Early Childhood Studies Critical and Sensitive

Question: Portray about the report theEarly Childhood Studies. Answer: Presentation As per Diem-Wille (2011), youth is essentially the most basic and touchy piece of by and large lifecycle where legitimate consideration, ceaseless development, fitting conditions, great wellbeing, language advancement and learning competency of kids cooperates to develop a solid person. The main distinction among creatures and people are they style and aptitude of living which begins from early life stages. One of the most significance factors that add to youth advancement is play (Nurse, 2009). Playing in youth is a collective impact of various exercises that adds to the general development of youngsters by upgrading social, passionate, physical and psychological prosperity (Hughes,F.P., 1991). Youngsters engage in playing exercises since it gives them energy and joy. Through playing, youngsters can get open doors for articulating, imparting, and getting connected with their folks just as society (Woodfield, 2004). Further, as playing is end up being engaged with the intellectual improvement of kids where it helps in the declaration of various sentiments like resentment, pity, restraint, satisfaction and so forth which help them to get feelings and their application in every day life. For instance the sentiment of trouble subsequent to losing a game clarify youngsters the significance and intensity of achievement throughout everyday life (Callander, 2010). In this exposition an away from towards the effect of playing on the general reactivity, imagination and usefulness of a youngster named Collin is seen by mentioning basic objective facts on the video film indicating his exercises. Further, talking about the youth improvement with the assistance of a hypothesis that bolsters the investigation. Examination of Collin (perception investigation) In the perception, Collin is seventeen months old kid whose playing exercises clarify the brilliant youth advancement exertion and insight of this kid. Collin, toward the start, was watched going around a table set in the room. Collin for the last forty-six moment has been watched doing various exercises individually. Collin was presented to a decent domain that is liberated from hurtful items making condition well disposed situation of the youngster. Collins was watched moving around the table and further situating the tapes and letters in order hinder that featured the uniqueness of his youth stage. There was nobody else present in the room while the perceptions were performed; consequently the exercises done by Collin are unmistakably founded on his own insight, encounters and learning capacities. Collin is at a Cognitive phase of youth that is viewed as the idiotic stage wherein a youngster can orchestrate things, distort things just as develop imaginative things yet cant express their capacities (Broadhead, 2004). Collins at this underlying age was watched gathering DVDs and tapes just as attempting to organize them to the right situation on the rack. Collin is attempting to mastermind the DVDs in their right retires and simultaneously attempting to separate them from their tapes. However, Collin can't communicate his multifaceted nature and disarray since he was watched for performing whining commotion and scouring his face that communicates his disarray while situating the DVDs and tapes. This multifaceted nature created because of absence of language force and correspondence abilities that don't get totally created in this underlying phase of life. Notwithstanding, the clever movement of accurately organizing tapes and DVDs performed by Collin while playing with these thi ngs clarifies that Collin is having remarkable psychological turn of events, shrewd cerebrum and incredible reasoning limit in light of the fact that such action is less anticipated from a seventeen-month-old youngster (Diem-Wille, 2011). Language is viewed as a basic component for articulation of emotions, prerequisites, want and other subjective practices (Sheppy, 2009). Collin was just heard making a few clamors and checking numbers that he may have been instructed by his folks. Collin had the option to catch some short words that he can recollect rapidly. During this perception, Collin applied his showed words in his playing exercises. Collin is seen checking the obstructs that he is holding; he can tally noisily individually. For instance, he picks the square by-square, tallying 1 up to 6 putting them inside the case. He is fearless while checking; as though he realized that the request he was utilizing to tally the squares were right. Collins utilized outward appearance and voice sounds as devices of language for clarifying or communicating his sentiments. Feelings were likewise seen in Collins forty-six minutes perception. It was through social play in which Collin was seen calm yet feeling can tell his befuddled and complex condition. Collin was occupied with the equal plays, where he was really playing without associating with anyone. He can communicate his inclination in the circumstances through his looks. Collin was heard making a crying clamor, simultaneously, he is watched scouring his face when he needs to get the case. It shows that Collin is either basically thinking, or mistook for his exercises. In any case, toward the end phase of perception, he was watched applauding clarifying his fervor and blissful inclination in the wake of finishing his playing movement. It is been contemplated that youngsters in the wake of watching crowd applauding after fruition of any action or guardians applauding after a decent demonstration by kids, they attempt to duplicate this applauding scene to communicate their bliss and satisfaction (R obinson, 2008). Comparable movement was seen in Collins perception. Accordingly, this movement performed by Collin demonstrates the significance of playing in youth stage where Collin had the option to communicate his insight, learning abilities, feelings, correspondence, fervor, bliss, disarray and unpredictability that he created in the diverse phase of by and large act. Colin was just playing as a typical kid yet the basic perceptions made of his playing exercises assists with understanding the significance of playing in youth phase of life. Jean Piaget Theory of intellectual improvement connected with perception investigation In the intellectual hypothesis created by Jean Piaget, it is been expressed that the early youngster development and improvement occur through mind boggling and various procedures. The activity here is however and handled for the improvement of human insight. The activities impact what come after another in the human life. Piaget hypothesis further demonstrates about Schemas; where it portrayed that both mental just as physical activity helps in deciphering and furthermore understanding the development of the world (Robinson, 2008). Hypothesis demonstrates that a great deal of new data is picked up and prepared in youth phase of life. Piaget accepted that at the age of 1-2 years, psychological improvement follows a specific fixed methodology that is changed by the exercises, learning and involvement with this stage. Moreover, the hypothesis portraying Schemas show that increasingly more physical just as mental procedures work to build up the intellectual conduct of individual (Macint yre, 2007). Comparable was seen on account of Collin, where progressively about mental and physical activity required as found in the playing exercises of Collin. Hence, the Schemas of youth stage are cooperating for the psychological turn of events and articulation of watched kid Collin. Piagets hypothesis demonstrates that first phase of human life is the 0-2 years time frame where the kid will get familiar with the world that encompasses the person in question through what gets through his detects. Target execution is the best quintessence of this phase as Piaget puts it (Rathus et al. 2015). The hypothesis expresses this is where a youngster additionally gains from the presence of specific articles that can be seen, contacted and felt by human cognizant. Further, hypothesis shows that the pace of learning or the learning power at beginning life stages like adolescence is high when contrasted with the adulthood learning power (Neaum, 2010). As per Robinson (2008), there are different reasons that clarify this high pace of learning power. One is the natural explanation showing that synapses are in the guileless phase of improvement in youth, and in this manner, cells playing out a higher movement for advancement lead to increment in learning power. Second explanatio n clarifying quickened learning power in youth is their advantage improvement in socialization, association and relationship making process, which for the most part get lower till adulthood. In conclusion, advancement of encounters quickens the learning power in youth stages. Youngsters have high learning limit and void careful express that prompts the advancement of higher learning power (Rathus et al. 2015). Subsequently, for this situation of observational investigation, it is likewise seen that Collin at this phase of life is having an extremely high learning power where he learned various exercises in introductory stages and communicated them in his playing exercises. For instance applauding performed by Collin shows that he has learned or watched somebody applauding before as an outflow of joy, which he applied to communicate his own bliss in the wake of finishing the exercises. Piaget hypothesis likewise expresses that at youth stage, kids consistently accumulate data and store them in their cognizant (Neaum, 2010). They for the most part get information through their sight (watching), getting a handle on and above all, through tuning in. They figure out how to keep off from threat, Collin is seen moving around the table however can't hop on it, and the explanation for hopping on it is to dodge the risk and damage (Rathus et al. 2015). These were the significant purposes of Piagets hypothesis of youth psychological improvement that were watch

Battle of Friedland in the Napoleonic Wars

Skirmish of Friedland in the Napoleonic Wars The Battle of Friedland was battled June 14, 1807, during the War of the Fourth Coalition (1806-1807). With the start of the War of the Fourth Coalition in 1806, Napoleon progressed against Prussia and won dazzling triumphs at Jena and Auerstadt. Having handled Prussia, the French drove into Poland with the objective causing a comparable annihilation on the Russians. Following a progression of minor activities, Napoleon chose to enter winter quarters to allow his men to recuperate from the battling season. Contradicting the French were Russian powers drove by General Count von Bennigsen. Seeing a chance to strike at the French, he started moving against the segregated corps of Marshal Jean-Baptiste Bernadotte. Detecting an opportunity to handicap the Russians, Napoleon requested Bernadotte to fall back while he moved with the fundamental armed force to remove the Russians. Gradually drawing Bennigsen into his snare, Napoleon was thwarted when a duplicate of his arrangement was caught by the Russians. Seeking after Bennigsen, the French armed force got spread over the open country. On February 7, the Russians went to persevere close Eylau. In the subsequent Battle of Eylau, the French were checked by Bennigsen on February 7-8, 1807. Leaving the field, the Russians withdrew north and the two sides moved into winter quarters. Armed forces Commanders French Napoleon Bonaparte71,000 men Russians General Levin August, Count von Bennigsen76,000 men Moving to Friedland Reestablishing the battle that spring, Napoleon moved against the Russian situation at Heilsberg. Having taken a solid protective position, Bennigsen repulsed a few French attacks on June 10, causing more than 10,000 setbacks. In spite of the fact that his lines had held, Bennigsen chose for fall back once more, this time towards Friedland. On June 13, Russian mounted force, under General Dmitry Golitsyn, cleared the zone around Friedland of French stations. This done, Bennigsen crossed the Alle River and involved the town. Arranged on the west bank of the Alle, Friedland involved a finger of land between the waterway and a plant stream (Map). The Battle of Friedland Begins Seeking after the Russians, Napoleons armed force progressed more than a few courses in various sections. The first to show up in the region of Friedland was that Marshal Jean Lannes. Experiencing Russian soldiers west of Friedland a couple of hours after 12 PM on June 14, the French sent and battling started in the Sortlack Wood and before the town of Posthenen. As the commitment developed in scope, the two sides started dashing to stretch out their lines north to Heinrichsdorf. This challenge was won by the French when rangers drove by the Marquis de Grouchy involved the town. Pushing men over the waterway, Bennigsens powers had swollen to around 50,000 by 6:00 AM. While his soldiers were applying pressure on Lannes, he sent his men from the Heinrichsdorf-Friedland Road south to the upper curves of the Alle. Extra soldiers pushed north to the extent Schwonau, while save rangers moved into position to help the developing fight in the Sortlack Wood. As the morning advanced, Lannes battled to hold his position. He was before long helped by the appearance of Marshal Edouard Mortiers VIII Corps which drew nearer Heinrichsdorf and cleared the Russians out of Schwonau (Map). By early afternoon, Napoleon had shown up on the field with fortifications. Requesting Marshal Michel Neys VI Corps to expect a position south of Lannes, these soldiers shaped among Posthenen and Sortlack Wood. While Mortier and Grouchy framed the French left, Marshal Claude Victor-Perrins I Corps and the Imperial Guard moved into a save position west of Posthenen. Covering his developments with ordnance, Napoleon wrapped up his soldiers around 5:00 PM. Evaluating the limited territory around Friedland because of the waterway and Posthenen factory stream, he chose to strike at the Russian left. The Main Attack Moving behind an enormous big guns torrent, Neys men progressed on the Sortlack Wood. Rapidly defeating the Russian resistance, they constrained the adversary back. On the extreme left, General Jean Gabriel Marchand prevailing with regards to driving the Russians into the Alle close Sortlack. While trying to recover the circumstance, Russian rangers mounted a decided assault on Marchands left. Flooding forward, the Marquis de Latour-Maubourgs dragoon division met and shocked this assault. Pushing forward, Neys men prevailing with regards to writing the Russians into the curves of the Alle before being ended. In spite of the fact that the sun was setting, Napoleon tried to accomplish an unequivocal triumph and was reluctant to allow the Russians to get away. Requesting forward General Pierre Duponts division from the hold, he sent it against the mass of Russian soldiers. It was supported by the French mounted force which pushed back its Russian partners. As the fight re-touched off, General Alexandre-Antoine de Sã ©narmont sent his mounted guns at short proximity and conveyed a shocking torrent of case-shot. Tearing through the Russian lines, discharge from Sã ©narmonts firearms broke the foe position making them fall back and escape through the roads of Friedland. With Neys men in interest, the battling at the southern finish of the field turned into a defeat. As the attack against the Russian left had pushed ahead, Lannes and Mortier had attempted to stick the Russian community and right set up. Spotting smoke ascending from a consuming Friedland, the two of them progressed against the foe. As this assault pushed ahead, Dupont moved his assault north, forded the plant stream, and attacked the flank of the Russian community. In spite of the fact that the Russians offered wild opposition, they were at last constrained to withdraw. While the Russian right had the option to escape by means of the Allenburg Road, the rest of back over the Alle with many suffocating in the waterway. Fallout of Friedland In the battling at Friedland, the Russians endured around 30,000 setbacks while the French acquired around 10,000. With his essential armed force wrecked, Tsar Alexander I started suing for harmony not exactly seven days after the fight. This adequately finished the War of the Fourth Coalition as Alexander and Napoleon closed the Treaty of Tilsit on July 7. This understanding finished threats and started a collusion among France and Russia. While France consented to help Russia against the Ottoman Empire, the last joined the Continental System against Great Britain. A second Treaty of Tilsit was marked on July 9 among France and Prussia. Anxious to debilitate and mortify the Prussians, Napoleon stripped them of a large portion of their domain. Chosen Sources Skirmish of Friedland: French Order of BattleNapoleon Guide: Battle of FriedlandHarvey, Robert. (2006) War of Wars: The Epic Struggle Between Britain and France, 1789-1815. New York: Carroll Graf.

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PTSD Rates Among Those Who Experienced 9/11 Many people were greatly affected by the September 11, 2001, terrorist attacks on the World Trade Center and the Pentagon, and as a result of these attacks, many people have wondered if there is a relationship between 9/11 and PTSD. On 9/11, the United States was faced with one of its greatest tragedies. Many people were directly exposed to this massive traumatic event. Others were indirectly exposed through the extensive television coverage and/or stories from survivors of the attacks. As a result of this, many people were put at risk for the development of PTSD. Rates of PTSD After 9/11 Several studies have been published that examined rates of PTSD as a result of the 9/11 terrorist attacks. One study of 2,733 people across the United States conducted in October and November of 2001 found that 11.2% of New York City residents had PTSD, and 4% of U.S. residents had PTSD. Another study of 998 adults in New York City five to nine weeks after the attacks found that 7.5% had PTSD. How Distance Made a Difference As would be expected, people who were in closer proximity to the attacks have been found to have higher rates of PTSD. In particular, 20% of people who lived below Canal Street in New York City (which is close to the World Trade Center) were found to have PTSD following the attacks. Rates of PTSD in Relief Workers Another study looked at 109 mental health relief workers who went to Ground Zero for one week during the first 2 months after the 9/11 attacks. This study found that relief workers showed signs of PTSD as a result of direct and indirect exposure to traumatic events at Ground Zero. Specifically, it was found that 4.6% of relief workers had PTSD as a result of hearing stories from survivors of the attacks. A slightly higher percentage (6.4%) had PTSD as a result of direct exposure to stressors at Ground Zero. However, it is important to point out that 6 to 8 months following the attacks, none of the relief workers were found to have PTSD. Long-Term Impact of 9/11 Despite the high rates of PTSD immediately following the 9/11 attacks, studies are showing that many people are resilient, no longer having PTSD symptoms as soon as 6 months after the event. However, if you find that you are continuing to experience PTSD symptoms or other psychological difficulties (for example, depression), it is very important for you to seek help. The Anxiety Disorder Association of America provides links to therapists across the United States who specialize in the treatment of anxiety disorders and PTSD specifically. Lists of anxiety disorder support groups being offered across the United States are also provided. An Overview of PTSD

Essay on Baroque Music - 1669 Words

Baroque Music In 1600 a new style of music began to evolve, this form of music was later to be called Baroque. Baroque music was very different to the music before its time such as medieval and early renaissance music and the development of new harmonic and melodic lines added difference in pace and variation to the compositions giving them a new shape and form. The structure of the music also changed, different forms such as fugues and cannons developed and different instruments were introduced. There were many composers that wrote music throughout the baroque era, some more significant than others but each contributing a large amount to the development throughout this period. Corelli†¦show more content†¦Handels father disapproved of his composing wanting him to study law; however Handels intentions were strongly pointed in the direction of his musical talent. Handel became very much involved in the Opera scene developing in London at this time and became key to its development. After leaving Germany he spent a significant amount of time in Florence, Rome, Naples and Venice and in this time he studied with other influential artists such as ArcangeloCorelli. He then left Italy in 1710 and moved to Hanover; here he was given the job of director of music to George Louis, the Elector. Handel was considered as one of Englands most influential composers and after his death in 1710 he was buried in Westminster Abbey. Johann Sebastian Bach was born on March 21st l685 and died in 1750, he was said to have a great ability of bringing the different forms and styles of baroque music to perfection and this helped him stand out as a significant composer during the baroque era and forward till today. Bach came from a family with a large amount of musical history making him well known in his home land of southeast Germany. It was clear that Bach was considered a powerful composer because he was still dominant to the developments made on the baroque style even though heShow MoreRelatedBaroque Music764 Words   |  4 PagesBaroque Music Period ​â€Å"Baroque music expresses order, the fundamental order of the universe. Yet it is always lively and tuneful. Follow the development of music through this brief outline, from the earliest times to the present day, with baroque music set in historical context.† The style of polyphonic music containing elaborate ornamentation and contrasting elements, that is how Baroque music is defined. The Baroque era in music is not a set style in music but many diverse styles which may beRead MoreInfluence of Baroque Music to Classical Music4158 Words   |  17 PagesCHAPTER I INTRODUCTION Music of any period reflects, in its own way, some of the same influences, tendencies, and generative impulses that are found in the other arts of that time (Donna, 2005). Thus the word baroque, usually used despairingly by eighteenth-century art critics to describe the art and architecture of the seventeenth and early eighteenth centuries, came to be applied also to the music of the seventeenth and early eighteenth centuries. After some years after the death of JohannRead MoreMusic During The Baroque Era2164 Words   |  9 PagesMusic during the Baroque era was regarded as a powerful form of communication that could invoke emotions in the listeners. This philosophical belief was derived from a revival of the ideas of the Greco-Roman culture, and as a result, composers believed that they could also affect their listeners through the power of melody, harmony, rhythm, and stylistic details. The emphasis on communication was reflected in the major styles and components that were used throughout Baroque compositions. BaroqueRead MoreThe Baroque Era of Music Essay515 Words   |  3 PagesThe Baroque period of music lasted from approximately 1600 – 1750 AD. It falls into the Common Practice period and was the most predominant style of writing after the Renaissance period and before the Classical period (the Classical period uses many elements from the Baroque period). The word Baroque means highly deco rated and essentially gives us an insight into what the music of the time was like. Many pieces in the Baroque style have three or four different parts which work together to produceRead More Baroque music Essay607 Words   |  3 Pages The Music of the Baroque Era The style of polyphonic music containing elaborate ornamentation and contrasting elements, that is how Baroque music is defined. The Baroque era was a kind of transitional era in art and music. The Renaissance means rebirth and is typically regarded as such. The Baroque era in music is not a set style in music but many diverse styles which may be broken down into at least three distinct periods. A renewed interest in art and music was experienced throughout the RenaissanceRead MoreThe Restoration Of Baroque Music1628 Words   |  7 Pagesthe Baroque period. The english word baroque originated from the Italian word barocco, meaning bizarre. The usage of this term started in the 1860s to describe the decorative, elaborate style of the 17th century religious and public Italian buildings. Baroque music has affected everything we hear in music today due to the incredible form of the music, instruments, and composers of that time. Baroque music is a style of Western art composed from approximately 1600 to 1750. This style of music is filledRead MoreBaroque Music And The Baroque Era1366 Words   |  6 PagesBaroque music began in Italy and it spread to all other parts of Europe. The musical characters in the baroque era pursued interests in subjectivity of the observers and created a deep human feeling while composing their music (Harbison 22). This character of the baroque artists is depicted in several works done by Michelangelo. One of the pieces of art was campidoglio on the hill capitalino. The picture above takes the structure of a sculpture and it is placed in a three dimension space havingRead MoreModern Music During The Baroque Era1798 Words   |  8 PagesThe term Baroque has been widely acknowledged as a period in Western European Art Music lasting for 150 years from early 17th to mid-18th century. The word itself is originated from barroco in Portuguese meaning â€Å"oddly shaped pearl†, w hich best describes the visual and details of the buildings existed during that period. Its flamboyant and ornate details of the building is what causes ornamentations and harpsichords to become an essential element of Baroque music. Bach, ornamentation, and harpsichordRead MoreBaroque Music Characteristics537 Words   |  3 PagesBaroque Period (1600-1750) Baroque Music Characteristics 2 Rhythm †¢Most baroque music has an easily recognizable strong, steady pulse, and continuity of rhythm. †¢Patterns of rhythmic sequences permeate much of Baroque music. †¢Rapid changes in harmony often makes the pieces feel more rhythmic. †¢Dance rhythms were frequently used in multi-movement form pieces. †¢Dotted rhythms were widely used. Harmony †¢Figured Bass—a system of numbers placed under the music—was developed to indicateRead MoreThe Baroque Era Of Music Essay2374 Words   |  10 PagesThe Baroque chamber orchestra, a type of ensemble today that can vary greatly from group to group, is involved in a type of performance many musicians remain confused about. For a modern musician, the confusion surrounding the Baroque style stems from a notion that spending time learning a style of instrument that is no longer commonplace is something that is not worthwhile or is even detrimental to a modern instrumental career. Much of this stems from the idea that the romantic era of music is the

Every day millions of people put their trust in those...

Every day millions of people put their trust in those around them. When the passengers boarded the flights on September 11th, 2001, they put their trust in the planes, the pilots, and the other passengers. On this devastating day about 3,000 people lost their lives. One of America’s only terrorist attacks on US soil, the attacks on 9/11 affected the United States by killing many people in Manhattan and Washington D.C., sending its economy into deficit, and sparking a war in Afghanistan. On September 11, 2001, the terrorist group al-Qaeda hijacked four airplanes. They intended to use these planes as a bomb to destroy what they considered to be key US targets. There were nineteen men who carried out hijacks. The terrorists, organized by†¦show more content†¦This 767 airplane contained fifty-one passengers, nine crewmembers and unbeknownst to everyone five hijackers. The fate of flight 11 was not conveyed to those on flight 175. No one aboard flight 175 realized that they too were part of a conspiracy to attack the World Trade Center. Authorities first identified that there was trouble on flight 175 only after it veered off its authorized flight pattern. This was confirmed once they were unable to reach the plane with their radios. For those who thought that flight 11 was only a terrible accident, flight 175 was a terrible shock. At 9:03 am flight 175 struck the south tower of the World Trade Center, killing not only the sixty people on the plane, but also m any in the tower. (Wachtel 11,14) Another team of terrorists took over an American Airlines plane. Flight 77 which was scheduled to go from Washington D.C. to Los Angeles, California. As with the other hijackings, the terrorists waited until the flight was underway to take over the plane. Phone calls reported knives and box-cutters, as well as a bomb threat aboard flight 77. The third plane crashed into the west wall of the Pentagon in Arlington, Virginia, at 9:38 am killing fifty-nine people on the plane, and 125 in the Pentagon. (Wachtel 14) United Airlines flight 93 took off late from Newark, New Jersey. (Wachtel 12). Instead of going to San Francisco, the plane was taken over by four hijackers. The fourth, and luckilyShow MoreRelatedTerrorism : The 9 / 111683 Words   |  7 Pages The 9/11 attacks became a black mark in history that has affected the lives of many and will continue to do so for many generations to come. Terrorism took on a whole new meaning with the actions of Osama bin Laden. The attacks made the United States more aware of its vulnerabilities and reinforced the need for change in the security of the country to help protect our freedom. The attacks on 9/11 by Osama bin Laden, the leader of the al Qaeda group who was responsible for the acts, was a major turningRead MoreThe Attacks Of 9 / 111304 Words   |  6 PagesThe attacks of 9/11 affected the United States by increasing discrimination, endangering the health of many Americans, hurting the economy and changing foreign and security policies. Much of the tension and terrorism between the Middle East and the United States can be traced back to the twentieth century. In the early 1920s oil became very essential to the United States, therefore the U.S. invested in the Middle East oil industry. Since both sides of the world were connected through this investmentRead MoreThe Specifics Of The 9 / 11843 Words   |  4 Pagesmoment in history between 1901 and now. The defining moment in this report is the 9/11 attacks. The purpose of this report is to understand, the specifics of the 9/11, what happened on 9/11 and how it happened, the Primary factors that contributed to the outcome of 9/11 and lastly reasons why the 9/11 attack is considered a defining moment in intelligence history. The September 11 assaults (often referred to as 9/11) involved a series of four organised terrorist assaults by the Islamic terroristRead MoreThe Attack On 9 / 11 Essay1571 Words   |  7 Pageswhen a friend of my family’s came over and told us to turn on the news. A Boeing 767 had just impacted the north tower. Everyone was confused about what was happening, to include me. This is really the only memory I have specifically of the attacks on 9/11, when I was 5 years old. I knew and understood what had happened that day. What I never heard about was the legislation that passed in the days to follow. After the confusion, some panic about when the next attack would happen followed. The AmericanRead MoreThe Attacks Of 9 / 111247 Words   |  5 PagesThe attacks of 9/11 was an act of terrorism that happened in New York. Two airplanes crashed into the World Trade Center in New York, one into the Pentagon in Virginia, and another one crashed into a field in Pennsylvania intended to strike in Washington D.C. Three thousand civilian lives were lost that day. It was said by Al-Qaeda group, Osama Bin Laden that the purpose of 9/11 terror was to take revenge for the United States. The typical morning which turned out the historical tragedy terrorRead MoreSummary : 9 / 11 Essay1991 Words   |  8 PagesResearch Paper: 9/11 George W. Bush once said that â€Å"Our enemies have made the mistake that America’s enemies always make. They see liberty and think they saw weakness.† 9/11 was a devastating day in American history. Men, from the terrorist group Al Quada, attacked America on their own soil for the first time since Japan attack us at Pearl Harbor. But there are some things we can isolate from it. The basic overview of it. What were the terrorists doing to get ready for the day, and what was theirRead More9/11 Informational Essay1444 Words   |  6 PagesWorld Trade Center Attack September 11, 2001 was not just any ordinary day for the citizens of the United States and the city of New York, but a devastating attack that has put us all in shock and fear. As all of you know, the Tuesday that this country was ambushed and attacked destructively by terrorists, was one of the saddest days America has ever seen. Not only did it affect the people that were in the World Trade Center Towers and the loved ones who unfortunately passed away, but it affectedRead MoreThe Importance Of The 9 / 11 Memorial1742 Words   |  7 PagesThe Importance of the 9/11 Memorial Everyone remembers where they were when they first heard the news of the terrorist attacks on September 11th, 2001. Since this traumatic day, many memorials have been made to honor the people who lost their lives. The memorial in New York City at Ground Zero has become a popular place for many people around the world to come visit. More than 21 million people have visited this memorial since its opening in 2011 (National September 11 Memorial Museum). It especiallyRead MoreAnalysis : The 9 / 11 Memorial 1381 Words   |  6 Pagesmood of the scene as we walked up to the 9/11 memorial. The first sight that is visible in the area as we approach the exhibit is a small, antique church. In a way, this church symbolizes God’s presence in the crowd of people taking in the scenery. This moment in time, my view of life was changed as I realized the phenomenal event that we recognize with a moment of silence every year is so much bigger than I thought. It’s not until a person explores the 9/11 memorial that they fully understand theRead MoreThe Terrorist Attacks On 9 / 112048 Words   |  9 PagesAbstract The terrorist attacks on 9/11 made a great impact on our nation both economically and psychologically. This paper reviews the findings of some of the research that has been done since this tragic event. A big topic is the initial response our government had after the attack. This includes local, state and federal government. Many new emergency response protocols have been put in place based on the rescue efforts that took place that day. It took the lives of many for our country to understand

Flags of Our Fathers Letters of Iwo Jima Free Essays

‘Flags of our Fathers’ is a movie directed by Clint Eastwood and takes place during World War 2 about the Battle of Iwo Jima. The film circulates around the five Marines and the lone Navy solider who raised the American flag on Mt. Suribachi. We will write a custom essay sample on Flags of Our Fathers Letters of Iwo Jima or any similar topic only for you Order Now Although the photo was taken when they raised the replacement flag, since the military wanted to keep the original so politicians would not take it and put it in their home as a shrine. There were only three survivors out of the six that raised the flag, so they were shipped back to the United States. When they got back they travel the United Stated shaking people’s hands and telling them about the photo in order to raise money for the war. Throughout the trip Ira is constantly getting drunk and eventually gets shipped back to his unit as he wished since he made the General very angry. The remaining two soldiers continue to travel and raise money. After the war ends, all three finally get to go home. Although two of the soldiers struggled with their life after the war, since one went on to become a school janitor and the other hitchhiked across the country and could not escape his past. While the other soldier bought a funeral home and ran it until he passed away, he was the only successful one. All three saw each other one last time at the unveiling of the Marines War memorial, which was a statue of the flag raising on Mt. Suribachi. ‘Letters from Iwo Jima’ was also another movie about World War 2 involving Battle of Iwo Jima directed by Clint Eastwood, except this film shows you the other side of the war. It shows you what the Japanese did to prepare for the war and shows there perspective of it. Although it mainly focuses on a few soldiers and one particularly, who was a just a young man who was a baker who got drafted. It starts off when Japanese soldiers were digging trenches on the beach then the General comes and changes everything. He tells to start digging tunnels for what they thought would be a better defense. Since the Japanese fleet was destroyed he did not think it was necessary to have trenches on the beach. Then the United States invaded Iwo Jima, they quickly over took the beach. Shortly after, they quickly took over all of Iwo Jima. The Japanese soldiers knew it was over so some started committing suicide but the young baker refused to and got away trying to save his own life. He then travels all the way across the island where he meets the general, who saves his life. In returning the favor, the general asks the baker to burn all his military documents and basically gives him a chance to go back to his family while he leads one last attack. He then burns all the documents like he was told but decides to put all the letters in a bag and buries them in the dirt so someone can find them. Some years down the road they are found and that is how the story is told from the Japanese point of view. ‘Flags of our Fathers’ and ‘Letters from Iwo Jima’ both take place during World War 2 which was from 1939 to 1945 but the battle both movies focuses in on took place on February 19th, 1945. The message Flags of our Fathers is that no matter who you are you can always make a difference. All it takes is faith, consistency and hard work. The flag raising was also very patriotic and it gave many Americans hope that we had won the war and it was over. Although they failed to realize what the Americans had to go through in the war, they just saw the picture and realized everything was fine and came up with their own story on what they think happened. While in ‘Letters of Iwo Jima’ the Japanese soldiers were also very patriotic I believe. The film shows you that you should never disrespect your country regardless of what type of situation you are in. You should always fight, stand up, and have pride for your country and never take the cowards way out. In the film ‘Flags of our Fathers’, I believe there is one bias. This is that the people of America mainly just paid recognition to the three soldiers who raised the flag and seemingly forgot about everyone else fighting in the war. Yes I am well aware of that the movie focuses on that flag raising, but they even said so in the movie that people saw the picture and assumed victory and came up with their own story about it. At first while watching the movie while reading the questions I thought it was pretty obvious that the two marines and lone navy corpsmen were the heroes of the movie but later on I found out that there were no heroes. In the final scene of the movie, the son of one of the soldiers states; there is no such thing as heroes and the soldiers were uncomfortable being called heroes, since heroes are something we create and need. It is a way for us to understand what is almost incomprehensible. How people could sacrifice so much for their buddies. They may have fought for their country but they died for their friends with a man in front and a man beside them. If we wish to truly honor these men, we should remember them how they truly were. After I heard that statement he made, it really opened up my mind and made a lot of sense. I strongly believe in that statement, they were just regular guys doing what they ordered to do. Then enemy in the film is clearly Japan since there is no other option. That is the country we are fighting in the war against. Yes, I believe both countries were treated fairly and there was no misrepresentation of history. I think Japan got what was coming to them and is a perfect example of the old saying â€Å"what goes around comes back around†. Since they attacked China several times and even had the courage to attack the United States when they bombed Pearl Harbor. So it is not United State’s fault they were beaten so badly in the movie because quite frankly, they started it but could not back it up. In ‘Letters of Iwo Jima’, it is hard to determine if there are any biases and I do believe that there is not any. Also, the heroes of this movie were also hard to determine. Although, I believe there were two different heroes on the Japanese side of the battle. I think the first hero was General Kuribayashi, since he saved Saigo who was the young baker’s life three different times. The first time being when he said unpatriotic things about Japan to his friend then the Captain overheard and almost killed him before the General stopped him. The second came when the same captain tried killing him again for not obeying orders when he left Mount Suribachi and the General saved him again. Then the third time was when the General told him to stay behind and burn all the war documents and letters while he led one last attack. Obviously, the second hero I believe was Saigo since he chose to bury all the letters instead of burning them, therefore people could know what really happened on Japans side of the battle because if had not have buried them, nobody would have never knew. The enemy is obviously the United States since they are the ones Japan is trying to defend their country from. Japan was treated fairly but they could not match up well with the United States since they started bombing all these countries and thought they were invincible and lost their Navy Fleet, which was the main reason why they lost the battle so quickly and easily. How to cite Flags of Our Fathers Letters of Iwo Jima, Papers

Quantitative methods in finance UT Dallas free essay sample

You may not use your cell phones or other electronic communication devices n class. Required: Students must obtain four Bloomberg certificates: Equity Essentials, Fixed Income Essentials, Foreign Exchange Essentials, and Commodity Essentials. Course Policies Grading (credit) Criteria Additional Course Policies Exams Homework Assignments Class Attendance Class Work learning Students earn a grade in the class by demonstrating mastery of the class material. Grades will be based on an end-of-semester ranking of students according to the total accumulated score.Both the total score and students respective rankings will be used in assigning final grade. The precise cutoff cores used to assign grades will be an end-of-semester decision based on my perception of the difficulty of the exams and class works and other factors that consider appropriate. Grading will be based on the following weightings of assigned material. Project in-class quizzes 20% Exam 1 Exam 2 We will this aspects. Of your grade the for taking all exams on the designated There wildnesss be no make-up You are during responsible firs first first dates. We will write a custom essay sample on Quantitative methods in finance UT Dallas or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Note: You must have my permission to skip an exam. If you have to miss an exam first (with my permission), the weight of course grade on that exam will be shifted o the final exam. There will be two tests in this class. These exams will test your knowledge of material covered in the reading, lectures, class works, and a suggested homework. All tests are closed book; Any use of cell phones, laptops, or other wireless devices and any other methods of communication during exams are expressly prohibited. In addition, unannounced quizzes will count toward your final grade.Suggested homework will be assigned. Students registered for the class are required to attend all sessions. During the semester, you have excuses for missing the class. In the classroom, oh cannot browse any other websites except for weapon related course materials. You will be asked to leave the classroom once discovered. Always check learning before class. This site will include Powering files of the course lecture notes, homework assignments, any external web links, and relevant updates about the class including any changes to the schedule of assignments or quizzes. Student Conduct and Discipline Academic integrity The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It s the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the CTD publication, A to Z Guide, which is provided to all registered students each academic year.The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board Of R egents, The university of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules n Student Services and Activities of the university Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (US 1. 02, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the tankards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct.The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the ward of a degree, and/or the submission as on?s own work or material that is not ones own.As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the universitys policy on plagiarism (see general catalog for details). This course will use the resources of turning. Mom, which searches the web for possible plagiarism and is over 90% effective.