Life of a Vietnam Soldier - 582 Words

Wars are fought for freedom and independence and usually when soldiers come home we receive them with open arms ready to praise them and thank them for putting their lives on the line. If you were asked to describe a soldier, you’d probably say heroic, brave, courageous, or honorable. After the Vietnam War, parades weren’t the welcoming soldiers got; instead, they were shunned and booed at. People’s opinion on the war was greatly influenced by the media. During the Vietnam War, the horrors that were happening on the battlefield were shown to Americans in their living rooms. There was no censorship meaning Americans back home saw dead bodies, Vietnamese children being shot and villages being burnt, all done by American Soldiers. Watching children, babies and old people being killed caused people to label soldiers as murderers and baby killers. Before Vietnam, soldiers had always been shown in a heroic way. But now, reporters would show only parts of a story, the parts that made soldiers look bad. In the Vietnam War, reporters could literally follow soldiers onto the battle fields and show it on television. Also, most photographers were interested in showing the bad aspects of the war such as the remaining destroyed village of Vietnamese or the suffering of soldiers. The media built stereotypes of soldiers at war as part of anti- war protests so photographers would show the parts that benefited anti-war protests and captured only half the story in his photograph. ForShow MoreRelated Sweetheart of the Song of Tra Bong as Metaphor Essay1150 Words   |  5 PagesSweetheart of the Song of Tra Bong as Metaphor  Ã‚   The Vietnam War is a strange and unexplainable event in American history. The controversies surrounding the American involvement in Vietnam and the need for Vietnam veterans to tell their stories of the war are prevalent in the post-Vietnam culture of America. The stories that will last forever are those that swirl back and forth across the border between trivia and bedlam, the mad and the mundane(89). The story of the sweetheart of the SongRead MoreThe Vietnam War, Grandpas Story1281 Words   |  6 Pagesâ€Å"The Vietnam war was a costly and very long conflict that eroded the communist regime of North Vietnam and its allies against the South Vietnam and its ally, us the United States of America (Unknown Source).† The Vietnam War began on the eve of 1959, causing a struggle between two of our major national forces. These two forces were attempting to unify the country the both love, Vietnam. Many of the young souls were young men, such as my grandfather who felt that they were helping their country.Read MoreThe Impact of the Vietnam War on Veterans Essay966 Words   |  4 PagesHow did a Vietnam soldiers life change during and after the war. Society had a lot of different views regarding the soldiers and the war. When coming home veterans faced many distinct challenges. The Vietnam Veterans Memorial helped to heal the nation. The Vietnam War had a major impact on the United States and the soldiers who fought in it. The Vietnam War was a violent and costly war that needed many men to fight for its cause. These men are now known as the Vietnam veterans. Numerous veteransRead MoreThe Things They Carried By Tim O Brien899 Words   |  4 PagesDuring the Vietnam War, a range of emotions occurred within every soldier. Even though some veterans can move past their memories of war, many soldiers became haunted by their dark memories. In Tim O’Brien’s fictional novel The Things They Carried, O’Brien takes his readers through several different events and emotions that occurs to his character during the Vietnam War. Although his character sometimes faces a tough time telling the story, O’Brien manages to inform his readers of the differentRead MoreThe Things They Carried By Tim O Brien1459 Words   |  6 Pages1950’s, the Vietnam War turned to be the modern pinnacle for battles resulting in the deaths of 58,000 American soldiers and millions of Vietnamese death. I t saw the viable destruction of modern technology such as the newly fashioned M-16 rifle and the Apache, a helicopter made for mass destruction. For the soldiers experiencing Vietnam, it was truly an experience which would shape their hearts and minds forever. As evidenced in Tim O’ Brien’s The Things They Carried, The Vietnam War was an emotionalRead MoreThe Vietnam War Was A Long And Bloody1502 Words   |  7 Pages The Vietnam War was a long and bloody one. The war began on November 1, 1955 and ended on April 30, 1975. The war lasted nearly 20 years. Over this period, 9,087,000 men from United States were deployed, 58,220 were killed and more than 300,000 were wounded. The war also killed an estimated 2 million Vietnamese civilians, 1.1 million North Vietnamese troops, and 200,000 South Vietnamese troops. The Vietnam War was the first war America ever lost and this lost would lead to a heavy impact on theRead MoreWar in Films: Universal Soldier1320 Words   |  6 Pagesagainst the Vietnam War made their views known by many forms of protesting such as forming organizations, rallying, and anti-war protest music. Anti-war protest music was an opportunity to put people’s perspectives into song to hopefully spread their message. Buffy Sainte-Marie wrote the song â€Å"Universal Soldier† in 1962 and her message was that â€Å"Universal Soldier is about individual responsibility for w ar and how the old feudal thinking kills us all† (Boulanger). The song â€Å"Universal Soldier† was usedRead MoreThe Effect of Vietnam War on the Soldiers1679 Words   |  7 Pages The Vietnam War was the longest and the most unpopular American war of the twentieth century. The United States was involve in the Vietnam from 1944 to 1973, but it was only during the last years that the U.S deployed ground troops (Lawrence 1). For the first time the United states was the aggressor. Vietnam is situated thousands of miles from the United States, so Vietnam was not a direct threat to the United States’ safety. The Vietnam leader Ho Chi Minh seem to look up to the United States,Read MoreA Compare and Contrast Analysis of Experiences in the Iraq and Vietnam Wars832 Words   |  4 Pages COMPARE AND CONTRAST EXPERIENCES OF IRAQ VIETNAM: Thousands were killed, and many more were wounded in the Vietnam war, a war that many are to this day still living with the consequences. The Things They Carried, written by William Timothy OBrien. The story takes place in Vietnam, during the war, sometime in the 1960s. First Lieutenant Jimmy Cross, and his unit are in Vietnam serving for the United States. Jimmy, is in love with a college woman named Martha from back home. Martha writes JimmyRead MoreReality of the Vietnam War843 Words   |  4 Pagesof the Vietnam War During the Vietnam War the reality of warfare brought many soldiers back to a home that didnt want them. Their feelings torn by atrocities, the loss of friends, and the condition of loneliness only made the experience worse. Did the issues on the home front affect the issues on the frontline? The novel Fallen Angels by Walter Dean Myers is a perfect example of the conflict and diversity among other soldiers during the Vietnam War. It shows the reality many soldiers faced and

Ap World History 2010 Q3 Free Essays

WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative BASIC CORE (competence) 0–7 Points 1. Has acceptable thesis. 1 Point †¢ The thesis must include both a valid similarity and a valid difference in methods of political control in two of the empires. We will write a custom essay sample on Ap World History 2010 Q3 or any similar topic only for you Order Now †¢ The thesis must be relevant to the time period, but the dates need not be explicit. †¢ The thesis must be explicitly stated in the introduction or the specified conclusion of the essay. †¢ The thesis may appear as one sentence or as multiple sentences. †¢ A thesis that is split among multiple paragraphs or merely restates the prompt is unacceptable. The thesis CANNOT count for any other point. 2. Addresses all parts of the question, though not necessarily evenly or thoroughly. 2 Points For 2 points: †¢ Identifies at least one valid similarity and one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. For 1 point: †¢ Identifies at least one valid similarity or at least one valid difference in methods of political control. †¢ Discusses two empires but not necessarily evenly. 3. Substantiates thesis with appropriate historical evidence. 2 Points For 2 points: Must provide at least five specific pieces of evidence (at least two from each empire). †¢ Evidence must be within the designated time periods (e. g. , evidence from the Roman Republic or Qin dynasty is not acceptable). For 1 point: †¢ Must provide at least three specific pieces of evidence (at least one from each empire). †¢ Evidence must be within the designated time periods. 4. Makes at least one direct, relevant comparison between/among societies. 1 Point (The direct comparison may discuss either similarities or differences. ) †¢ To earn this point, the comparison must be made somewhere other than in the thesis. . Analyzes at least one reason for a similarity or a difference identified in a direct compariso n. †¢ Analysis (reason why) must be related to a similarity or a difference in methods of political control between the two empires. Subtotal 1 Point 7 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING GUIDELINES Question 3 — Comparative (continued) EXPANDED CORE (excellence) Expands beyond basic core of 1–7 points. A student must earn 7 points in the basic core area before earning points in the expanded core area. 0–2 Points Examples: †¢ Has a clear, analytical and comprehensive thesis. †¢ Addresses all parts of the question thoroughly (as relevant): comparisons, chronology, causation, connections, themes, interactions, content. †¢ Provides ample historical evidence to substantiate thesis. †¢ Relates comparisons to larger global context. †¢ Makes several direct, relevant comparisons between or among societies. †¢ Consistently analyzes the causes and effects of relevant similarities and differences. †¢ Applies relevant knowledge of other regions or world historical processes. †¢ Discusses change over time (e. g. changing methods of political control as the empires began to decline). †¢ Recognizes nuances within empires. Subtotal 2 Points TOTAL 9 Points  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. ollegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com.  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. AP ® WORLD HISTORY 2010 SCORING COMMENTARY Question 3 Overview The intent of the question was for students to pick two of the stipulated empires — Han China (206 B. C. E. to 220 C. E. ), Mauryan/Gupta India (320 B. C. E. to 550 C. E. ), Imperial Rome (31 B. C. E. to 476 C. E. ) — and compare the ways those empires exerted political control over their populaces. Students were explicitly told to discuss both similarities and differences in methods of political control. Sample: 3A Score: 8 The essay contains a valid thesis in the second and third sentences of the first paragraph (1 point). In the fourth paragraph, the essay addresses a similarity (â€Å"Both empires had unstable borders†) and several differences, including â€Å"However, Han China dealt with the Turkic Huns through the tribute systems, thus placating them with gifts and avoiding costly expensive warfare, which Rome preferred when dealing with their enemies† (2 points). Although there is ample evidence for the Han, Roman evidence is limited by discussion of the Republic, which could not be counted. There is, however, enough evidence for 2 evidence points. In addition to the direct comparison listed above, there is another difference at the bottom of the second paragraph — â€Å"However, because there was less emphasis as a collective group in Rome, the political organization was a lot less structured than China’s† — which earned 1 point for the comparison and 1 point because the statement also involves an analysis. This essay contained a complex thesis, sufficient depth of comparison, and supporting evidence to earn 1 Expanded Core point. Sample: 3B Score: 6 This essay contains a valid thesis in the first paragraph (1 point) and addresses both similarities and differences (2 points). There is sufficient evidence for both the Mauryan/Gupta and the Han empires (2 points). The direct comparison is found in the second paragraph: â€Å"Han China and Maurya Gupta [sic] both consolidated their power through military buildup† (1 point). The essay attempts analysis in the next to the last paragraph but only analyzes the Han: â€Å"Due to their lack of a devout religion, China was able to assimilate the Huns when they began to invade China. † There is no analysis of a comparison of Han and Mauryan/Gupta methods of political control. Sample: 3C Score: 3 There is no valid thesis because the essay attempts to show a difference between Han and Rome in terms of the Roman Republic, which is outside the time period. The essay only addresses similarities, not valid differences (1 point). The evidence is sufficient for the Han, but the only valid piece of evidence for Rome is the statement that â€Å"He [Augustus] defeated Cleopatra and Mark Anthony making sure that Rome is politically secured† (1 point). Most of the Roman evidence is prior to 31 B. C. E. and therefore did not earn credit. The essay has a valid direct comparison in the fourth paragraph: â€Å"The size of both empires was an issue that led to leaders ultimately losing political control of both empires† (1 point).  © 2010 The College Board. Visit the College Board on the Web: www. collegeboard. com. How to cite Ap World History 2010 Q3, Papers

Theory Practice and Clinical Simulations †Free Samples to Students

Question: Discuss about the Theory Practice and Clinical Simulations. Answer: Introduction: This essay is about a 40 year old woman Janet Jackson is a single parent and has three teenage children. She has been experiencing symptoms which has led to the diagnosis of uterine fibroids (leiomyomas).She has a history of depression and is a heavy smoker. Janet was admitted to hospital for a vaginal hysterectomy via spinal anaesthesia. She was transferred to the ward after 2 hours in the post-anaesthetic recovery room (PARU).She has an indwelling urinary catheter in situ and patient controlled analgesia. Janet was observed on the basis of several parameters such as respiration rate 30 per minute, BP 90/50mm Hg, Pulse 130bpm, temperature 36.5o C, Pain 0/10 . She has an indwelling urinary catheter in situ with 10mls of urine output for the last hour .It has been planned for Janet to be discharged after two days on the ward. Uterine leiomyomas (fibroids or myomas) are benign tumors present in the uterus. They are majorly found in women who are capable of reproduction. They occur from the myometrial layer of the uterine corpus or the uterine cervix. Uterine leiomyomas may occur single or in group after multiplying. They can be found within the muscular layer (intramural) or protrude outward to become subserosal in location or inward towards the cavity of endometrium, where they are called as submucous fibroids (White,2017).Abnormal vaginal bleeding occurs due the presence of fibroids and it occurs when the lining of endometrium gets distorted and hence is more commonly observed with submucous fibroids. An individual affected from Uterine leiomyomas leads to a variety of symptoms such as menstrual bleeding, dysmenorrhoea and inter menstrual bleeding, chronic pain in the pelvis, bloating in stomach, increase in urine output, and disturbed functioning in bowel. It may also result in the loss of reproductive functions and result in sub fertility, loss of pregnancy or complications. There are several nursing management strategies that should be followed for Mrs. Janet.Since, the respiration rate of Janet is 30 per minute and a pulse of 130, which is quite high as compared to a normal respiration rate she should be taken for emergency help.She had an increased pulse rate of 130 which occurs due to the shortness of breath or tiredness. It may also result in cardiac arrest in Mrs.janet. There is also a risk of obstruction in the airway and the nurses should open the airway as soon as possible by lifting her chin and head in a tilted position (Ball et al., 2013).After opening the airway, nurses should check whether the patient is breathing normally or not for at least 10 seconds. The movement of chest should be observed in a careful manner and they should listen to his sounds of breathing and feel his exhaled breathing. The nurses and other health care staff should monitor the output of urine in Mrs. Janet. The nursing staff and the clinicians should help Mrs. Janet in exercising regularly and provide physiotherapy sessions which would play a significant role in improving her mobility. It would make her independent again .Mrs. Janet should be advised to have a nutritional diet along with plenty of fluids which would help in the regeneration of tissue and healing (Epstein Turner,2015).She should be advised protective measures to avoid various kinds of infection, injuries after the patient has under gone surgery. Mrs. Janet should be provided palliative care which is a special type of care given to patients. It should be given to her in an efficient way which would help her to get rid from physical pain and stress. It involves the collaborative efforts of several clinicians, nursing staff to help the patient in getting well soon and improve their health. There are several nursing care goals for providing priority nursing care in relation to the nursing issues that have been identified. Mrs. Janet should be empowered and provided care by understanding her needs and demands. She should also be provided psychosocial care that will help her to get rid of depressive symptoms, pain and anxiety developed due to surgery. She should be advised to follow a few precautions to manage emotional issues like taking regular exercise and a well balanced diet (Daly, Speedy Jackson, 2017).She should not be allowed to smoke after the surgery as she was a heavy smoker. She should also discuss her issues with other patients who had undergone vaginal hysterectomy. Mrs. Janet can also be provided counseling with a health counselor to share her feelings that will help her in feeling positive. Mrs. Janet suffers from severe depression so she can also be advised to take the help of antidepressants, which is very helpful and her them feel good about themselves. The doctors and the nursing staff should provide proper care and post- operative follow ups to Mrs. Janet. She should also be asked about her mental and emotional issues or problems to assess her psychological status such as if he is still suffering from depression, anxiety, sadness, anger or frustration (Maslow, 2013).Nursing care for Mrs. Janet are that she should be encouraged to take appropriate amount of rest which would help in conserving her energy and avoid fatigue. Mrs. Janet should be counseled and guided properly to take appropriate rest and several precautions to improve the condition of her health (Epstein Turner, 2015).She should be advised to follow the principles of self- actualization which is known to lead to a healthy mental state and will foster to improve her positive attributes and do not focus on their negative attributes. She would be self-determined and have a high self esteem. Self actualization plays a significant role in providing person- centered care to patients sufferings from psychosocial issues such as depressive symptoms associated with serious diseases. The nurses should follow the principles proposed by The Code of Professional Conduct for Nurses which aims to provide to provide guidance to the nursing professionals about their roles and responsibilities to provide care to the patients in an ethical and effective manner. It includes various values such as the nurses should maintain their dignity and their patients as well to listen to their patient (Ehde et. al.2014). It will develop a strong relation between the nursing staff and Mrs. Janet. This will develop a bond of trust and care and a between her and the doctor and ultimately would develop a positive approach and reduce the stress about her condition. It will reduce the complications in her and decrease in post operative complication. The nurses should improve time- management skills during dealing with patients and they should also to be more patient. Mrs. Janet should be provided proper nursing care by the nursing staff and other health care professionals. Janet and her daughter should be provided appropriate guidance about the disorder, symptoms, procedure of treatment and the precautions to prevent any future health effe cts .A lack of proper communication may lead to issues and errors in the treatment. Janet should be been provided proper counseling and psychosocial support so that she becomes confident and does not remain tensed about the disease. She should be advised to ask if she has any problems and doubts about the health issue .This would motivate her and provide patient satisfaction thus improving her well being. A proper communication to patients plays an important role in improving the hospital journey and reduces the anxiety, stress and depressive symptoms (Mischel, 2013).Lack of proper communication leads to issues such as a delay in treatment and sometimes may cause adverse health effects among them. This decreases their bonding with healthcare professionals such as clinicians and nurses and creates misunderstanding and confusion about the treatment and the precautionary measures that should be taken. She should discuss her problems with her daughters and friends since she is also suffering from hypotension and depression. The interdisciplinary team for Mrs. Janet involves the hospital staff of the OT, counselor and the dietician .They would play an important role in providing person centered care to her so that she gets well soon. The staff of the OT would keep a check on the condition of Mrs. Janet by monitoring her signs and symptoms (Niemela Kim, 2014). They also make sure that she is stable enough to take him to the recovery room. A counselor will motivate her to be positive and not be depressed so that she recovers soon from depression. A dietician will advise her to .They can also help in providing proper follow ups after the treatment to keep a track on the side effects of the medications prescribed to him. It can be concluded that several strategies should be taken into account to provide proper information to family members in order to provide proper patient care and satisfaction. Regular follow-ups should also be conducted for the patient to keep a check on his health. It may lead to mental issues such as depression and may have an adverse effect on the psychological condition of the patient. The doctors should provide proper support and inform about the precautionary measures to be followed. She should be prohibited from smoking again and which may result in several health issues such as cardiovascular problems including heart stroke, heart attack and ultimately death .They should also make sure they solve their problems and issues. Mrs. Janet should be treated empathetically and with courteousness and should be counseled properly so that she can explain the severity of her pain. Various tools for the assessment of pain should be used if she is feeling discomfort. The nurses and oth er healthcare professionals should help her and provide psychosocial care along with palliative care so that she gets well soon. References Ball, J. E., Murrells, T., Rafferty, A. M., Morrow, E., Griffiths, P. (2013). Care left undoneduring nursing shifts: associations with workload and perceived quality of care.Quality and Safety in Health Care, bmjqs-2012. Daly, J., Speedy, S., Jackson, D. (2017).Contexts of nursing: An introduction. Elsevier Health Sciences. Ehde, D. M., Dillworth, T. M., Turner, J. A. (2014). Cognitive-behavioral therapy for individuals with chronic pain: Efficacy, innovations, and directions for research.American Psychologist,69(2), 153. Epstein, B., Turner, M. (2015). The nursing code of ethics: Its value, its history.OJIN: The Online Journal of Issues in Nursing,20(2). Huber, D. (2013).Leadership and nursing care management. Elsevier Health Sciences. Wall, P., Andrus, P., Morrison, P. (2014). Bridging the theory practice gap through clinical simulations in a nursing under-graduate degree program in Australia.International Journal of Learning, Teaching and Educational Research,8(1). Lehne, R. A., Rosenthal, L. (2014).Pharmacology for Nursing Care-E-Book. Elsevier Health Sciences. Maslow, A. H. (2013).A theory of human motivation. Simon and Schuster. Maslow, A. H. (2013).Toward a psychology of being. Simon and Schuster. Mischel, T. (Ed.). (2013).Cognitive development and epistemology. Academic Press. White, M. P. (2017). Uterine Smooth Muscle Tumors of Uncertain Malignant Potential (STUMP): Review of Pathophysiology, Classification, Diagnosis, Treatment, and Surveillance.Journal of Healthcare Communications,2(4).

Technopoly The Surrender of Culture to Technology Essay Example For Students

Technopoly: The Surrender of Culture to Technology Essay Perhaps David Biancullis new book should have been entitled Defending the Indefensible. Instead, the veteran television critic for the New York Post has chosen Teleliteracy: Taking Television Seriously as his title, and made the virtual vindication of the medium his proposition. We wont appreciate the artistry of television or understand American culture, Bianculli argues, until we begin to take television programming seriously. Bianculli has a two-pronged defense. First, he goes to bat for television by reframing the idea of cultural literacy, described a few years ago by E.C. Hirsch in his book Cultural Literacy: What Every American Needs to Know. Hirsch condemned American education for not transmitting the significant artifacts and ideas of our culture, but Bianculli asserts that such a concern misses the point. If you want to talk about knowledge that is shared by everyone, he says, the area to focus on is television. Television is our most common language, our most popular pastime, our basic point of reference. Hence, the term teleliteracy. Where most social critics would find this situation lamentable, Bianculli finds much to endorse and even celebrate about American television. Second, Bianculli scolds intellectuals and academics who vilify popular culture and, in what has become a time-honored tradition, ridicule television. From Plato to Postman, Bianculli writes, referring to fellow media commentator Neil Postman, its been open season on the most popular mass media and its about time someone fired back. The omnipresent storyteller   We will write a custom essay on Technopoly: The Surrender of Culture to Technology specifically for you for only $16.38 $13.9/page Order now Bianculli takes a first shot with a media manifesto through which he seeks to prove that, contrary to the opinions of many of his peers, television is too important to turn off. In short chapters positing arguments ranging from the sociological (television is not the cause of violence in America) to the theoretical (some television can be considered literature), Bianculli avows that television deserves serious study. He doesnt tell us how to cultivate teleliteracy, however; he only tells us its okay to watch television. Although he writes with an appealingly breezy style, Biancullis whimsical treatment of the weighty topics introduced in this book undermines his thesis an irony, since he opens the book with a compelling case for seriousness. Teleliteracy does demonstrate that television dramas, sit-coms and news shows need to be the subject of an authentic, humanistic discourse. As a society shaped by the media, we need to discuss the habits of thought as well as the values and myths this omnipresent storyteller helps to create and circulate. Neil Postman, chairman of the Culture and Communications Department at New York University, explores a related, inimically modern condition in his book Technopoly: The Surrender of Culture to Technology. Postman considers what many may only intuit: that instruments of technology have become sovereign in our lives and social institutions. In almost every facet of American life, what we cheerfully call technological advances have altered human discourse, redefined work and play and displaced tradition and manners. Postman traces the origins of this phenomenon, and questions perhaps the most powerful myth of Western culture: that a new technology always equals progress. Conceding that technology has been a very good friend delivering the goods, making our lives cleaner, easier and longer, ushering in an age of unbounded information Postman cautions that our awe of its many accomplishments has blinded us to the consequences of its gifts. According to Postman, we have given technology carte blanche in our culture. Technopoly, as he describes it, is the condition where humans have little or no control over their tools. To give technology unlimited freedom and allow it privileges to be unguarded by human reason, Postman warns, is to deny and perhaps take away our judgment. This condition can clearly be seen in what Postman calls the information glut. Modern technology has enabled information to multiply faster than we can process, comprehend or manage it. Many believe that the more information we have the better off we are, but Postman suggests that we need to combat this situation through an ecological view of the technologies that in fact bring us the information. .uc0bf300134185b609919708b428dd589 , .uc0bf300134185b609919708b428dd589 .postImageUrl , .uc0bf300134185b609919708b428dd589 .centered-text-area { min-height: 80px; position: relative; } .uc0bf300134185b609919708b428dd589 , .uc0bf300134185b609919708b428dd589:hover , .uc0bf300134185b609919708b428dd589:visited , .uc0bf300134185b609919708b428dd589:active { border:0!important; } .uc0bf300134185b609919708b428dd589 .clearfix:after { content: ""; display: table; clear: both; } .uc0bf300134185b609919708b428dd589 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc0bf300134185b609919708b428dd589:active , .uc0bf300134185b609919708b428dd589:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc0bf300134185b609919708b428dd589 .centered-text-area { width: 100%; position: relative ; } .uc0bf300134185b609919708b428dd589 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc0bf300134185b609919708b428dd589 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc0bf300134185b609919708b428dd589 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc0bf300134185b609919708b428dd589:hover .ctaButton { background-color: #34495E!important; } .uc0bf300134185b609919708b428dd589 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc0bf300134185b609919708b428dd589 .uc0bf300134185b609919708b428dd589-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc0bf300134185b609919708b428dd589:after { content: ""; display: block; clear: both; } READ: The Recent Negative Effect of Technology on Societ Essay Selling cars and Amy Fisher   What do we need to know about television? Not how many cars it can sell or how many stories about Amy Fisher it can tell, Postman contends. We need, he writes, to know if television (or any technology) changes our conception of reality, the relationship of the rich to the poor, the idea of happiness itself. What we need to know, in other words, is not how efficient a technology is, but what values it favors or discourages. We are living in a time when our social problems are so acute that we look for a deus ex machina to solve them, and for many technology has replaced religion or art. As Postman explains, those who are in love with technology constantly develop new methods for putting forth its agenda. It is inescapable that every culture must negotiate with technology, whether it does so intelligently or not, he reasons. That forces another question: Are we up to this challenge?

Making A Close Reading Essay Is Important

Making A Close Reading Essay Is ImportantA sample close viewing essay should be given to the student so that he or she can see what the format will look like. In order to get this completed correctly, the student should understand the different roles of each writer. It is also important for the student to understand the things that can happen in a close viewing.Close viewing will begin with the student delivering his opening paragraph to the reader. This is a section that is usually very brief and can often contain several sentences in its entirety. When the student delivers his opening paragraph, he should include the name of the person giving the reading and his or her last name. After this opening paragraph, it will be time for the student to use the personal information on the list. Next, the student should introduce the writer who is about to give the reading.Next, the student will read the paragraph he or she is writing and decide what information from the reading he or she wan ts to include in the paragraph. Some examples of this could be a quote from the student's own experience, a part of a book a person has been thinking about or even a picture from the scene of the reading. After the paragraph is complete, the reader should feel the tension and hear the voice. If he or she likes what he or she reads, then he or she should continue reading.Next, the student will look at the close reading from the perspective of the writer. The writer will be reading from the point of view of the writer of the reading. The writer may be reading from a fictional story or even telling a true story. If the student has a question, the writer may answer this, but it is important for the writer to have an open mind so that they can explore their ideas.The reader will want to see how the writer of the reading reacts to the events that are taking place in the scene. Thiswill allow the student to know what to expect from the reading. The reader will want to make sure that the wr iter of the reading is being honest and how truthful the student may want them to be.After the close reading is done, the student should deliver his or her own close viewing essay. Sometimes the student will be able to write a close reading essay, but sometimes it will be impossible for the student to do so. Some students might also be able to prepare a close reading essay for school but it is not always possible.If you are giving your close viewing essay to your college or university, you can expect the professor to give a student reading first. After this, if it is okay with the professor, the student may proceed with the close viewing essay.

The Message Of Babi Yar Essays - The Holocaust In Ukraine

The Message Of Babi Yar Essays - The Holocaust In Ukraine The Message of Babi Yar There are very few people in the world who are willing to go against the popular trends and do what they feel in their hearts is correct. But Yevgeny Yevtushenko is one of those people. In his poem Babi Yar, he tells the story of the modern persecution of the Jews, focusing on atrocities like those of the massacre at Babi Yar and the pogroms at Beilostok, and also the general anti-Semitism that killed men like Dreyfus and pervades the entire Russian people. The poem uses many literary devices, such as graphic imagery and contrasts, while painting a very clear picture of the scenes of pure horror. Babi Yar is written in many different voices, all of which, however, have the same message. The author starts off with his own perspective, then goes on and describes certain people in modern Jewish history whose lives will forever be remembered as symbols of the time. At the end of the poem the author comes back and speaks in his own voice, yet this time he delivers a message to his people about how they have committed a large number of these crimes against the Jews, yet think that such actions are pure and good for Russia. By switching from the voices of those who were so afflicted by the persecution to a voice of accusation, the author effectively points out how foolish the arguments of the Russians are when they try to point out any validity in killing millions of Jews. The poem starts out with a description of the ravine at Babi Yar. However, all it says is that there is nothing to describe. It calls the steep ravine, which is the grave sight of one hundred thousand people, the only memorial that is there. This frightens the author, because the massiveness of the tragedy deserves at least some recognition. Then Yevtushenko realizes that fear is a part of Judaism, something that is as old as them, and therefore originating with them. He says that he too must be a Jew for he is afraid of what his people and his society have become. Many years ago, in the "ancient days," it would not be such a shock to see the Jews enslaved in Egypt or crucified as a means of torture and death, but even in modern times the same things are going on-he still has the marks from where the nails pierced him. The author has used classical examples of Jewish persecution which every one knows is gone in the physical sense, but show how they still exist in the theoretical aspect, as the persecution is still occurring. In the next three ezzas, the poem takes the ezdpoint of three figures whose stories are pertinent examples of what Yevtushenko is trying to rely in this poem. First the voice of Dreyfus is used, and the ezza describes how horribly and unfairly he was treated, and how the country and its leaders turned their backs on him. There are two important literary devices used in this section. First the author puts the word "pettiness" on a line by itself. This is used as a declaration of what the author feels anti-Semitism is based on. It is because of pettiness that Dreyfus was accused and further because of pettiness that he was not pardoned when it was proven that he had not committed any crime. The next important device is the description of ladies with their umbrellas. This is an image to the wealthy aristocracy of France, who not only turned their backs on Dreyfus and did not help him, but also increased the effort to have him punished unnecessarily. The next Jewish figure whom the author singles out is a boy from the town of Bielostok, where one of the most horrible pogroms ever took place. The entire ezza focuses on the image of how bad the people were who participated in the pogrom. Using graphic images of blood spurting all around and of victims pointlessly begging for mercy, the author clearly shows how wrong the pogroms were and wrong his countrymen were for allowing them to occur. A device the author uses in this ezza is contrast, as in

How to Use a Geoboard in Math

How to Use a Geoboard in Math A geoboard is a math manipulative used to support early geometric, measurement, and numeracy concepts. A geoboard is a square board with pegs to which students attach rubber bands. If geoboards arent handy, you can also use dot paper, although it doesnt make learning quite as enjoyable for the students. Geo-boards come in 5 by 5 pin arrays and in 10 by 10 pin arrays. Initially, a conversation needs to occur about the appropriate use of rubber bands when using geoboards. Those students who cant use rubber bands appropriately will use the dot paper instead. Once this is known, students tend to make good use of the geoboard rubber bands. Here are some questions for the 5th grade that has students representing figures while also developing concepts about measurement, specifically area. In order to determine if students have understanding, have them hold up their geo-boards each time theyve completed the question. 15 Questions for the Geo-board 1. Show a triangle that has an area of one square unit. 2. Show a triangle with an area of 3 square units. 3. Show a triangle with an area of 5 square units. 4. Show an equilateral triangle. 5. Show an isosceles triangle. 6. Show a scalene triangle. 7. Show a right triangle with an area of more than 2 square units. 8. Show 2 triangles that have the same shape but that are different sizes. What is the area of each? 9. Show a rectangle with a perimeter of 10 units. 10. Show the smallest square on your geoboard. 11. What is the largest square you can make on your geoboard? 12. Show a square with 5 square units. 13. Show a square with 10 square units. 14. Make a rectangle with an area of 6 and state what the perimeter is. 15. Make a hexagon and determine the perimeter. These questions can be modified to meet learners at various grades. When introducing the geoboard, begin with an exploring type of activity. As the comfort level increases when working with geoboards, it is useful to have students begin transferring their figures/shapes to dot paper. To extend some of the questions above, you can also include concepts like which figures are congruent, which figures have 1 or more lines of symmetry. Questions like this should be followed up with, How do you know? which requires students to explain their thinking. The geoboard is just one of many math manipulatives that can be used in math to support understanding of a concept. Math manipulatives help teach concepts in a concrete method which is preferred before attempting the symbolic format.