The Battle of the Seelow Heights in World War II

The Battle of the Seelow Heights in World War II The Battle of the Seelow Heights was fought April 16-19, 1945, during World War II (1939-1945). Part of the larger Battle of the Oder-Neisse, the fighting saw Soviet forces attempting to capture Seelow Heights to the east of Berlin. Known as the Gates of Berlin, the heights were assaulted by Marshal Georgy Zhukovs 1st Belorussian Front. Lasting three days, the battle saw extremely bitter fighting as German troops sought to defend their capital. The German position was finally shattered on April 19, opening the road to Berlin. Background Since fighting began on the Eastern Front in June 1941, German and Soviet forces were engaged across the width of the Soviet Union. Having halted the enemy at Moscow, the Soviets were able to slowly push the Germans west aided by key victories at Stalingrad and Kursk. Driving across Poland, the Soviets entered into Germany and began planning for an offensive against Berlin in early 1945. In late March, Marshal Georgy Zhukov, commander of the 1st Belorussian Front, traveled to Moscow to discuss the operation with Soviet leader Joseph Stalin. Also present was Marshal Ivan Konev, commander of the 1st Ukrainian Front, whose men were positioned to Zhukovs south. Rivals, both men presented their prospective plans to Stalin for the capture of Berlin. Listening to both marshals, Stalin elected to back Zhukovs plan which called for an assault against the Seelow Heights from the Soviet bridgehead over the Oder River. Though he supported Zhukov, he informed Konev that 1st Ukrainian Front should be ready to strike against Berlin from the south should the 1st Belorussian Front become bogged down around the heights. With the fall of Kà ¶nigsberg on April 9, Zhukov was able to rapidly redeploy his command to a narrow front opposite the heights. This corresponded with Konev shifting the bulk of his men north to a position along the Neisse River. To support his build up in the bridgehead, Zhukov constructed 23 bridges over the Oder and operated 40 ferries. By mid-April, he had assembled 41 divisions, 2,655 tanks, 8,983 guns, and 1,401 rocket launchers in the bridgehead. German Preparations As Soviet forces massed, the defense of the Seelow Heights fell to Army Group Vistula. Led by Colonel-General Gotthard Heinrici, this formation consisted of Lieutenant General Hasso von Manteuffels 3rd Panzer Army to the north and Lieutenant General Theodor Busses 9th Army in the south. Though a sizable command, the bulk of Heinricis units were badly under strength or composed of large numbers of Volksturm militia. Colonel-General Gotthard Heinrici. Public Domain A brilliant defensive tactician, Heinrici immediately began fortifying the heights as well as constructed three defensive lines to defend the area. The second of these was located on the heights and featured a variety of heavy anti-tank weapons. To further impede a Soviet advance, he directed his engineers to open dams further up the Oder to turn the already soft floodplain between the heights and the river into a swamp. To the south, Heinricis right joined with Field Marshal Ferdinand Schà ¶rners Army Group Center. Schà ¶rners left was opposed by Konevs front. Battle of Seelow Heights Conflict: World War IIDates: April 16-19, 1945Armies Commanders:Soviet UnionMarshal Georgy Zhukovapproximately 1,000,000 menGermanyColonel-General  Gotthard Heinrici112,143 menCasualties:Soviets: approximately 30,000-33,000 killedGermans: approximately 12,000 killed The Soviets Attack At 3:00 AM on April 16, Zhukov commenced a massive bombardment of the German positions using artillery and Katyusha rockets. The bulk of this struck the first German defensive line in front of the heights. Unknown to Zhukov, Heinrici had anticipated the bombardment and had withdrawn the bulk of his men back to the second line on the heights. Surging forward a short time later, Soviet forces began moving across the inundated Oderbruch Valley. The swampy terrain, canals, and other obstructions in the valley badly impeded the advance and the Soviets soon began to take heavy losses from German anti-tank guns on the heights. With the attack bogging down, General Vasily Chuikov, commanding the 8th Guards Army, attempted to push his artillery forward to better support his men near the heights. Soviet artillery during the Battle of Seelow Heights, April 1945. Bundesarchiv, Bild 183-E0406-0022-012 / CC-BY-SA 3.0 With his plan unraveling, Zhukov learned that Konevs attack to the south was having success against Schà ¶rner. Concerned that Konev might reach Berlin first, Zhukov ordered his reserves to move forward and enter the battle in the hope that added numbers would bring a breakthrough. This order was issued without consulting Chuikov and soon the roads were jammed with 8th Guards artillery and the advancing reserves. The resulting confusion and intermixing of units led to a loss of command and control. As a result, Zhukovs men ended the first day of battle without achieving their goal of taking the heights. Reporting the failure to Stalin, Zhukov learned that the Soviet leader had directed Konev to turn north towards Berlin. Grinding Through the Defenses During the night, Soviet artillery successfully moved forward. Opening with a massive barrage on the morning of April 17, it signaled another Soviet advance against the heights. Pressing forward throughout the day, Zhukovs men began to make some headway against the German defenders. Clinging to their position, Heinrici and Busse were able to hold until nightfall but were aware that they could not maintain the heights without reinforcements. Though parts of two SS Panzer divisions were released, they would not reach Seelow in time. The German position at the Seelow Heights was further compromised by Konevs advance to the south. Attacking again on April 18, the Soviets began to push through the German lines, though at a heavy price. By nightfall, Zhukovs men had reached the final line of German defenses. Also, Soviet forces were beginning to bypass the heights to the north. Combined with Konevs advance, this action threatened to envelop the Heinricis position. Charging forward on April 19, the Soviets overwhelmed the last German defensive line. With their position shattered, German forces began retreating west towards Berlin. With the road open, Zhukov began a rapid advance on Berlin. Aftermath In the fighting at the Battle of the Seelow Heights, the Soviets sustained over 30,000 killed as well as lost 743 tanks and self-propelled guns. German losses numbered around 12,000 killed. Though a heroic stand, the defeat effectively eliminated the last organized German defenses between the Soviets and Berlin. Moving west, Zhukov and Konev encircled the German capital on April 23 and the former began the final battle for the city. Falling on May 2, World War II in Europe ended five days later.

A Review of Reading Eggspress

A Review of Reading Eggspress Reading Eggspress is an interactive online program intended for students in grades second through sixth and designed to build reading and comprehension skills. Reading Eggspress is a direct extension of the Reading Eggs program. Both programs are sold as a single unit. This means that if you purchase the program for Reading Eggs, you also have access to Reading Eggspress and vice versa. The two programs are uniquely different, but intertwined at their core. Whereas Reading Eggs is a learning to read program, Reading Eggspress is a reading to learn program. The program was originally developed in Australia by Blake Publishing, but brought to schools in the United States by the same company that developed Study Island, Archipelago Learning. Reading Eggspress was designed to actively engage students in fun, interactive activities that build their vocabulary knowledge, comprehension skills, and overall reading level. The components found in Reading Eggspress include a wide range of lessons, learning resources, games designed to motivate, and e-books. This program is not intended to replace traditional classroom instruction, but instead as a supplemental program that can aid in comprehension skill building. There are 240 interactive comprehension lessons in 24 levels of Reading Eggspress. Each level contains ten books that students can choose from. There are five   non-fiction and  fiction books to choose for every level. Each unique lesson includes five pre-reading activities that build and teach comprehension strategies. At the end of each lesson is a passage from a story. Students are required to read the passage and answer a set of sixteen comprehension questions to assess a student’s understanding of that passage. Students must score a 75% or better on the quiz to move on to the next level. Reading Eggspress is Teacher/Parent Friendly Reading Eggspress is easy to add a single student or a whole class.Reading Eggspress has terrific reporting that makes it easy to monitor individual student or whole class progress.Reading Eggspress provides teachers with a downloadable letter to send home to parents. The letter explains what Reading Eggspress is and provides login information for students to work on the program at home at no additional cost. It also provides parents with the opportunity to have an account to track their student’s progress at no additional cost.Reading Eggspress provides teachers with a comprehensive user guide as well as toolkit loaded with books, lesson plans, resources, and activities. The teacher toolkit has over 500 library book titles with worksheets and activities that they can use in conjunction with their Smart Board to interactively teach lessons to the whole class. Reading Eggspress is Instructional with Diagnostic Components Reading Eggspress provides teachers and parents with the opportunity to assign specific levels to students and differentiate instruction. For example if a third grade teacher has two students who are advanced they can automatically place them in a higher grade level.Reading Eggspress also provides teachers and parents with the option of giving each student a diagnostic placement test. This test consists of twenty questions. When the student misses three questions, then the program assigns them to the appropriate lesson that corresponds to how they did on the placement test. This allows students to skip past levels which they have already mastered and places them at the level in the program where they should be.Reading Eggspress allows teachers and parents to reset a student’s progress at any time in the program. Reading Eggspress is Fun Interactive Reading Eggspress has age appropriate themes and animations.Reading Eggspress allows users to create and personalize their own unique avatar.Reading Eggspress provides users with incentives and rewards. Each time they complete an activity, they are rewarded with golden eggs. Their egg count is kept in the top right corner of the screen. They can the eggs to buy pets, clothes for their avatar, or accessories for their house.Reading Eggspress allows users who complete a lesson to earn a collectible trading card. The user gets to select which category they want the card to be associated with including Fantastica, Beastie, Animalia, Astrotek, Starstruck, and Worldspan. Cards are then placed in the user’s apartment. Users can also purchase cards at the mall with their earned eggs.Reading Eggspress allows users to earn medals. For every thousand eggs earned in a week, a student earns a bronze medal. A silver medal is earned for five thousand eggs. A gold medal is earned for fifteen thousand eggs. Reading Eggspress allows users to keep track of targets (goals). There is a target with an arrow in the center in the top right corner of the interface. Users who click this will see targets (goals) that they have met in the program as well as targets (goals) that they have not met. Reading Eggspress is Comprehensive Reading Eggspress has several other learning activities and games aside from those in the standard 240 comprehension lessons.The Gym is where you will find all the comprehension lessons and activities. There is also a daily game located in the gym. This game changes each day and focuses on a variety of reading skills. Students can compete against other users across the nation for the daily high score.The Library consists of over 600 e-books in both fiction and non-fiction. The library is easily searchable by title or topic. Students who found a particular passage in the comprehension gym to be interesting can go to the library to read the entire book. Students can click on a single book in the library to find out information including the author, number of pages, how many eggs they can earn from reading it, and how many other users have read it. At the end of the book students will be given a comprehension quiz and they will also be able to rate the book. They can also save books tha t they especially enjoy on their favorite’s shelf. The Stadium allows you to competitively build individual skills in the areas of spelling, grammar, vocabulary, and sentence structure. There are four games that you can choose to challenge the computer or play head to head with another user is logged into the program at the same time. The games include spelling sprint, grammar skating, vocabulary pursuit, and freestyle usage. There are five difficulty levels for the user to choose from for each game.The Mall is the place where students can use their eggs to purchase a variety of different things. Stores in the mall include Passion for Fashion, Dressed to Thrill, Collector’s Corner, Apartment Living, and Perfect Pets.The Apartment is the place where students can change their avatar, view their trading cards, see their trophies, or decorate their apartment. The apartment also contains access to a game called Quote Quest where students use clues to search through tunnels to find quotes from different books. Students can earn eggs by finding the quotes and choosing the correct book. Cost Parents can purchase a one year subscription to Reading Eggspress for $75.00 and a 6 month subscription for $49.95. They also have the option to purchase a monthly subscription at $9.95 per month. Schools can purchase annual classroom subscriptions for 1-35 students for $269, 36-70 students for $509, 71-105 students for $749, 106-140 students for $979, 141-175 students for $1,199, 176-245 students for $1,659, 246-355 students for $1,979, 356-500 students for $2,139, 501-750 students for $3000, and 750 students will cost $4 per student. Overall Reading Eggspress is a terrific program to build a student’s reading comprehension skills. I have used this program with students and they absolutely love to use it. In fact, they will try to negotiate to stay on the program longer. As a teacher, I especially like how each lesson builds skills essential to comprehension before students are required to read and take a quiz. Reading comprehension is so much more than just passing a quiz and this program does it the right way and presents it to students through a method that is engaging, fun, and interactive. Overall, I give this program a five out five stars, because I believe it does what it is intended to do and effectively keeps the users attention at the same time.

Comparison of Ellis Island and Angels Island Essay

Comparison of Ellis Island and Angels Island - Essay Example Similarly, for an immigrant, it becomes difficult to adjust to the new surroundings, new customs and a new habitat altogether. Although both the parties mutually adjust and co-exist in the future, the initial phase would always be remembered.History of Ellis Island and Angel Island needs to be understood bearing this in mind. Both these points were recognized as entry points to America. Ellis Island is located in the upper bay just off New Jersey coast, within the shadow of a statue of Liberty. Today approximately 40% of America’s population can trace their origins back to Ellis Island and that is because the island has a history of processing twelve million immigration applications. Ellis Island got its name after its owners Samuel Ellis and was also known as Oyster Island earlier. Federal Government after procuring the island from Samuel Ellis primarily for the defense purpose. The immigration was processed at Castle Garden in New York which was later shifted to Ellis Island . The initial influx was of northern and western Europeans and much later southern and eastern Europeans also made their way to America through Ellis Island. Europe was mainly becoming stifling in terms of religion and socio-economic constraints. To escape from these conditions people migrated to a new land altogether. The quarantine ships examined the passengers while they were still in the waters and identified and separated people who were having contagious disease, disorders and were the potential threat to society. The passengers were then preceded to the island where rest of the formalities was carried out. Although it acquired a reputation of â€Å"island of tears† the usual proceedings did not take more than a few short hours to start a new life in America.

The Office Movie Review Example | Topics and Well Written Essays - 750 words

The Office - Movie Review Example The Office is a documentary on the day-to-day undertakings of the employees the Scranton, Pennsylvania branch of a fictitious firm Dunder-Mifflin Paper Company. The show is presented as a humorous look at the different issues and foolishness that happens in the workplace. The branch is run by the single, middle-aged and boastful Regional Director Michael Scott who also serves as the host in the documentary. With his huge passion for business, Scott sees himself as the "office funnyman, a fountain of business wisdom and his employees' cool friend" (About the Office 4). However, his painstaking effort to be liked by his colleagues is in vain as he only appears pathetic and absurd. Other notable main characters are: Pam Beesly, the office receptionist; Jim Halpert, a sales representative; Dwight Schrute, the assistant to the regional manager; and Ryan Howard, a temporary employee. Economically speaking, opportunity cost is defined as "the cost of something in terms of an opportunity forgone or the most valuable forgone alternative" (Opportunity Costs 1). In The Office it is apparent that Jim Halpert foregoes the opportunity of securing better working alternatives when he continued working for Dunder-Mifflin Paper Company. The economic hegemony of the United States is currently being tain... It is estimated that the budget allocated to the war reaches $1 trillion which could have been used to finance economic and social projects such as livelihood, housing, and education. Thus, the opportunity cost of going to war can be stated as the social and economic benefit which could have been derived from the investments in socio-economic projects. 2. Law of Supply and Demand The issue of downsizing has been recurring in the episodes of the TV show. It should be noted that downsizing stems from the fact that the supply of labor in the economy is much higher than the actual demand requiring some adjustments through employee lay-offs. The same issue is faced by employees in the nation. The trade liberalization has eliminated national boundaries facilitating the mobility of job and investments. Business process outsourcing has become a trend channeling jobs to other countries where the cost of labor is lower like China, India, and Philippines thereby lowering the demand for labor in the United States. Recently, the customer service department of large business organizations like Dell, HP, and IBM has been deployed in these countries lowering the demand for US labor. This movement in demand changes the equilibrium by decreasing supply through downsizing. Works Cited "About the Office." NBC Website. 2007. April 18, 2007 "The Office." Wikipedia: The Free Encyclopedia. 2007. April 18, 2007 "Opportunity Costs." Wikipedia: The Free Encyclopedia. 2007. April 18, 2007

Long period of time Essay Example for Free

Long period of time Essay What Techniques does Dickens use in Great Expectations to gain and sustain his readers attention and interest, and how effective do you find these techniques? Illustrate your answer using examples from the text?  Although Great Expectations was written some 150 years ago it is still being read even today. Dickens grabs the readers attention from the very start and manages to sustain it throughout the book by using a variety of techniques which I am going to explore in more depth. The chapter begins with the introduction of Pip and saying how his name came to be. My Fathers family name being Pirrip and my Christian name being Philip this gives the reader an impression that Pip is youre genuinely average person and the main character will most probably be Pip as he is introduced very sharply in the opening paragraph. Dickens characterises Pip and his tone of voice as learned and precise and uses formal vocabulary which may suggest he has had a good upbringing and his family are strong on manners and respect. Pip then begins to tell the reader that he never knew his parents and has never even seen them in photos let alone real life I never saw my Father or my Mother, and never saw and likeness of either of them Although he had never seen his Mother or Father humour and pathos combine in Pips explanation of how he formed a mental image of his parents The shape of the letters on my Fathers [tombstone] gave me an odd idea that he was a square, stout, dark man with curly black hair Pip is shown as having a very powerful imagination and that he needed to create an image of his Father he never knew from whatever was left of him that he could find, even though it wasnt very promising. In the third paragraph Pip begins to describe the scenery and whereabouts of his location Ours was marsh country, down by the river, within, as the river wound, twenty miles of the sea. Pip describes the area as if a camera was scanning the landscape and that we could see what he was describing which I think is very effective as it makes the reader more involved in the story as if they were there with him. Pips smallness, suffering and vulnerability is emphasised further on in the book At such a time I found out for certain, that this bleak place overgrown with nettles was the churchyard ; and that Philip Pirrip, Georgiana were dead and buried and that Alexander, Bartholomew, Abraham, Tobias and Roger were also dead and buried. This gives the reader a sense of sympathy towards Pip as most of his family are dead and that he hasnt got much in his life. It also gives the reader an impression that Pips days are few as his family hasnt got a good track record of living long and this may worry Pip. The scenery dark flat wilderness and distant savage lair reflects Pips emotional state and feeling of no hope, which backs up the idea that Pips days are few and death may be around the corner. Dickens uses a mixture of emotions to fully gain and sustain the readers interest, and all of the characters have different personalities and physical features. Dickens also uses characternyms as a sharp way to introduce the individuality of the character and by one short phrase or even a word we can create a mental picture of what the character looks like. My name is Jaggers. The reader would feel by reading this that he is a hard, stern man with little emotion and that he has a jagged personality.  Mr Wopsle, the clerk at the church This is a very funny name and Dickens is trying to amuse the reader as the name isnt very common.  Uncle Pumblechock This is also a very funny name and suggests he may be an arrogant person with a posh, pompous personality. Dickens mixes humour with seriousness consistently throughout the course of the book and balances this just right to keep the reader wanting to keep going on and read more. He does this throughout the description of Mrs. Joe and forces the reader into creating their own image of her by saying things which offer little help in knowing what she may look like Not good looking. This is brief but it is backed up by an in-depth description of her personality which may help the reader complete the jigsaw in terms of Miss Joes appearance. He tells us. She must have made Joe marry her and had established a great reputation.. Because she had bought me up by hand. This gives the reader a clear idea of Mrs Joes personality as from those two phrases the reader can gather that she is a very strict, temperamental and bossy woman. Dickens uses a wide variety of techniques to make his novel more enjoyable and for the reader not to want to put it down. He illustrates every scene very well by using repetition, similes and metaphors. He uses repetition as a technique to reinstate his thought and to make the reader almost feel as if he/she is there, as the point has been emphasized twice. It was wretched weather; stormy and wet, stormy and wet; and mud, mud, mud deep in all the streets It also makes us feel as if it has been raining for a long period of time. Another example of Dickens using repetition as a technique to gain and sustain his readers attention is when Pip meets the convict who when talking to Pip uses the word and many times, this shows that he feels over-whelmed by the presence of Pip and a bit scared as he stutters to find words as he uses and a lot. A fearful man all in coarse grey with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag ties round his head. A man who had been soaked in water, and smoothed by mud, and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped, and shivered, and glared and growled; and whose teeth chattered in his head as he seized me by the chin. Another technique that Dickens uses to devastating effect I feel is the pace as this keeps the reader interested at all times, he builds momentum up to a particular scene by keeping a consistent pace and then slows the pace down when using very descriptive language which creates suspense for the reader and keeps the readers imagination open as to what may happen next. He looked about him with the strongest air. Pulled off a rough outer coat. and. Hat. I saw that his head was furrowed and bald. Long iron grey hair growing on its sides. He stopped in his looking at me, and slowly rubbed his right hand over his head. He sat down on a chair that stood by the fire, and covered his forehead with his large brown veinous hands. Towards the end of the book Dickens does the opposite and uses an acceleration of pace. They had pulled one sudden stroke ahead, had got their oars in, had a run thwart us, and were holding on to out gunwale, before we knew what they were doing. This shows Pip as being excited as he is rushing what he is saying as he is not describing anything in detail and cant to say what happened. Another very good technique that dickens uses in Great Expectations is Dickenss larger than life characters that have been exaggerated to make the story come alive and more believable. A good example is Miss Havisham, as she is regularly described by Pip as some ghastly waxwork from the fair and having dark eyes. She is also described as a skeleton, and someone who had shrunk to skin and bone and having clothes that were faded and lost their brightness. This makes the reader perceive her as a very evil and dead person.  As I can see from his wide range of techniques that are used to great effect Dickens is able to gain and sustain the readers interest from the very start and keeping it going right through to the end of the book which makes Great Expectations so well renowned even today.

English as the Official Language Essay -- Language

â€Å"Emblematic of the period, Theodore Roosevelt asserted in 1919: ‘We have room for but one language here, and that is the English language, for we intend to see that the crucible turns out people as Americans and not as dwellers in a polyglot boarding- house’ † (Daniels, 8). The question that has been around for hundreds of years: â€Å"Should English be declared the official language of the United States?† is still a controversy - refighting the same old sociolinguistic issue of the 1970s. The increased concern with different languages was obviously related to the World War but also to the major shift in the quantity of immigrants to America. For centuries, the United States of America has been considered the ultimate country where dreams are made and a place where everyone wants to migrate to for better living standards. It is argued that dialectally diverse nations need a standard language to permit mutual understanding and in a global society, for instance, it is the whole world that can benefit from a national language. French as well as Latin once took on this role as an international medium of communication and in this era, as well as the future years, English is and should be the global voice. Three episodes are worth examining in order to highlight the importance of America adopting English as the official language. How do immigrants affect the United States? What does it mean to make English the official language? And what are the advantages of making English the answer to unity? Although English and immigrants from all over the world are different means of reasoning, these issues reveal that they could be used for similar purposes in justifying this research. The debate regarding immigrants has been around for over one ... ...998): Web. 15 Apr. 2012. Daniels, Harvey. Not Only English: Affirming America’s Multilingual Heritage. Illinois: Urbana, 1990. Print. â€Å"Immigration.† Oxford Advanced Learner’s Dictionary. 2011. Print. Mujica, Mauro. â€Å"Why the U.S. Needs an Official Language.† World and I. 2003. Web. 15 April 2012 Nicolino, Nicole M. "?Por que no podemos leer en la biblioteca?: questioning the application of official English legislation to public libraries." Journal of Gender, Race and Justice. (2007): 1. Web. Pelofsky, Jeremy. â€Å" Number Of Illegal Immigrants In The U.S. Is Stable.† Reuters. N.p. 24 March 2012. Web. 31 March 2012. â€Å"Real Solutions For The Economy: Stop Illegal Immigration.† John Birch Society. Savvy panda, n.d. Web. 11 April 12, 2012. Vall, Sandra Del. Language Rights And The Laws In The United States. NY: Tonowanda, 2003. Print.

Therapeutic Techniques

THEORY AND PRACTICE OF COUNSELING AND PSYCHOTHERAPY Gerald Corey Section 5 APPLICATION: THERAPEUTIC TECHNIQUES AND PROCEDURES The redecision therapy model of the Gouldings (1979) is grounded within the framework of TA theory, yet their methods are a combination of TA, Gestalt therapy, interactive group therapy, cognitive behavior therapy, family therapy, and psychodrama. Realizing the importance of combining the affective and the cognitive dimensions, the Gouldings draw heavily from TA heory for cognitive structure, and they use Gestalt techniques to provide the emotional work that breaks through the impasses clients often experience. Following is a brief description of some of the more commonly used processes, procedures, and techniques in TA practice. Most of them can be applied to both individual and group counseling. Therapeutic Procedures Structural analysis Structural analysis is a tool by which a person becomes aware of the content and functioning of his or her Parent, Adult, and Child.TA clients learn how to identify their own ego states. Structural analysis helps them resolve patterns that they feel stuck with. It allows them to find out which ego state their behavior is based on. With that knowledge they can determine their options. Transactional Analysis Two problems related to the structure of personality can be considered by structural analysis: contamination and exclusion. Contamination exists when the contents of one ego state are mixed with those of another. For example, the Parent, the Child, or both may intrude within the oundaries of the Adult ego state and interfere with the clear thinking and functioning of the Adult. (Figure 1). Contamination from the Parent is typically manifested through prejudiced ideas and attitudes; contamination from the Child involves distorted perceptions of reality. When contamination of the Adult by the Parent, the Child, or both exists, â€Å"boundary work† is called for so that the demarcation of each eg o state can be clearly drawn. When the ego-state boundaries are realigned, he person understands his or her Child and Parent rather than being contaminated by them. Here are some statements reflecting contamination from the Parent: â€Å"Don’t mix with people who are not of our kind†; â€Å"Never trust Italians†; â€Å"Watch out for mechanics; they’ll cheat you every time†; â€Å"You can’t depend on teenagers. † The following statements reflect contamination from the Child: â€Å"Everyone’s always picking on me. Nobody treats me right†; â€Å"Anything I want I should get right now†; â€Å"Who could possibly ever want to be my friend? †

Ptlls Ass 1 Level 4

Ass2. V1 Assessment 2: 008 ‘Evaluate legal issues, policies and procedures relevant to the role and responsibilities of the teacher’ Teachers, Tutors, Industry Trainers and Instructors are governed by a wide range of legislation in their practice. Each piece of legislation is from a different area which makes these professions a challenging and at times a frustrating area to develop those students that are there and willing to learn. 1. 1 The key aspects of legislation that regulate the area that I teach are varied.We are all governed by The Health & Safety at Work Act 1974, Data Protection Act 2008 and the Equality Act 2010 to name but a few. The key regulatory requirements that I work to are as follows: The Company Health, Safety & Welfare Policy Company Equal Opportunities Policy CDG (Carriage of Dangerous Goods & Transport of Pressure Equipment Regulations 2011) as amended. ADR (European Agreement Concerning the international carriage of dangerous goods by road 2011) . The regulations are amended and updated every 2 years. SQA (Scottish Qualifications Association) Manual of practice.This manual has been produced by the SQA to ensure that all training providers have met the set criteria as laid down for the Instructors qualifications to conduct the ADR Driver Training Courses. The list above is an extract of the key regulations that are within my main teaching responsibilities. In addition, there are many more that deal with differing aspects of industry training that we conduct for other companies. The complete list would be far too long and it is only a summary of the key aspects that are required. 2. With the above mentioned regulations there are key boundaries between the teaching role and other professional roles. I suggest that we analyse the difference between these boundaries. The teacher? s role is to pass the knowledge of the subject they are teaching to the students in a professional manner and without prejudice to any member of the cl ass. At times hurdles could be put in the way for the teacher, such as learning difficulties (dyslexia), according to (Petty, 2009, p. 89) â€Å"Never show impatience with a dyslexic student; they are much more frustrated by their difficulties than you can ever be! 1 Ass2. V1 There are also behavioural issues ADHD, (Attention Deficit Hyperactivity Disorder) and social boundaries (Henley,2009 [online]) following the case against Helen Goddard a 26 year old public school teacher who after having a sexual relationship with a pupil was sentenced to 15 months in prison. There are set boundaries that you as a teacher should not cross or challenge as a „Professional? e. g. ; ignore a sexist or racist comment, criticize students in front of peers, colleagues or other students.You must remember that you are looked up to by most of your students as a role model. You may be the only person that they can talk to about their needs outside school or college. They may want to tell you somet hing in confidence, as a professional you must remind them that you will have to report the conversation to your peers. In my opinion within other professions to give students constructive criticism when other colleagues are present is acceptable as the other colleagues may have more experience within that certain area of the subject that is being taught to the students.Despite this your responsibility as a teacher is to ensure that this situation does not intimidate or become overbearing for the student. As a teacher / tutor within the education profession ask yourself one question: What makes a good teacher / tutor? The answer to this question could come to you from your students or pupils. As a student on a PTLLS course we researched this question in the class and came to the conclusion that most teachers need to be some of the following; Kind, Knowledgeable, Firm but Fair, Doesn? t give up on the students, Tells the truth, Encourages all of the students, Keeps confidences, Profe ssional.Other professional roles can be similar in respect to the type of character and integrity that is required. In the local communities we have numerous adult volunteer organisations that will have certain rules and guidelines that the adults must adhere to. 2. 2 To meet the needs of all your learners you as a teacher / tutor need to ensure that you plan for the needs of all your students. To do this effectively you need to adapt a training cycle. The elements of the training cycle are to plan, deliver, identify needs, assess and evaluate.These processes are necessary, not just to aid the logistics of teaching but to allow the levels of accountability in schools, colleges and training companies to operate. â€Å"They have a particular accountability to their profession, a responsibility to their peers and their students to uphold high professional standards to the culture of the country and the community. † (Scott, P 1989 cited in Briggs and Sommefeldt, 2002, p92) In you r own establishment as to how you implement the training cycle is paramount to how your students will stay motivated.This will allow you as an effective teacher / tutor to evaluate and assess the lessons that have delivered. This all goes hand in hand with the planning process, identifying the needs and delivery of the lesson. This will allow 2 Ass2. V1 you to review your planning through assessment of the students work and your self evaluation of how the lesson has gone. In my career as an industry tutor I have had experience of a student that was diagnosed as having a degree of dyslexia. In the classroom environment this was not a problem as all of the training materials were in colour.However when it came to the exams he used a green filter (Clisby et al. , 2000 [online] ) laid on top of the question paper as it was printed on white paper. This allowed the student to be able to read and understand the questions that he needed to answer to gain a 70% pass mark for the exams that w ere taken on that day. To become an effective and professional teacher / tutor you need to review all your learners? needs in whatever the learning environment. 2. 3 To evaluate your own responsibilities with other professionals you must be able to understand what other professionals do as a profession.As a teacher / tutor you will have a professional relationship with differing types of professionals. School Governing Body, Support Staff and at those others within the local authority that support them. The larger professional bodies associated with the teaching profession are NUT (National Union of Teachers), ATL (Association of Teachers and Lecturers) and the NAHT (National Association of Head Teachers). To evaluate my own responsibilities with other professional bodies that are associated with my profession in this case would include, RTITB (Road Transport Industry Training Board).Within this body as a qualified FLT Instructor (Fork Lift Truck Instructor) I have responsibilities to both my students and to the training manager. These are to ensure the course is conducted the correct time frame, e. g. a Counterbalance Fork Lift course with a ratio of 3-1 it would be completed in 5 days with each day consisting of 8 hours training per day. DSA (Driver Standards Agency) within this professional body I am a qualified LGV (Large Goods Vehicle) Driving Instructor the responsibilities that affect me are to ensure that when the vehicle is presented for a driving test that it is fit for purpose.The vehicle has to be of a set standard e. g. it must have eight forward gears, ABS brakes (Anti-Lock Brakes) seatbelts fitted for both the driver and the examiner (DSA 2012 [online]). I have further responsibilities when conducting courses for drivers in the carriage of dangerous goods. The SQA (Scottish Qualifications Association) are the governing body for the control of the examinations and the syllabus that is to be taught to the students. There are set times and criteria set out by the SQA for the conduct of the course and the set times allocated to each training module. Ass2. V1 To summarise there are many legal issues that can constrain the duties of a teacher / tutor, e. g. Health and Safety at Work Act 1974 and The Data Protection Act 2008. We must remember that although certain people will say that they hinder you from doing your job, they are there to protect you and the students. There are many boundaries that are set out to protect students and teacher / tutor. You are in a profession that is seen in the public eye as a good profession to be a part of.To keep yourself as a professional you should always act in a professional manner. Honesty and integrity go a long way in this profession. References Henley, J. (2009) „Blurred boundaries for teachers? [online] Available from: http://www. guardian. co. uk/education/2009/sep/23/teacher-pupil-sexual-relationship (accessed 07. 10. 2012) Petty, G. (2009) Teaching Today: A Practical Guide. Fo urth Edition. Cheltenham: Nelson Thornes Briggs, ARJ. and Sommefeldt, D. „Managing Effective Learning and Teaching, London: Paul Chapman PublishingClisby C, Fowler MS, Hebb GS, Walters J, Southcott P & Stein JF(2000) Outcome of treatment of visual problems in children with reading difficulties, Professional Association of Teachers in Special Situations (PATOSS) Bulletin Nov. 2000, 914. [online] Available from: http://www. dyslexic. org. uk/docs/Visual%20Problems%20-02-11-18. pdf (accessed 07. 10. 2012) Driving Standards Agency (2012) „Minimum Test Vehicle Requirements? [online] Available from: http://www. direct. gov. uk/en/Motoring/DriverLicensing/CaravansTrailersCommercialVehi cles/DG_4022527) (accessed on 20. 9. 2012) 4

Chapter Review Essays

Chapter Review Essays Chapter Review Essay Chapter Review Essay Chapter Review Name: Institution: Date: Chapter Review Martin Bobgan raises several issues aimed at separating Christianity and psychology. He makes consistent assertions regarding the unsuitability of psychological perspectives in the Christian faith. Bobgan points out that although most Christians continue to turn to psychology, the people who formulated the psychological viewpoints were not Christians but that they were people who denied God. This is an error because psychologists use different forms of psychotherapies to help their clients deal with their problems. While it is true that some of the people who invented psychotherapies were not Christians, it is worth noting that many Christians are involved in psychology, and they have come up with different forms of psychotherapies based on biblical principles. They use these forms of psychotherapies to help their clients. Bobgan notes that the church moved from accepting psychology because of the idea of common grace. He has neglected to point out the continuous dissociation of many Christians from their churches. Some Christians feel that the church cannot help them to solve their psychological problems because they are concerned with worldly perspectives. Thus, for many Christians, it is more effective for them to have a different approach to deal with their problems. Psychologists do not aim to compete with God, as Bobgan seems to suggest. Psychologists realize that they are part of humanity, and they realize their limitations and perfections. Bobgan dismisses any idea of human intelligence and wisdom that results from research. He does not point out that ability of people to have God given intelligence. He fails to point out that God blesses His people with intelligence and wisdom. Granted, some of the most gifted people may deny the impact that God has on their lives, and some may even deny His existence. However, this does not change the fact that God gives gifts to both the evil and good people. As he points out, God makes the sun to shine, and the rain to fall, on both the good and bad people. Bobgan makes a strong case about the importance of seeking God and understanding His word accurately. His final message is concerned about the importance of seeking God when a person faces problems. He does not recognize people’s weaknesses and limitations. He fails to notice that people have different strengths in the Christian faith. Some may not know how to go about seeking God’s help. Furthermore, Bobgan fails to acknowledge that Christians do not live in an ideal world, where everyone else around them is a Christian and applies Biblical teachings in his or her life. They live in a world where people have adopted many religions and why they continue to develop other religions as they see fit. Some do not even acknowledge the presence or importance of any religion. Christians have to interact with these people constantly as they go about their daily lives. They cannot avoid meeting and interacting with non-Christians since this would mean missing the opportunity of i nfluencing their perception of religion, and this would result in failure of bringing more people to God’s kingdom. Bobgan makes a psychological error when he points out psychotherapy and other psychologies do not help people and do not concern Christians. He adds that psychotherapies cannot help Christians to overcome problems of living, and neither can they use such methods to show Christians how to live. This presumption is not correct because there is sufficient evidence proving otherwise. Many Christians and non-Christians have been able to change and solve their problems through behavior modification and other therapies. Some Christians find it more useful to go to psychologists when they have marital problems because that is the only option they know best. Marital problems are some of the things that people have to live with, and many Christians find it necessary to consult psychologists to deal with such problems. In dismissing the idea of psychology, Bobgan notes that it is based on human observation and interpretation, which is subjective and susceptible to error. He instead encourages t he reading and analysis of God’s word. However, he also fails to point out that people interpret God’s word based on their understanding, making them more susceptible to making subjective opinions. This is evident in the fact that people interpret the same Biblical texts differently. Bobgan seems to base his perception of psychology solely on the human soul, and he seems to think that psychologists are an avenue for the salvation of the human souls. He details his point of view by observing the nature of humanity and the importance of seeing human beings as God sees them. By focusing on the human soul, he fails to notice the strength or weakness of the human mind, yet most psychologists aim to deal with the mind as a way of helping people. The problems that people face result from their thoughts and their attitudes towards life. Psychologists do base their opinions and suggestions based on different extensive research on humanity. The fact that they have been able to assist many people over the years by using different approaches is evident of the accurate nature of the studies conducted. Bogan adds that psychologists cannot deal with the sinful nature of man. Psychologists do not focus on human salvation and redemption of souls. They do not aim to take the role of the priests and other spiritual clergy, on whose responsibility towards guiding people’s spiritual health lies. Furthermore, they do not aim to improve a person’s spiritual growth, unless the psychologist involved is a spiritual leader concerned with the person’s spirituality. Integration means that psychologists learn to apply the psychological principles that are relevant to their faith, and which do not contradict their religion in any way. They have to learn what the Bible says about some of the principles that they choose to use. This will ensure that they are not swayed and influenced by secular perspectives. At the same time, the Christians recognize the importance that psychology has on believers. The world has become a difficult place to live in, and many Christians find challenges in their lives. They seek different avenues to help them deal with their problems. Christians take Jesus to be the model of their faith. Many Christian psychologists defend their application of psychology by noting now Jesus was always there to guide people, encourage them, and help them solve their problems. In addition, Jesus commanded those who followed Him to bear each other’s burdens. These burdens are the problems that people carry, and they affect their minds. By consulting a psychologist who shares the same principles of faith, then the Christians are assured that they will get good and credible advice. Failure to have Christian psychologists ultimately results to many Christians seeking help from secular psychologists who do not share the same religious and spiritual beliefs. The Bible also requires believers to confess their sins to one another, and admonish each other. God said that His people perished for lack of knowledge. Christians should be at the forefront in seeking knowledge using godly means, and ensuring that they use this knowledge to help and benefit other people. Integration of psycholog y and theology is a way of making the biblical teachings and guidance more practical for the Christians who find the need to share their problems with someone, and seek help towards solving them.

Erving Goffmans Front Stage and Back Stage Behavior

Erving Goffman's Front Stage and Back Stage Behavior In sociology, the terms front stage and back stage refer to different behaviors that people engage in every day. Developed by the late sociologist Erving Goffman, they form part of the dramaturgical perspective within sociology that uses the metaphor of the theater to explain social interaction. The Presentation of Self in Everyday Life Erving Goffman presented the dramaturgical perspective in the 1959 book The Presentation of Self in Everyday Life. In it, Goffman uses the metaphor of theatrical production to offer a way of understanding human interaction and behavior. He argues that social life is a performance carried out by teams of participants in three places: front stage, back stage, and off stage. The dramaturgical perspective also emphasizes the importance of the setting, or context, in shaping the performance, the role of a persons appearance in social interaction, and the effect the manner of a persons behavior has on the overall performance. Running through this perspective is a recognition that social interaction is influenced by the time and place in which it occurs as well as by the audience present to witness it. It is also determined by the values, norms, beliefs, and common cultural practices of the social group or the locale where it occurs. Front Stage Behavior- the World Is a Stage The idea that people play different roles throughout their daily lives and display different kinds of behavior depending on where they are and the time of day is a familiar one. Most people, consciously or unconsciously, behave somewhat differently as their professional selves vs. their private or intimate selves. According to Goffman, people engage in front stage behavior when they know that others are watching. Front stage behavior reflects internalized norms and expectations for behavior shaped partly by the  setting, the particular role one plays in it, and by ones physical appearance. How people participate in a front stage performance can be highly intentional and purposeful, or it can be habitual or subconscious. Either way, front stage behavior typically follows a routinized and learned social script shaped by cultural norms. Waiting in line for something, boarding a bus and flashing a transit pass, and  exchanging pleasantries about the weekend with colleagues are all examples of highly routinized and scripted front-stage performances. The routines of peoples daily lives- traveling to and from work, shopping, dining out, or going to a cultural exhibit or performance- all fall into the category of front stage behavior. The performances people put on with those around them follow familiar rules and expectations for what they should do and talk about with one another in each setting. People also engage in front stage behavior in less public places such as among colleagues at work and as students in classrooms. Whatever the setting of front stage behavior, people are aware of how others perceive them and what they expect, and this knowledge tells them how to behave. It shapes not just what individuals do and say in social settings but how they dress and style themselves, the consumer items they carry around, and the manner of their behavior (assertive, demure, pleasant, hostile, etc.) These, in turn, shape how others view them, what they expect of them, and how they behave toward them. Put differently, French sociologist Pierre Bourdieu would say that cultural capital is a significant factor both in shaping front stage behavior and how others interpret the meaning of it. Back Stage Behavior- What We Do When No Ones Looking When people engage in back stage behavior, they are free of the expectations and norms that dictate front stage behavior. Given this, people are often more relaxed and comfortable when  back stage; they let their guard down and behave in ways that reflect their uninhibited or true selves. They cast off elements of their appearance required for a front stage performance, such as swapping work clothes for casual clothes and loungewear. They may even change how they speak and comport their bodies or carry themselves. When people are back stage, they often rehearse certain behaviors or interactions and otherwise prepare for upcoming front stage performances. They might practice their smile or handshake, rehearse a presentation or conversation, or prep themselves to look a certain way once in public again. So even back stage, people are aware of norms and expectations, which influence what they think about and do. In private, people behave in ways that they would never in public. However, even peoples back stage lives tend to involve others, such as housemates, partners, and family members. One may not behave as formally with these individuals than standard front stage behavior dictates, but they may not fully let down their guards either. Peoples back stage behavior mirrors the way actors behave in the back stage of a theater, the kitchen within a restaurant, or the employee only areas of retail shops. For the most part, how one behaves front stage significantly differs from an individuals back stage conduct. When someone ignores the expectations for front and back stage behaviors, it may lead to confusion, embarrassment, and even controversy. Imagine if a high school principal showed up to school in her bathrobe and slippers, for example, or used profanity while speaking with colleagues and students. For good reason, the expectations linked to front stage and back stage behavior influence most folks to work pretty hard to keep these two realms remain separate and distinct.

The Cries of a Woman Research Paper Example | Topics and Well Written Essays - 1000 words

The Cries of a Woman - Research Paper Example Hemingway’s approach of writing style conceals the significance of the tale revealing the interactions involving men and women of the time, which is symptomatic of a patriarchal society. On the surface, Hemmingway's narrative gives the notion that this couple has mixed feelings over what to do regarding a pregnancy. Through Jig readers realize there is no resolution left to be achieved within the community of 1930's, as society during this time is rigid. The societal composition of this time disregards the capability of females to make such choices individually. Pro-choice was not also a concept during this era, marked by male dominance in the legal and societal scene (Rankin 234). It would be a while before females would in fact empower to decide with their bodies and future. Jig is denied freedom of choice and this has left her in her circumstances. Her absolute reliance upon the American has bestowed him the power over her to act, as he desires (Hemingway 232). Sadly, Jig w ould encompass many years before the condition would revolutionize. Hemingway creates a female character who is remarkable and who has her opinion, even though she does not have a say in her future as well as her imminent abortion. When Jig comments about the hills at the other side of the station and says they look like white elephants, the American disregards her view. This is the girl’s way of suggesting the true emotions regarding her dilemma, which she remains incapable of communicating straightforwardly to the American. The man cannot put himself in her place and thus replies to her thought about the white elephants by saying â€Å"I’ve never seen one† and her sardonic reply is â€Å"No, you wouldn’t have† (Hemmingway 229) He describes the abortion as a very easy procedure, he says â€Å"it’s not really an operation at all†¦It’s just to let the air in† (Hemingway 230). When Jig enquires about what would ensue after t he abortion, and whether they would be happy, the man retorts in an affirmative manner and says that he had known many people who had done it. Jig holds up her end of the unpleasant conversation, although she appears resigned to what the American believes to be right, the abortion. Jig observations, attitude, and sarcasm create a female character who is fearful, angry, and entrapped by the wish for â€Å"things to be like they were† (Hemingway 230). Jig is a credible woman struggling against a man whose swallow and self-centered wish is to have only her, but not their child and thus regarding abortion like the only possible answer. By agreeing to the man’s wish of an abortion, Jig represents the inferior part in the relationship. The man overly simplifies abortion as a painless operation and views the pregnancy as an obstacle to their relationship. The exchange reveal that the man wants their essentially swallow relationship to continues as it has and that Jig wants to move it to a firmer ground (Nolan 19). Throughout the story, the man presents the rigid concept of masculinity; he is portrayed as a worldly, omniscient, knowledgeable and always in control of himself as well as the situation at hand. He is also cool and feigns indifference, for instance, when he tells Jig that he does not care whether she aborts the kid or not.