 2005). Thus, it is against professional ethics for an employee to cause the ridiculing of his company, his seniors or his colleagues, with subsequent decline in the company’s profitable functioning. Further, Allen Lopez could have chosen to raise awareness about discrimination among the lower level employees who were laid off, and organized collective action against the management’s approach, to avoid publicity. The ethical concept of â€Å"loyal and faithful service† (Mead & Sagar, 2006, p.141) to one’s organization was violated by Lopez. Therefore, Allen Lopez should be asked to apologize at his satirical Website to the executives of ExtremeNet, for ridiculing them and the company, and subsequently remove the satirical Website from the worldwide web. Utilitarian teleology states that it is wrong to steal, to lie, etc. However, it allows â€Å"exceptions in the odd cases where the rules interfere with happiness rather than promote it† (Garofalo & Geuras, 1999, p.61). Similarly, according to moral relativism, right and wrong depend on the moral code of a culture (Timmons, 2002). The executives at ExtremeNet should raise the levels of the company’s ethical culture, so that they can expect the same ethical behavior

Gun Control Essay Example for Free

Gun Control Essay Under federal law people with felony convictions, fugitives from justice, dishonorably discharged from the military, illegal aliens in the United States, or convicted of domestic violence, and restraining orders are permitted from purchasing firearms. This also includes the purchase of firearms using false statements. According to (May, 2005) â€Å"a police officer found guilty of domestic violence was reissued his firearm, because the judge stated the conviction created a manifest injustice†. This illustrates how judges in certain situations overrule the domestic violence laws, which are federally regulated. This reasoning can avoid police officers in this case from losing their firearms and their employment. This can also lead to a judge’s decision to continue to put citizens in danger. Restricting gun access can decrease homicides by firearms. Some private dealers legally sell guns at gun shows, and do business from their homes without proper background checks. This result can lead to convicted felons and suspected terrorists purchasing firearms without a background checks. Imposing harsher sentencing on illegal gun dealers, who distribute firearms without background checks, can impact they way firearms are being distributed. This would also provide for safer streets. Prior to transferring a firearm for purchase, The National Instant Criminal Background Check System (NICS) does a background check on all person(s) prior to purchase. The Federal Bureau of Investigation (FBI) accesses the (NICS), which determine if a person(s) who are prohibited from purchasing a firearms. The effect of illegally purchasing firearms is that, the firearms end up in the hands of criminals. This subsequently leads to firearms used in serious crimes, which causes harm and ultimately resulting in the death of a person(s) and at times innocent bystanders. This also affects the way law enforcement does their jobs to protect the public. The National Rifle Association (NRA) opposes gun control. The (NRA) views gun control as a violation of the Second Amendment, which state, â€Å"A militia being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed†. Firearms protect citizens from harm and even life threatening situations. The firearms purchased legally by honest American citizens, to protect themselves and their properties can deter crime and save lives. As a deterrent to violent crimes, American citizens who have purchased firearms legally have deterred crime against themselves, and their property. This has also prevented citizens, who carry firearms legally from becoming victims of serious violent crime and saving their lives thwarting of attacks. Gun control provides safety to citizens. Communities are safer places knowing that responsible American citizens are purchasing firearms legally. Not all people who purchase firearms use them to protect themselves and their property. Some people legally use firearms for the sport of hunting during certain times of the year, which is legal. Hunting related deaths by firearms are statistically are lower, than firearm related homicides each year. The people who purchase firearms legally provide positive reinforcement to public safety. The benefit of having safety features on firearms is that safety features save lives, and prevent accidental deaths. In regard to children who stay in homes where firearms are located, there are immediate dangers that present themselves. One of the dangers is that young children do not know the difference between a real firearm, and a fake firearm. Some young children are strong enough to pull a trigger. According to the (CDC, 2004) â€Å"accidental shooting deaths are most commonly associated with one or more children playing with a gun they found in the home†. Safety is very necessary, for those people who have firearms around young children to teach, and practice safety precautions. There is the need to teach safety precautions even if people do not own a firearm. Young children may need to know the dangers of firearms where ever they go. There is a possibility that they may encounter a firearm at someone else’s home. To ensure the protection of children, certain safety measures need to be under consideration. All firearms should be safely secured, and locked up. Firearms should not be accessible to children or other unauthorized personnel. The ammunition needs to be stored, and securely locked up properly. The use of trigger locks can also provided for safety. Some gun manufacturers, such as Smith and Wesson are providing safety features on their firearms. The additional safety feature would include childproof trigger locks on firearms. This is an additional form of safety for gun owners with children in their homes. This can also lead to a decrease in injuries and accidental deaths amongst children. The National Rifle Association (NRA) opposes additional safety features on firearms. The (NRA) argues new legislation laws on additional safety features, means the federal government will add more restrictions, and regulations for safety features. This would ultimately put some gun manufacturers out of business. This would also cause extra burdens for law-abiding citizens who seek to buy and sell firearms. The (NRA) also argues the new legislation laws would infringe on the â€Å"Second Amendment†, and the right for law-abiding citizens to bear arms. The impact on the homicide rate from firearms, can attest to the dangers caused by firearms being illegally purchased. The illegal use of firearms can increase the homicide rate. When criminal minded individuals can access guns illegally, the outcome of that purchase usually results in someone getting injured or being killed by that firearm. The deaths from firearms are rear in some countries compared to the United States. This can be a result of the population in other countries or the gun laws. However, the United States has seen a decrease in homicides by firearms. This can attest to new legislation laws being passed, strict regulations on gun manufacturers, and gun being kept from criminals by way of proper screening through database in which The Federal Bureau of Investigations, State police, and local authorities have access to. The rate of suicides and accidental deaths from the use of firearms attribute to gun not being securely stored in house-holds. There were over 31,000 firearm deaths in the United States in 2005. Firearms deaths were at an all time high in 2005. [pic] The (CDC, 2005) concludes that â€Å"suicide remains the highest cause of death by firearms†. According to (Hemenway, 2007) â€Å"One of the strategies for reducing firearms suicides is the removal of the firearm from the home, where there adolescents, and young adults. Children are also victims of accidental gun deaths. This can also be attributed to excessive guns in the communities and areas where children frequent such as schools, and playgrounds. The impact of firearm safety and training is also important in reference to saving lives. There are numerous gun training and safety organizations to help the law abiding citizens, with gun safety or self defense. Some organizations include the National Rifle Association (NRA), and Front Site Firearm Training Institute. Since firearms injuries affect children and teenagers classes are taught to children. This would help the children learn the dangers of guns and to stay away from guns. This would also help children identify and report any guns found or not safely secured. The increase in firearm deaths amongst children is on the rise. The lack of awareness can be fatal to children not aware of the dangers of gunplay. Volunteer training can also can decrease firearm incidents. Firearm related incidents have an impact on health care. According to (Beasley, Theodore March 2006) â€Å"firearms injuries are a major public health issue, with a significant impact on society in both economic and human terms†. The medical cost of gun violence put a burden on health service providers. The effect factors in mental health, rehabilitation, legal, and judicial cost. The cost of gun violence in the United States can range from 100 billion dollars annually. Gun control provides for safer schools and communities. In the wake of the Columbine shooting, and the shooting at Virginia Tech laws are being passed to make sure schools are safe for students to attend, and communities are safe for people to live in. To ensure communities and schools are safe, communities have to be a part of the process. This may include groups such as neighborhood watch, to report any illegal activity observed in the community or around schools especially where children frequent. Illegal activity such as drug dealing poses a high risk to children. This can attest the gun being involved which are used to protect drug dealers and their turf, which is ultimately the community the children play in. There are also gangs that factor into illegal activities. These gangs also protect the neighborhoods or turfs with guns. The dangers involved result in drive by shootings, which can injury or kill innocent individuals. They also recruit young children to participate in these gangs. This also exposes children to illegal activities, which include giving young adolescents firearms to protect themselves from rival gang members and to protect their turf. These high crime areas continue to involve individuals who obtain firearms illegally. Some poverty stricken neighborhoods see an increase in firearm violence, due to the environmental surroundings. This would include public housing projects, and other low income housing areas surrounded by drugs, prostitution, gangs, and illegal gun activity. These neighborhoods see an increase in violent crimes by firearms, such as assaults, robbery, and murder. This can also attest to the young adolescents that bring firearms to school. The men and women of law enforcement are also at risk against legally obtained firearms. This is because suspected criminals can be armed and dangerous. The dealers, who sell firearms without proper screening, put the public’s safety at risk. Law enforcement officers are not equipped for the type of gun power these criminals’ possess. Some criminals possess assault weapons, which are military style weapons. If the weapons get into the wrong hands of criminals, these weapons can impose at grave risk to law enforcement, often putting law enforcement in grave danger trying to protect the public. There are law enforcement officers that have die at the hands of firearms. This is a result of handguns and assault weapons being purchased by criminals. Law Enforcement deaths by firearms since 2005 [pic] National Law Enforcement Memorial Fund (2008) The law enforcement officers killed in the line of duty has declined since 2007. Law enforcement agencies adopted new safety measures to assure law Enforcement were better equipped to apprehend suspected criminals who carry deadly firearms. Do Americans citizens want guns illegally circulating in their community? Individuals and criminals purchase guns illegally every day.

Jesus: The First Anarchist :: essays research papers

Jesus: The First Anarchist "In God We Trust," reads the American dollar, mouths the American government. The bosses put their hands on bibles and take office, they put their hands on bibles and swear to be truthful and honest and follow the teachings of the people's God. But are they following God's will? Have they ever been? JESUS: AN ANARCHIST? Throughout history Jesus Christ has been regarded as a revolutionary, but an anarchist? Yes, the answer. As time has passed and covered the once passionate spirit in commonality, however, Jesus' true meaning has been lost in Sundays and collection baskets. Jesus' true meaning is that of the anarchist. "Again I say to you, it is easier for a camel to pass through the eye of a needle than for one who is rich to enter the kingdom of God," said Jesus to his disciples in one of many stories in which he shunned wealth and society's view of 'success'. We see in the story of the poor widow's contribution Jesus' message of devaluing money, and placing the true importance on the spirit in which it is given. We see Jesus sit down and observe how the people give money to the treasury, and his commentary on the donations shocks his disciples. "Amen, I say to you, this poor widow put in more than all the other contributors to the treasury. For they have contributed from their surplus wealth, but she, from her poverty, has contributed all she had, her whole livelihood," says Jesus, teaching us an important lesson, one he stressed throughout his ministry. Jesus taught that the poor would be raised up, that the powerful, the bosses as modern day anarchists say, will be layed low. Jesus talks of the kingdom of God, we today talk of Anarchy. The gospel of Luke, chapter 12, presents to us a wonderful group of stories in which Jesus' underlying Anarchism is revealed. Luke 12:15, "Take care to guard against all greed, for though one may be rich, one's life does not consist of possesions." And what is capitalism but a system by which the greedy and scrupulous are made stronger, the dependant and the honest pushed aside? Luke 12:18-21, "There was a rich man... and he said, 'This is what I shall do: I shall tear down my barns and build larger ones. There I shall store all my grain and other goods and I shall say to myself, "Now as for you, you have so many good things stored up for many years, rest, eat, drink, be merry!" But God said to him, 'You fool, this night your life will be demanded of you; and the Jesus: The First Anarchist :: essays research papers Jesus: The First Anarchist "In God We Trust," reads the American dollar, mouths the American government. The bosses put their hands on bibles and take office, they put their hands on bibles and swear to be truthful and honest and follow the teachings of the people's God. But are they following God's will? Have they ever been? JESUS: AN ANARCHIST? Throughout history Jesus Christ has been regarded as a revolutionary, but an anarchist? Yes, the answer. As time has passed and covered the once passionate spirit in commonality, however, Jesus' true meaning has been lost in Sundays and collection baskets. Jesus' true meaning is that of the anarchist. "Again I say to you, it is easier for a camel to pass through the eye of a needle than for one who is rich to enter the kingdom of God," said Jesus to his disciples in one of many stories in which he shunned wealth and society's view of 'success'. We see in the story of the poor widow's contribution Jesus' message of devaluing money, and placing the true importance on the spirit in which it is given. We see Jesus sit down and observe how the people give money to the treasury, and his commentary on the donations shocks his disciples. "Amen, I say to you, this poor widow put in more than all the other contributors to the treasury. For they have contributed from their surplus wealth, but she, from her poverty, has contributed all she had, her whole livelihood," says Jesus, teaching us an important lesson, one he stressed throughout his ministry. Jesus taught that the poor would be raised up, that the powerful, the bosses as modern day anarchists say, will be layed low. Jesus talks of the kingdom of God, we today talk of Anarchy. The gospel of Luke, chapter 12, presents to us a wonderful group of stories in which Jesus' underlying Anarchism is revealed. Luke 12:15, "Take care to guard against all greed, for though one may be rich, one's life does not consist of possesions." And what is capitalism but a system by which the greedy and scrupulous are made stronger, the dependant and the honest pushed aside? Luke 12:18-21, "There was a rich man... and he said, 'This is what I shall do: I shall tear down my barns and build larger ones. There I shall store all my grain and other goods and I shall say to myself, "Now as for you, you have so many good things stored up for many years, rest, eat, drink, be merry!" But God said to him, 'You fool, this night your life will be demanded of you; and the

Method of Teaching

EFFECTIVE TEACHING METHODS AT HIGHER EDUCATION LEVEL Dr. Shahida Sajjad Assistant Professor Department of Special Education University of Karachi. Pakistan ABSTRACT The purpose of this study was to determine the effectiveness of various teaching methods used for teaching students at graduate level. Two hundred and twenty undergraduate students studying in 11 departments of Faculty of Arts, University of Karachi, were interviewed about their perceptions of best and effective teaching methods and the reason for that. Most of the students rated lecture method as the best teaching method.Reasons included; teacher provides all knowledge related to topic, time saving, students attentively listen lecture and take notes etc. The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students†™ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process.Introduction: Teaching and learning are the two sides of a coin. The most accepted criterion for measuring good teaching is the amount of student learning that occurs. There are consistently high correlations between students’ ratings of the â€Å"amount learned† in the course and their overall ratings of the teacher and the course. Those who learned more gave their teachers higher ratings (Cohen, 1981; Theall and Franklin, 2001). This same criterion was also put forth by Thomas Angelo, when he said; â€Å"teaching in the absence of learning is just talking. Doyle. T. (n. d. ). A teacher’s effectiveness is again about student learning. The literature on teaching is crammed full of well researched ways that teachers can present content and skills that will enhance the opportunities for students to learn. It is equally fil led with suggestions of what not to do in the classroom. However, there is no rule book on which teaching methods match up best to which skills and/or content that is 1 2 being taught. Students often have little expertise in knowing if the ethod selected by an individual instructor was the best teaching method or just â€Å"a method† or simply the method with which the teacher was most comfortable. Doyle. T. (n. d). â€Å"Research indicates that students are the most qualified sources to report on the extent to which the learning experience was productive, informative, satisfying, or worthwhile. While opinions on these matters are not direct measures of instructor or course effectiveness, they are legitimate indicators of student satisfaction, and there is substantial research linking student satisfaction to effective teaching (Theall and Franklin, 2001). A meta-analysis of 41 research studies provides the strongest evidence for the validity of student ratings since these st udies investigated the relationship between student ratings and student learning. Doyle. T. (n. d. ) quoted Ory â€Å"The use of students’ ratings for evaluating teacher effectiveness is the single most researched issue in all of higher education. Over 2000 articles and books have been written on this topic over the past 70 years†.Research on student evaluation of teaching generally concludes that student ratings tend to be reliable, valid, relatively unbiased and useful (Murray, 1994). Most universities embrace a process by which students provide anonymous feedback at the end of each course they complete. These ratings of instructor effectiveness, these ratings have been a hot topic since they were first employed in mid 1920’s (Chang, 2001) and they create an enormous challenge for nearly every institution that uses them (Hoyt & Pallett, 1999).Over the years student evaluation of instructors has changed significantly especially in the areas of the purpose and m ethodology. They have transformed from being primarily used to assist students in the selection of courses, to helping faculty members further develop and improve their teaching skills, to assisting administrators with respect to personnel decisions (Ory, 2000). Today, student ratings of instruction are widely used for the purpose of making personnel decisions and faculty development recommendations (Scriven, 1995).For administrators, the information derived from ratings aids them in making both summative and formative judgments dealing with faculty retention, tenure, and promotion, hiring, selecting faculty for teaching awards and honors, and in assigning teachers to courses (Franklin, 2001; Kulik, 2001). Braskamp (2000) suggests that instructors use the data formatively to develop and improve their teaching effectiveness. Student-ratings are in 2 3 fact used in over 90 percent of all colleges and universities in the United States and represent the most frequently used strategy for evaluating instructors and courses (Cuseo, n. . ). There is much debate within the higher education community on how teaching or teaching effectiveness may be defined (Braskamp, and Ory; 1994). For instance, Centra (1993), defines effective teaching as â€Å"that which produces beneficial and purposeful student learning through the use of appropriate procedures† (p. 42), Braskamp and Ory, (1994, p. 40) include both teaching and learning in their definition, defining effective teaching as the â€Å"creation of situations in which appropriate learning occurs; shaping those situations is what successful teachers have learned to do effectively†.Many researchers have focused on whether or not students are legitimate judges of teaching effectiveness. Though caveats abound, the general sense is that students are both rational and reliable sources of evidence (Arreola, 1995; Braskamp & Ory, 1994; Pratt, 1997), While in class, students are exposed to all sorts of instructional experiences (lectures, instructional materials and aids, readings, exams). They are in effect experimental consumers—able to discern quality, relevance, usefulness, and instructor interaction with students (Montgomery, n. . ). As consumers, Cuseo (n. d. ) claims that students can judge what is taught and how it is taught, yet Braskamp & Ory (1994) claim that students can only provide information with respect to teaching. However, Ory (2001, p. 12) sums it up best stating: â€Å"unless they haven’t been to class, as consumers they have a legitimate voice†. Theall, M. (n. d. ) mentioned that the students can answer questions about the quality of lectures, the value of readings and assignments, the clarity of the instructor's explanations.Students are certainly qualified to express their satisfaction or dissatisfaction with the experience. They have a right to express their opinions in any case, and no one else can report the extent to which the experience was use ful, productive, informative, satisfying, or worthwhile. Methodology Eleven departments were selected through purposive sampling from the Faculty of Arts, University of Karachi, including epartment of ; Special Education, Psychology, Social Work, Sociology, Mass Communication, Education, International Relations, English, Urdu, Persian, and Islamic learning. Twenty students studying at graduate level 3 4 from each department were selected through convenient sampling to seek their opinion about the most effective teaching methods (as perceived by them) used by their teachers, and the reasons for highly rating a particular teaching method.Total two hundred and twenty students were interviewed. They were asked to rate different methods of teaching used by their teachers on a scale of 1- 5, one being the least important and 5 being the most important teaching method. The results of the study were compiled and analyzed by percentage method. Objectives of the Study: †¢ †¢ †¢ †¢ To find out the various teaching methods used by university teachers to teach graduate students in different departments of Faculty of Arts.To explore the opinion of students about the teaching method they perceived as the most interesting and best teaching method. To find out the reasons for perceiving any teaching method as the interesting and best method. To provide suggestions for improving quality of teaching in the light of students perception and use of ratings Findings: Most of the students rated lecture method as the best teaching method. Reasons included; teacher provides all knowledge related to topic, it is time saving method; students listen lecture attentively and take notes etc.The group discussion was rated as the second best method of teaching because of; more participation of students, the learning is more effective, the students don’t have to rely on rote learning, and this method develops creativity among students etc. Students’ perception and ratings about the interesting and effective teaching methods is a way to suggest improvements in teaching/ learning process I. Rating of Various Teaching Methods: Rating was done on a scale of 1-5, 1 – being the least interesting and 5 being the most interesting teaching method as indicated in table 1. Teaching methodsRating No of 4 students 5 Table 1 1 N Lecture Group discussion Individual presentation Assignments Seminars Workshop Conferences Brainstorming Role play Case study 53 18 52 25 26 27 25 34 24% 08% 22% 11% 12% 12% 11% 16% 44 53 54 54 53 34 54 20% 24% 25% 25% 24% 16% 25% 26 12% 89 40% 34 16% 53 24% 53 24% 54 25% 27 12% 53 24% 53 24% 34 16% 54 25% 53 24% 35 16% 80 36% 80 36% 52 23% 44 20% 26 12% 26 12% 35 16% 53 24% 25 11% 34 16% 54 25% 220 220 220 220 220 220 220 220 34 34 % 16% 16% N 18 18 2 % 08% 08% N 00 3 % 00% N 4 % N 80 36 % 34 16% 5 % 220 220 88 40% 80 36% Total 54 24% 27 12% II.Reasons for rating various teaching methods as interesting and best teaching methods: 1. Lecture Method †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ It creates new ideas. It is good for large class. Teacher is experienced and has mastery on subject, explain all points and can answer all questions raised by students. Students can ask if they need any clarification. Learn through listening Teacher explains all points. Students give their input Teacher discuss whole topic in the class in easy language so students can easily understand the topic. It is good for large class. Teacher provides all knowledge related to topic.Time saving as teacher is supposed to finish lecture in time. Students give their views at the end of lecture. 5 6 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students can ask question if they have any problem to understand lecture. Students attentively listen lecture and take notes as the teacher ask questions at the end of lecture. Students know and understand basic concepts. It creates new ideas. Teacher knows all the students so he/she can use suitable strategies for the class to make them understand. Teacher is experienced and has mastery on subject and can answer all questions by students.Teacher share information with students so it creates interest in students. Students are more involved and participate when teacher ask question. Teacher provides notes. Students easily understand every point. Students share knowledge with teacher. Teacher is role model for students. More participation of students. Students listen to other’s opinion ; express their opinion. Discuss with teachers the points that were missed during discussion. Students learn on their own ; find out key points. Students exchange their ideas. Students get point of view of all and not only those who always speak.After discussion when students give their presentation, teacher corrects their mistakes. Students can make their own notes. The learning is more effective. 2. Group discussion: 6 7 †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ They don’t have to rely on rote learning. Develops creativity among students. It evokes thinking among students. Students have time for preparation of topic. Students should have material and knowledge before discussion. Suggestion Only those students participate who have confidence rest do not participate. Concepts become clear after discussion. Every student gives his/ her opinion. 3.Individual presentation †¢ Hamm (2008) quoted Rafe; â€Å"A presentation involves motivating listeners to accept a new idea, alter an existing opinion, or act on a given premise. † †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Students first thoroughly understand the topic before giving presentation i. e. mastery on topic. It increases confidence among students. Good way to learn for only one student who is presenting. Students search lot of books to collect material Teacher’s supervision is important It enhances the ability of research on any topic as the students search topic from different books, websites etc.Active learning Give Chance to meet other people of same profession. Motivate and make student active in learning. Interested method. Give Chance to meet other people of same profession. 5. Seminars 4. Assignment 6. Workshops 7 8 7. Conferences †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Give Chance to meet other people of same profession. Networking with other institutions and professionals. More interesting More informative Gain knowledge Learning is effective More participation of students Students give their opinion Active learning Creative thinking is encouraged. Students think beyond their knowledge.Every one gets the chance to express their thoughts. Simple topics can be learnt through different angles. Interesting method Creative thinking is encouraged. Students think beyond their knowledge. Students enjoy the situation Active learning Easy to learn Active learning Creative thinking is encouraged. Students think beyond their knowledge. 8. Brain storming 9. Role play 10. Case study Discussion: Making teaching methods more interesting 8 9 Higher education faculty strives to become more effective teachers so that students can learn better, and many explore methods to improve their teaching practice.Depending on the nature of subject, number of students, and the facilities available, there are different methods teachers are using in the classroom. Below are given various methods and certain tips and techniques for improving these methods. (Sajjad, S. 1997) Lecture Method: A lecture is a talk or verbal presentation given by a lecturer, trainer or speaker to an audience. With all the advancement of training systems and computer technology, lecture method is still a backbone widely used in teaching and training at higher level of education.This method is economical, can be used for a large number of students, material can be covered in a structured manner and the teacher has a great control of time and material. A study conducted by Benson, L. , Schroeder, P. , Lantz, C. , and Bird, M (n. d. ). provides evidence that students may place greater emphasis on lecture material than on textbooks. Lecturing is not simply a matter of standing in front of a class and reciting what you know. The classroom lecture is a special form of communication in which voice, gesture, movement, facial expression, and eye contact can either complement or detract from the content. Davis. 1993). McCarthy, P. (1992) in article â€Å"Common Teaching Methods† stated strengths of lecture method that it presents factual material in direct, logical manner, contains experienc e which inspires, stimulates thinking to open discussion, and useful for large groups. Our findings also revealed that most of the students considered lecture as best method because according to opinion of students ; it creates new ideas, it is good for large class, develops creativity among students, teacher is experienced and has mastery on subject, explain all points and can answer all questions by students.Sullivan ; McIntosh (1996) said that with planning and effective presentation techniques, the lecture can be a highly effective and interactive method for transferring knowledge to students. Lecture gives the pupils training in listening and taking rapid notes. (Kochhar. 2000, p. 345) Tips and techniques for improving lecture method †¢ Lecture material should be stimulating and thought provoking. 9 10 †¢ †¢ †¢ †¢ Information should be delivered dramatically by using example to make it memorable. The teacher needs to use questions throughout the lecture to involve students in the learning process and to check their comprehension.Reinforce learning by using visual supports like transparencies, flip charts, whiteboard/ black board etc. Teacher should take feedback of students to improve lecture method. Discussion: It is a free verbal exchange of ideas between group members or teacher and students. For effective discussion the students should have prior knowledge and information about the topic to be discussed. McCarthy, P. (1992) stated strengths of class discussion as; pools ideas and experiences from group, and allows everyone to participate in an active process. Kochhar (2000, p. 47) stated that; a problem, an issue, a situation in which there is a difference of opinion, is suitable for discussion method of teaching. Our study also revealed that the students rated group discussion (class discussion) as the second best method by giving reasons that; it has more participation of students, the learning is more effective, the student s don’t have to rely on rote learning, every student give his/ her opinion, and this method develops creativity among students. Tips and techniques for improving discussion method †¢ †¢ †¢ †¢ †¢ †¢ †¢ The teacher should spend sufficient time in preparing the process and steps of discussion.Different aspects of the topic and the parameters should be selected for the focused discussion. Sufficient time should be allotted to discuss all the issues. At the same time students should know the time limit to reach a conclusion. The teacher in the beginning should introduce the topic, the purpose of discussion, and the students participating in discussion. Before the start of discussion, background information about the topic should be provided. There is a need to include questions to provide direction. Relaxed environment should be created to foster the process of discussion. 10 1 †¢ †¢ †¢ Teacher after opening the discussion should p lay the role of a facilitator involving every one and at the end should summarize the discussion. Encourage students listen other’s point of view and then evaluate their own. Teacher should give value to all students’ opinions and try not to allow his/her own difference of opinion, prevent communication and debate. Role Play: Role play occurs when participants take on differentiated roles in a simulation. These may be highly prescribed, including biographical details, and even personality, attitudes and beliefs; or loosely indicated by an outline of the function or task.These techniques have already demonstrated their applicability to a wide range of learners, subjects and levels. (Singh, and Sudarshan, 2005, p 238, 239). It is a memorable and enjoyable learning method. To gain maximum benefits from this method, the incidents selected for enactment should be as realistic as the situation allows. Tips and techniques Before the role play, the teacher should brief partici pants about the roles they will play, give them time for preparation, confirm confidentiality of role play, and ask participants to behave naturally. †¢ †¢ Teacher should select ; brief observers about their roles.During the role play, the teacher must keep quiet, listen ; take notes, avoid cutting role play short, but give time warning if previously agreed. The teacher should be prepared for some action if participants dry up and can intervene as a last resort. †¢ After the role play, the teacher thanks participants, ask for feed back from lead participants, take comments from observers, ask other participants to comment, †¢ The teacher should use role names not those of participants, summarize, drawing out learning points, leaving the participants with positive comments and feelings.Case Study: Primarily developed in business and law contexts, case method teaching can be productively used in liberal arts, engineering, and education. This method is basically use d to develop critical thinking and problem-solving skills, as well as to 11 12 present students with real-life situations. The students are presented with a record set of circumstances based on actual event or an imaginary situation and they are asked: 1. to diagnose particular problem(s) only. 2. to diagnose problem(s) ; provide solution(s). 3. o give reasons ; implications of action after providing both problem ; solution. It is a time consuming method and sometimes the case does not actually provide real experience. It could be in-conclusive, and insufficient information can lead to inappropriate results. At the end, the students want to know the right answer by the teacher. The role of the teacher in conducting the case study should be to: †¢ †¢ †¢ read the case and determine the key problems faced by the decision maker, determine the data required to analyze the problems and or a synthesis into solutions, develop, analyze, and compare alternative solutions, and r ecommend a course of action. Tips and techniques †¢ †¢ Cases should be brief, well-written, reflect real issues, and open to a number of conflicting responses. Students should work in group to prepare a written report and/or a formal presentation of the case. Brainstorming: It is a loosely structured form of discussion for generating ideas without participants embroiled in unproductive analysis. It is a very useful technique for problem solving, decision making, creative thinking and team building.It develops listening skills. Tips and techniques Ground rules for running brainstorming session include: †¢ †¢ †¢ †¢ There should be no criticism and the wild ideas should be encouraged and recorded without evaluation. Emphasis should be placed on quantity of ideas and not the quality. There is a need of equal participation of members. It can be unfocused so teacher should know how to control discussion and facilitate issues. 12 13 †¢ It works well in sm all group Assignment method: Written assignments help in organization of knowledge, assimilation of facts and better preparation of examinations.It emphasizes on individual pupil work and the method that helps both teaching and learning processes (Kochhar, 2000, p. 358). Tips and techniques †¢ †¢ Teacher should describe the parameters of the topic of assignment. Fully explain assignments so that students know how to best prepare. When the inevitable question, â€Å"Will we be tested on this? † arises, make sure your answer includes not only a â€Å"yes† or â€Å"no,† but a â€Å"because . . . â€Å". Shea, A. (2009). †¢ Davis (1993) suggests that â€Å"Give assignments and exams that recognize students' diverse backgrounds and special interests.For example, a faculty member teaching a course on medical and health training offered students a variety of topics for their term papers, including one on alternative healing belief systems. A faculty m ember in the social sciences gave students an assignment asking them to compare female-only, male-only, and male-female work groups. † Recommendations: †¢ To evaluate teaching effectiveness different methods can be used including: peer review, self-evaluation, teaching portfolios, student achievement and students’ ratings of teaching methods used by their teachers. †¢ †¢ †¢ Students must be assured that the information they are giving is welcomed by the faculty and will be used to improve the teaching and learning in the course; otherwise they are unlikely to take the rating process seriously (Doyle. T. n. d. ). Teachers need to educate students in effective ways of giving precise feedback that addresses specific aspects of their learning experience. Teachers need to continually assure students throughout the semester that the ratings will be used for productive changes in teaching/ learning process and that there will be no chance of retribution to the students.

Dark Age of Nursing Essay

During the late middle Ages (1000-1500) -the crowding and poor sanitation in the monasteries nurses went into the community. During this era hospitals were built and the number of medical schools increases. Between 1500 and 1860 (A.D.) -the Renaissance all affected nursing. As nursing was not valued as an intellectual endeavor it lost much of its economic support and social status. The nursing conditions were at their worst and have been called the dark period of nursing. New hospitals had been built but quickly became places of horror as unsanitary conditions caused them to be a source of epidemics and disease. In 1545 -the council of Trent decreed that every community of women should live in strict enclosure. It took over 200 years of resistance for women to overcome this decree. The nursing sisters of France made little or no resistance such that their professional standards deteriorated. In the late 1500’s – several groups began nursing and tending the sick, poor, and dying. These groups were St. Francis de Sales, the Order of the Visitation of Mary, St. Vincent DePaul, the Sisters of Charity, Dames de Charite’, Louise le Gras, Brothers Hospitallers of St. John, Albuquerque, Order of St. Augustine, St. Camillas De Lellis, Jeanne Biscot, and the Nursing Sisters of St. Joseph de La Fleche. Many of these people came from rich and influential families. The dark ages of nursing lasted for three centuries until the mid 2800’s when Florence Nightingale brought about a change. Nursing during the Medieval Ages Either done by charitable religious orders or by the poor who worked for the rich. Nuns or sisters in a cloistered order made up the nursing staff in hospitals. Late Middle Ages Repression of women and cloistered orders by the Protestant church for all who followed the churches standards closely affected adversely the standards of nursing that had existed. Protestant Reformation The closing of monasteries during the Reformation by Luther and his views about the place of a woman caused many hospitals to shut to the sick and poor and further disrupted nursing care and quality. As women tended to hold the positions of nursing how women were treated and viewed strongly affected how nursing was viewed. During the 16th century Reformation and Catholic Counter-Reformation Religious orders were suppressed causing hospitals to become places of horror and a period of stagnation in nursing and health care followed. Because monasteries and hospitals were shut to the poor the sick were no longer separated from the healthy such that disease and epidemics spread. The Wars Florence Nightingale the â€Å"Lady with the Lamp† made history with her nursing work in the Crimean War and helped shake up the field of medicine. She is most remembered as a pioneer of nursing and a reformer of hospital sanitation methods. Nightingale pushed for reform of the British military health-care system and with that the profession of nursing started to gain the respect it deserved. Florence Nightingale’s two greatest life achievements–pioneering of nursing and the reform of hospitals–were amazing considering that most Victorian women of her age group did not attend universities or pursue professional careers. In 1854, after a year as a unpaid superintendent of a London â€Å"establishment for gentlewomen during illness,† the Secretary of War, Sidney Herbert, recruited Nightingale and 38 nurses for service in Scutari during the Crimean War. Nightingale was able to use the data as a tool for improving city and military hospitals. When Night ingale’s sanitary reform was implemented, the mortality rate declined. The establishment of the Army and Navy Nurse Corps opened the door for women in the military but ever so slightly. Army and Navy Nurse Corps women served valiantly throughout the war, many received decorations for their service. At least three Army nurses were awarded the Distinguished Service Cross, the nations’ second highest military honor. Nurses were wounded, and several died overseas and are buried in military cemeteries far from home. Helen Fairchild-the Army nurse (from 1917) Fairchild was one of 64 nurses from Pennsylvania Hospital who had volunteered to join the American Expeditionary Force after the United States entered World War I on April 6, 1917. Nurse Fairchild died on Jan. 8, 1918, while on duty with British Base Hospital Alexandra of Denmark – Queen Queen Alexandra, the queen consort of Edward VII of Great Britain was known for founding Queen Alexandra’s Royal Army Nursing Corps. Margaret Sanger (1879-1966) Margaret Sanger was birth control pioneer and founder of Planned Parenthood Civil War Nursing Women played a major role in nursing and sanitation efforts during the Civil War, paving the way for their entry into the nursing profession in greater numbers after the war, as well as paving the way for further professionalization of the nursing field. Dorothea Dix – Social Reformer Dorothea Dix was an activist who served in the Civil War as Superintendent of Female Nurses and she also worked for reform of treatment for the mentally ill. Clara Barton (1812-1912) Clara Barton was a Civil War nurse and founder of the American Red Cross. Harriet Tubman Harriet Tubman was an escaped slave who helped others escape from slavery and was known as the Moses of her people. She was also a spy, nurse, and speaker for women’s rights. African American Women Nurses Black women who have served as nurses, often in wartime. The Army Nurse Corps was established in 1901 to provide a permanent active nursing corps. In World War II, the number of Army nurses by the end of the war was 57,000. The Army Nurse Corps has not only served the military by nursing wounded soldiers and reducing the death rate from disease, but has also served as a route for women to make a difference and build a career.

Causes of WWI essays

Causes of WWI essays World War I started due to a culmination of several long and short term factors involving aspects of nationalism, imperialism, militarism, alliance systems, and physical conflicts occurring over a forty year period. The industrial revolution brought around a radically different Europe than there had ever been before and it made nations compete and be wary of each other politically, economically, and militarily. This tension among the leadership of the European nations was supported by the rising nationalism within each nation. Economic and imperial competition and fear of war brought the nations into alliances and an increase in arms manufacturing. Nationalism was very strong within the European nations because of their strong sense of brotherhood and ethnic culture. Nationalism is what led to the unification of Germany in 1871 after a series of wars commanded by the Prussian leader Bismark. Along this path towards German unification was the Franco-Prussian war ending in a French defeat. The wars end left the French bitter after the loss of their Alsace-Lorraine. This was the first of many clashes between Germany and France which strengthen their hatred of one another. Nationalism brought a problem for German ally, Austria-Hungry in the Balkans, an area populated by many conflicting cultural groups. The strong belief in Panslavism by Serbia and Russias willingness to support their Slavic brothers was not liked by the Pangermanism of the Austro-Hungarian Empire. Such a hatred of Austrian rule in the Balkns led to the creation of many anti-Austrian militant groups in the area, the most popular being the Black Hand. Th e Black Hand reached high levels with the Serbian government, and it was eventually a Black Hand member who began the ball rolling towards war in the days precipitating its start. Imperialism was another factor that led to increased rivalry within Europe. Great Britain, Germany, and France al...

USS Kentucky (BB-66) in World War II

USS Kentucky (BB-66) in World War II USS Kentucky (BB-66) was an unfinished battleship that was started during World War II (1939-1945). Originally intended to be the second ship of the Montana-class of battleship, Kentucky was re-ordered in 1940 as the sixth and final ship of the US Navys Iowa-class of battleships. As construction moved forward, the US Navy found that it had a greater need for aircraft carriers than battleships. This led to designs to convert Kentucky into a carrier. These plans proved impractical and work resumed on the battleship but at a slow pace. Still incomplete at the end of the war, the US Navy then considered a variety of projects for converting Kentucky into a guided-missile battleship. These also proved fruitless and in 1958 the ship was sold for scrap.      A New Design In early 1938, work began on a new battleship type at the request of US Navy General Board chief Admiral Thomas C. Hart. First seen  as a larger version of the earlier  South Dakota-class, the new battleships were to carry twelve 16 guns or nine 18 guns. As the design evolved, the armament changed to nine 16 guns. In addition, the class anti-aircraft complement underwent several alterations  with the majority of its 1.1 weapons being replaced with 20 mm and 40 mm guns. Funding for the new ships came in May with the passage of the Naval Act of 1938. Dubbed the  Iowa-class, building  of the lead ship,  USS  Iowa  (BB-61), was assigned to the New York Navy Yard. Laid down in 1940,  Iowa  was to be the first of four battleships in the class. Fast Battleships Though hull numbers BB-65 and BB-66 were originally intended to be the first two ships of the new, larger  Montana-class, the approval of the Two Ocean Navy Act in July 1940 saw them re-designated as two additional  Iowa-class  battleships named USS  Illinois  and USS  Kentucky  respectively. As fast battleships, their 33-knot speed would permit them to serve as escorts for the new  Essex-class  carriers that were joining the fleet. Unlike the preceding  Iowa-class ships (Iowa,  New Jersey,  Missouri, and  Wisconsin),  Illinois  and  Kentucky  were to utilize all-welded construction which reduced weight while enhancing hull strength. Some conversation was also had as to whether to retain the heavy armor arrangement initially planned for the  Montana-class. Though this would have improved the battleships protection, it would also have greatly lengthened construction time.   As a result, standard  Iowa-class armor was ordered.   Ã‚   USS Kentucky(BB-66) - Overview Nation:  United StatesType:  BattleshipShipyard:  Norfolk Naval ShipyardLaid Down:  March 7, 1942Fate:  Scrapped, October 31, 1958 Specifications (Planned) Displacement:  45,000 tonsLength:  887.2 ft.Beam:  108 ft., 2 in.Draft:  28.9  ft.Speed:  33  knotsComplement:  2,788 (Planned) Guns 9 Ãâ€" 16 in./50 cal Mark 7 guns20 Ãâ€" 5 in./38 cal Mark 12 guns80 Ãâ€" 40 mm/56 cal anti-aircraft guns49 Ãâ€" 20 mm/70 cal anti-aircraft cannons Construction The second ship to carry the name USS Kentucky, the first being the Kearsarge-class USS Kentucky (BB-6) commissioned in 1900, BB-65 was laid down at the Norfolk Naval Shipyard on March 7, 1942.   Following the Battles of the Coral Sea and Midway, the US Navy recognized that the need for additional aircraft carriers and other vessels superseded that for more battleships. As a result, construction of Kentucky was halted and on June 10, 1942, the bottom section of the battleship was launched to make room for Landing Ship, Tank (LST) construction. The next two years saw designers explore options for converting Illinois and Kentucky into carriers. The finalized conversion plan would have resulted in two carriers similar in appearance to the Essex-class. In addition to their air wings, they would have carried twelve 5 guns in four twin and four single mounts. Reviewing these plans, it was soon found that the converted battleships aircraft capacity would be less than the Essex-class and that the construction process would take longer than building a new carrier from scratch. As a result, it was decided to complete both vessels as battleships but very low priority was given to their construction.   Moved back to the slipway on December 6, 1944, construction of  Kentucky slowly resumed through 1945. With the end of the war, discussion ensued regarding completing the vessel as an anti-aircraft battleship. This led to work halting in August 1946.   Two years later, construction again moved forward though using the original plans. On January 20, 1950,  work ceased and Kentucky was moved from its dry dock to make space for repair work on Missouri.    Plans, But No Action Moved to the Philadelphia Naval Shipyard, Kentucky, which had been completed to its main deck, served as a supply hulk for the reserve fleet from 1950 to 1958. During this period, several plans were advanced with the idea of converting the vessel into a guided missile battleship. These moved forward and in 1954 Kentucky was renumbered from BB-66 to BBG-1. Despite this, the program was cancelled two years later. Another missile option called for the mounting of two Polaris ballistic missile launchers in the ship.   As in the past, nothing came from these plans. In 1956, after Wisconsin suffered a collision with the destroyers USS Eaton, Kentuckys bow was removed and used to repair the other battleship. Though Kentucky Congressman William H. Natcher attempted to block the sale of Kentucky, the US Navy elected to strike it from the Naval Vessel Register on June 9, 1958. That October, the hulk was sold to the Boston Metals Company of Baltimore and scrapped. Prior to disposal, its turbines were removed and used aboard the fast combat support ships USS Sacramento and USS Camden.

Comparative and contrast between The United State Of America and Essay

Comparative and contrast between The United State Of America and Australia - Essay Example This relative isolation allowed both nations to develop largely without constant interference from the established powers of the 18th and 19th centuries. Being left to sort out their own problems has led to an isolationist mindset for many Australians and Americans. It has also given both nations a strong feeling of independence and self-sufficiency. These ideals can be seen glamorized by stereotypes such as John Wayne and Crocodile Dundee in the American and Australian cinema. While these characters are stereotypes, they do give insight into virtues both Australians and Americans value, namely, toughness, resiliency and independence. While geography can influence the character of a group of people, other things such as the history and the development of a national identity can be even greater determinants of character. This is one area where Americans and Australians differ greatly. Both were established as colonies by the United Kingdom. This gave them both their individual versions of the English language complete with accents. But that is where the similarities end. America’s impressive string of global achievements has caused Americans to be a very patriotic people. Symbols of the United States, such as the national flag, are very important and are treated with respect. Americans are very proud of their accomplishments as a nation and expect others to respect America as well . Australia, on the other hand, has less of a national fervor concerning patriotism Australians never moved inland from their coastal cities. Therefore, they view themselves more as individual regions than as a nation. Recent clai ms have been made that Australians are increasingly viewing themselves as patriotic, but in a very different way than Americans exhibit their patriotism. A final similarity and difference between the two nations is their governmental and economic structures. Both Americans and Australians live in free democratic