Nazi Germany And Its Detrimental Effects On The Social...

When looking into the history of Germany and determining what led to the startling rise in Nazism in Germany and its detrimental effects on the social outcasts in Europe, it can be easy to deduce that the Nazi regime was one where Hitler walked in with his officials and took office by force. The truth is that, while the Nazi party is responsible for the atrocities that occurred before and during WWII, they would have not gotten far if it hadn’t been for the cooperation of the German people themselves. Life in the Third Reich provides proof through voting, youth programs and village life that the Nazi party rose into power with German support. In â€Å"Village Life in Nazi Germany,† essayist Gerhard Wilke discusses the rise of Nazism in the small village of Korle, discussing how with the rapid political changes in Germany from an empire to a democratic nation also affected the power balances of small villages. Despite the efforts of the older generations to keep some sor t of semblance of the old traditions, it was their children who wanted change and found themselves attracted to Nazism and formed the first local branch of the party in 1928. The reason for this, Wilke says is that they â€Å"wanted radical solutions to three â€Å"existential† and â€Å"ideological† problems: the survival of their generation as independent farmer, the preservation of their political dominance, and the suppression of their â€Å"enemies† (The Jews and the working class).† And the youth of villages came together in

Clothes at School Essay - 915 Words

In a 1969 Supreme Court case, Tinker vs. Des Moines, a controversy was started over students wearing black armbands to protest American involvement in the Vietnam War. From this case, and many others like it multiple school boards believe that with uniforms or stricter dress codes, the students will have better learning environments. Many schools now implement strict dress code standards, or school uniforms, because of the cases. Moreover, the students believe they already are not being allowed to express themselves and strict school dress codes and uniforms would not allow the students to do so. One of the things I believe a big deal in schools are uniforms. I personally am against uniforms at school. A reason as to why I feel this way†¦show more content†¦A person wearing black clothes is usually perceived as a gothic. Or a person wearing cowboy boots is seen as the ‘hick’ or so-called cowboy. When in reality they maybe just like you, the normal average Joe. But because we live in a world that loves to stereotype everybody and everything that’s different, we just automatically assume that the person is what they wear. Strict dress codes, and school uniforms try their best not do this type of stereotyping but it still takes place, for the simple fact as every body is different. In Pauline Harding’s web page she states, â€Å"the more restrictive the dress code, the more likely students will try to find loopholes in it.† I have to agree with her on this subject, students will try changing the least bit to make them themselves differe nt or unique. Some people say though that not allowing students to express themselves is taking away their rights to freedom of expression. nbsp;nbsp;nbsp;nbsp;nbsp;What makes a person different is it the clothes they wear? Torn, ripped, expensive, baggy, etc†¦ are all examples of these clothes that make a person. Or are they? Is this for attention, difficulty with authority, or do they just want to express themselves. There are many effects that the clothes you wear in school effects you as a person. I have a big effect of wearing something different. Because I didn’t wear the same thing as a fellow student, I wasShow MoreRelated School Clothes Essay3591 Words   |  15 PagesSchool Clothes I strongly believe that children should come with an instruction manual in different languages, after all, even the most complicated computer system or VCR has a manual in three to four languages, or more. Granted, sometimes we cant understand the instructions, but we have them and sometimes even a toll-free help line. Now some people would say their own parent would be the help-line but not always does that work out. Our own parents advice can be, shall I say, out-dated;Read MoreWe Are Not our Clothes - The Case for School Uniforms Essay1862 Words   |  8 PagesIn the middle of the school year, two new students walk through the doors of their new high school. The first student walks into the school with a worn out book bag, tarnished shoes, and noticeably older clothing, and is automatically judged by his peers on his wardrobe. The next student walks into the school wearing all of the latest name brands, expensive jewelry, and immediately she is judged as well. The stude nt with the visibly â€Å"higher maintenance† wardrobe is instantly approached by anotherRead MoreThe Importance Of School Uniforms955 Words   |  4 PagesFollowing a school dress code can cause an uncomfortable feeling , can be difficult for families and can decrease individual confidence. Would you like to wear a uniform that your school picked out for you every day and never get to be yourself? Uniforms in education should not be required in the United States unless they want to wear them. Barbara Cruz it might be a solution to help reduce bullying in and out of school (18). Uniforms don’t help students perform better in the classroom, and theyRead MoreThe Sociological Imagination, By C. Wright Mills1302 Words   |  6 Pages there is a certain social requirement in middle schools and high schools to wear specific clothes, mainly expensive name brand ones. Somewhere from the transition from primary school and up, teenagers become very brand-conscious. I even got caught up in that in middle school. If anything, I believe I was just insecure and desperately wanted to fit in. Right when I got into high school, I finally stopped wearing any brand name clothes. As a result, a lot of my previous â€Å"friends† stoppedRead MoreNO UNICORNS PLZ...I mean Uniforms XD Imagine that you wake up in the morning and you have to go700 Words   |  3 Pages Imagine that you wake up in the morning and you have to go to school. You put on the same clothes that you were wearing yesterday and walk to school. You open the door and you see a million people, all wearing the same exact outfit as you. It feels just like yesterday and the day before that. That is what everyday would be like if our school had uniforms. I know that many kids in public schools are against having uniforms in school. I also agree because I think that uniforms are a commitment, theyRead MoreImportance Of School Uniforms Essay876 Words   |  4 Pagesfind something to wear to school the next day? School uniforms are beneficial because first of all, with school uniforms students will fit in with their school and everyone. Second, school uniforms help schools recognize those who do and do not belong on campus. And third, they are cheaper than normal clothes. Some might think that they are boring, but the thing is that school have them in different colors which could make it fun for the students. The first reason why school uniforms are beneficialRead MoreEssay on School Dress Codes and Uniforms Are Beneficial695 Words   |  3 PagesSchool Dress Codes and Uniforms Are Beneficial Do schools really need a dress code? Just ask parents of kids who have to wear them and they will probably say yes. With the dress code policy parents would be able o save money on clothes for their children(Dress 1). This would be a big help for children with poor families who cant afford the proper clothes for them to wear. In addition, with uniforms these kids wont are looked at any different than everyone else because they will have the sameRead MoreSchool Uniforms777 Words   |  4 PagesMost teenagers think that wearing uniforms is a waste of time and that it shouldnt be mandatory. There are many positive and negative effects but I believe that school uniforms should be mandatory. There are many advantages such as peer equivalency, self esteem, easier for parents, and also stress reducing. There are also some questionable disadvantages such as lack of self expression, demeaning morale, and lack of diversity. Teenagers of this day and age belong in the age group where peer pressureRead MoreSchool Dress Code Essay1098 Words   |  5 PagesSchool dress codes shouldn’t exist School dress codes have become a very large issue,though it always has been, but now that students have been protesting against their schools dress code there have been many more problems that are surfacing between the school district and the students. School dress codes are taking away the purpose of school, students come to learn, and to be educated, but instead are forced to change their clothing because it doesn’t fit the school dress code. The dress codeRead MoreCompulsory School Uniform1094 Words   |  5 PagesThere should be compulsory school uniform. School uniforms should be compulsory for all students at all grade levels. There are many reasons, which justify this, including bullying, uniform makes it a lot easier to identify what school the child goes too and uniform is a lot cheaper then but new clothes all the time. If all students at a particular school didnt wear school uniforms, there would be bullying between the financially advantaged people and the disadvantaged people. The wealthier people

Sir Gawain and the Green Knight Essay Sample free essay sample

â€Å"Sir Gawain and the Green Knight† written by an Unknown writer is genuinely a narrative of a hero on an heroic poem journey in order to happen himself. When Sir Gawain is foremost introduced you view him as an undistinguished portion of King Arthur. and his knight’s of the unit of ammunition tabular array. Sir Gawain is gallant and a genuinely great character who is concerned about protecting. and advancing his award as a knight. Therefor he sought out the journey in the first topographic point to turn out himself worthy of being one of the knight’s of the unit of ammunition tabular array. and as the narrative goes along you find him to be a well-bred knight. However. because he is ashamed he took the girdle from Bertilak’s married woman. he suppresses the information from the host. This skip of the truth violates the regulations of the game the two work forces established. and agreed upon ; which tarnishes Sir Gawain’s character somewhat in the eyes of the reader. The narrative of Sir Gawain and the Green Knight is non merely a narrative of an heroic poem hero out to detect himself as a adult male. but a true life lesson about how honestness is ever is the best pick in the terminal. â€Å"Sir Gawain and the Green Knight† is a good illustration of bildungsroman or â€Å"coming of age† . You see this as he goes through certain stairss in his journey to happen the Green Knight. His first trial is when he steps up to play the game with the Green Knight because he sees himself as the â€Å"inferior knight† in comparing to all the remainder of the knights. â€Å"I am the weakest. I know. and the dullest-minded. So my decease would be the least loss. if truth should be told ; Merely because you are my uncle I am to be praised. No virtuousness I know in myself. but your blood† ( 354-357 ) . So here he’s fundamentally stating King Arthur that his decease in the terminal would be the least loss to him. but there’s implicit in significance here because he truly took the mission to turn out himself. Or possibly it was because he wanted to salvage King Arthur and his knights from taking the mission upon themselves that’s what you’ll neer know because everything in Sir Gawain and the Green Knight truly has a dual entendre feeling to it. The following brush he has is with the host of the palace he’s remaining at. and this truly tests his knightly codifications and courtly love. Alanen states that. â€Å"The codification of knightly courtesy seems to be the most of import and extremely honored set of regulations. Gawain demonstrates all three sets: knightly behavior as he accepts the Green Knight’s challenge. courtly love as he avoids lusting after the married woman of his host. and Christian virtuousness in his dress† . Gawain suffers in the palace with the host’s married woman because he knows non whether to follow his award as a knight. or his pledge to courtly love simply a conflict between adult male versus ego. â€Å"So good a knight every bit Gawain as justly reputed. in whom courtesy is so wholly embodied ; could non easy have spent so much clip with a lady Without imploring a buss. to follow with niceness. by some intimation or suggestion at the terminal of a remark† ( 1296-1301 ) . He refuses the married woman several times as she tries to acquire him to undermine in by appealing to his courtly loves values in the terminal though he doesn’t sleep with her. But. the married woman did offer him a green girdle that she claimed to be â€Å"magical† and Gawain kept it in fright of how he would shortly hold to confront the Green Knight. Since he didn’t give the host his side of the trade that dark it brings your eyes down upon Gawain’s character. â€Å"The feeling of security Gawain has gained from accepting the girdle of immortality does non nevertheless. discourage his demand to squeal his wickednesss before heading out to confront a challenge that should truly and logically take his life† ( Alanen ) . This merely goes to demo how Sir Gawain has a moral witting and he feels incorrect for what he did hence he additions some understanding in a sense. After his confession to the priest you see Sir Gawain has changed from the beginning of the verse form and has emerged a spot into a adult male. When he eventually completes his â€Å"bildungsroman† is at the very terminal of the verse form when the Green Knight reveals himself to Sir Gawain as the Green Knight and Gawain confesses that he withheld the girdle from him â€Å"See. my Godhead. said the adult male. and held up the girdle. This belt caused the cicatrix that I bear on my cervix ; this is the hurt and harm that I have suffered For the cowardliness and cov etousness that seized me there ; This is the item of the dishonesty I was caught perpetrating. And now I must have on it every bit long as I live. For a adult male may conceal his misbehavior. but neer erase it. For where one time it takes root the discoloration can neer be lifted† ( 2505 – 2512 ) . The quotation mark shows how Sir Gawain’s character has come full circle from a knight looking for a small celebrity to a knight who grew up and cognize his values as a knight and respected them. Sir Gawain whole journey truly goes to demo what one small prevarication can take you through. Although Gawain learned a pretty large life long lesson that honestness will ever be the best policy in the terminal because the truth sets people free. and that’s what this whole verse form was constructed about. In malice of the fact that Gawain lied in the terminal his Christian virtuousness still shines through which is why the Green Knight showed sympathy towards him. and all the knights of the unit of ammunition tabular array wore green girdles to honour him. They saw how brave he truly was even though he didn†™t think so. That right there is how Sir Gawain earned his regard as a knight. and it was through him finishing his â€Å"coming of age† as a knight. and that’s what makes his celebrity all the better. Plants Cited Alanen. Miriam. â€Å"The Purposes of Gawain: Sir Gawain and the Green Knight through the lens of Peter Abeelard’s Theory of Intention. † 12 Dec 2012 Web. Winny. James. â€Å"Sir Gawain and the Green Knight Translation† Broadview Editions. Publication: 1 Jan 1992. Print.

Sun Vampiers free essay sample

The Sun Vampires is an article by Cayte Williams outlining the dangers of using sun beds; addiction to sun beds and portrays the people who use sun beds as foolish. The article was printed in ‘The Big Issue’, which is most commonly sold by the homeless to earn money. ‘The Big Issue’ is targeted towards young casual readers who have knowledge of current affairs and have general concerns for society. The main message put across in the article by Cayte is that they are dangerous and can become very addictive. She outlines facts and figures from medical professionals to re-enforce her point of view, whist using experiences, from past and present ‘tanorexics’. The article appealed to the younger audience by keeping the tone humorous by using informal, casual language such as, â€Å"fork out†, â€Å"so who are these walking raisins† and â€Å"lets face it†, but still portraying the serious message of the health risks taken by using the sun bed. We will write a custom essay sample on Sun Vampiers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The title ‘Sun Vampires’ grabs your attention due to the fact you would not associate Vampires with the Sun. This reflects well with the article because Vampires burn in sunlight. Followed up by the sub-heading, â€Å"desperate for a sun fix† supports the none association of Vampires and the Sun, intrigues you into reading more. The sub-heading, â€Å"incarcerated in hi-tech coffins† along with the graphic illustration gives you an image of a burnt vampire within a coffin, but in fact it represents a ‘tanorexics’ using a hi-tech sun bed! The opening paragraph, sees Cayte personally involving the reader in an amusing way, to picture themselves confined within a sun bed, but comparing it to what she would consider an alien abduction! She does this by describing the sensations which are experienced on a sun bed, â€Å"lying in a big plastic cocoon†, â€Å"blue lights beats down at you† and â€Å"strange humming noises†, all of which you would associate with the paranormal. The article goes on to a more serious note by informing us that the Imperial Cancer Research Fund (ICRF) have issued a fact sheet outling the dangerous effects of indoor tanning. She uses a third party spokeswoman for the ICRF, Christine Suggars to emphasise the extreme dangers and concerns for ‘tanoerexics’. She uses the word ‘tanoerexics’ in order to associate tanning with â€Å"an obsession with self-image and self-esteem, like anorexia†. The paragraph is concluded with a light hearted statement of, â€Å"so who are these walking raisins, and why do they need a regular sun bed fix†, to engage the reader’s interest to find out who these people are. Again in the third paragraph she continues with her use of informal, casual language, such as â€Å"Lets face it†, â€Å"one hell of a habit† and â€Å"fork out to†, to keep her target audience interested. The paragraph takes on a more serious tone, when Jane Horwood describes her addiction. She compares her addiction to smoking and although she only used it once a week at first it gradually became once a night. She went to inform us she â€Å"was really upset that when i got pregnant my doctor told me i couldnt go on the sun bed†. This outlines the seriousness of the risks and how easily people can become addicted. Cayte leads us on to worrying information provided by Doctor Julia Newton Bishop, who is a consultant dermatologist at St James’ University Hospital in Leeds. She introduces Julia into the article to substantiate the facts of premature skin ageing and compares the problem in the elderly to younger patients who have over-used tanning equipment. This helps Cayte to persuade the reader to her point of view, by using an outside professional to reaffirm the effects of using the sun bed and explains you will have the opposite effect of what the younger generation want to achieve. Cayte re-introduces Christine Suggars of the ICRF who goes on to inform us of more medical conditions caused by over tanning but in in-depth medical terms, â€Å"UVA rays penetrate the skin more deeply, damaging the elastin†. This again re-enforces the hazards of sun bed use but also shows that Christine Suggars is a medical professional and has a wide knowledge of her chosen field. Having now been given concise information by professionals Cayte then moves on to the sun tanning industry. Shes continues in a judgemental manner regarding a well-known ‘brand’ â€Å"The Tanning Shop† whos first branch opened in 1992 and has over 150 branches throughout the country. She highlights ‘controlled tanning’ and ‘consultation’ to sarcastically mock the industry as she does not think this is their true reflection of the industry’s Code of Practice, and more concerned with their profit margin than the safety of their customers.

Monet and van Gogh essays

Monet and van Gogh essays No two artists can alone be considered responsible for the modern art movement, but both Vincent van Gogh (1853-1890) and Claude Monet (1840-1926) led two very distinct groups of artists out of the world we know as classical art. Though their styles differ greatly, they are both equally responsible for helping to shape the direction painting would go over the following century. Monet and van Gogh both left us with prolific bodies of work each representing their own view of life through their work on canvas and in their thoughts and words. Through their paintings, writings and letters we have been fortunate enough to understand both men's struggle for recognition as artists in a period when classicism was still held as the highest form of art. Aside from their shared struggle for acceptance as progressive artists-and perhaps an equal fascination with Japanese block prints-they are no closer to being alike than an apple and a grapefruit. Though Monet did not come from a wealthy family, he became involved with a group of peers that were well educated or part of the French aristocracy. The group, consisting of Degas, Manet, Renoir, Pissarro among others, all had one thing in common. They all cast aside tradition to bring to the heart of painting something real, immediate, fleeting and true to what they saw at the moment. In Manet's painting, Parisians Enjoying the Parc Monceau, 1878, we are given just that. He has stopped a moment in time when the high society is out, perhaps on a Sunday afternoon, sitting on a bench or strolling through the park. The scene is set so delicately at first glance, but upon closer inspection of the canvas, we find authoritative slashing strokes of oil paint, each one intended and defining this moment. From the bottom right of the 28 x 21 inch canvas comes a path which arcs up to the left and disappears behind a group of people walking. In the lower left foreground is a patch of grass where...

John Paul Jones in the American Revolution

John Paul Jones in the American Revolution Scottish by birth, Commodore John Paul Jones became the new United States first naval hero during the  American Revolution (1775-1783). Beginning his career as a merchant sailor and, later, captain, he was forced to flee to the North American colonies after killing a member of his crew in self defense. In 1775, shortly after the war began, Jones was able to secure a commission as lieutenant in the fledgling Continental Navy. Taking part in its early campaigns, he excelled as a commerce raider when given independent commands. Given command of the sloop-of-war Ranger (18 guns) in 1777, Jones received the first foreign salute of the American flag and became the first Continental Navy officer to capture a British warship. In 1779, he repeated the feat when a squadron under his command captured HMS Serapis (44) and HMS Countess of Scarborough (22) at the Battle of Flamborough Head. With the end of the conflict, Jones later served as a rear admiral in the Imperial Russian Navy. Fast Facts: John Paul Jones Rank: Captain (US), Rear Admiral (Russia)Service: Continental Navy, Imperial Russian NavyBirth Name: John PaulBorn: July 6, 1747 at Kirkcudbright, ScotlandDied: July 18, 1792, Paris, FranceParents: John Paul, Sr. and Jean (McDuff) PaulConflicts: American RevolutionKnown For: Battle of Flamborough Head (1777) Early Life Born John Paul on July 6, 1747, at Kirkcudbright, Scotland, John Paul Jones was the son of a gardener. Going to sea at age 13, he first served aboard the merchant ship Friendship which operated out of Whitehaven. Progressing through the merchant ranks, he sailed on both trading vessels and slavers. A skilled sailor, he was made first mate of the slaver Two Friends in 1766. Though the slave trade was lucrative, Jones became disgusted with it and departed the vessel two years later. In 1768, while sailing as a mate aboard the brig John, Jones suddenly ascended to command after yellow fever killed the captain. Safely bringing the vessel back to port, the ships owners made him the permanent captain. In this role, Jones made several profitable voyages to the West Indies. Two years after taking command, Jones was forced to severely flog a disobedient sailor. His reputation suffered when the sailor died a few weeks later. Leaving John, Jones became captain of the London-based Betsey. While lying off Tobago in December 1773, trouble began with his crew and he was forced to kill one of them in self-defense. In the wake of this incident, he was advised to flee until an admiralty commission could be formed to hear his case. North America Traveling north to Fredericksburg, VA, Jones hoped to obtain aid from his brother who had settled in the area. Finding that his brother had died, he took over his affairs and estate. It was during this period that he added Jones to his name, possibly in an effort to distance himself from his past. Sources are unclear regarding his activities in Virginia, however it is known that he traveled to Philadelphia in the summer of 1775, to offer his services to the new Continental Navy after the start of the American Revolution. Endorsed by Richard Henry Lee, Jones was commissioned as the first lieutenant of the frigate Alfred (30) Continental Navy Fitting out in Philadelphia, Alfred was commanded by Commodore Esek Hopkins. On December 3, 1775, Jones became the first to hoist the US flag over an American warship. The following February, Alfred served as Hopkins flagship during the expedition against New Providence in the Bahamas. Landing marines on March 2, 1776, Hopkins force succeeded in capturing weapons and supplies which were badly needed by General George Washingtons army at Boston. Returning to New London, Jones was given command of the sloop Providence (12), with the temporary rank of captain, on May 10, 1776. While aboard Providence, Jones displayed his skill as a commerce raider capturing sixteen British ships during one six-week cruise and received his permanent promotion to captain. Arriving at Narragansett Bay on October 8, Hopkins appointed Jones to command Alfred. Through the fall, Jones cruised off Nova Scotia capturing several additional British vessels and securing winter uniforms and coal for the army. Putting into Boston on December 15, he began a major refit on the vessel. While in port, Jones, a poor politician, began feuding with Hopkins. As result, Jones was next assigned to command the new 18-gun sloop-of-war Ranger rather than one of the new frigates being built for the Continental Navy. Departing Portsmouth, NH on November 1, 1777, Jones was ordered to proceed to France to assist the American cause in any way possible. Arriving at Nantes on December 2, Jones met with Benjamin Franklin and informed the American commissioners of the victory at the Battle of Saratoga. On February 14, 1778, while in Quiberon Bay, Ranger received the first recognition of the American flag by a foreign government when it was saluted by the French fleet. Cruise of Ranger Sailing from Brest on April 11, Jones sought to bring the war home to the British people with the goal of forcing the Royal Navy to withdraw forces from American waters. Boldly sailing into the Irish Sea, he landed his men at Whitehaven on April 22 and spiked the guns in the towns fort as well as burned shipping in the harbor. Crossing Solway Firth, he landed at St. Marys Isle to kidnap the Earl of Selkirk whom he believed could be exchanged for American prisoners of war. Coming ashore, he found that the Earl was away. To placate the desires of his crew, he seized the familys set of silver plate. Crossing the Irish Sea, Ranger encountered the sloop-of-war HMS Drake (20) on April 24. Attacking, Ranger captured the ship after an hour-long battle. Drake became the first British warship to be captured by the Continental Navy. Returning to Brest, Jones was greeted as a hero. Promised a new, larger ship, Jones soon encountered problems with the American commissioners as well as the French admiralty. After some struggle, he obtained a former East Indiaman which he converted into a warship. Mounting 42 guns, Jones named the ship Bonhomme Richard in tribute to Benjamin Franklin. Battle of Flamborough Head Sailing on August 14, 1779, Jones commanded a five-ship squadron. Proceeding northwest, Jones moved up the west coast of Ireland and turned to circle the British Isles. While the squadron captured several merchant ships, Jones experienced persistent problems with insubordination from his captains. On September 23, Jones encountered a large British convoy off Flamborough Head escorted by HMS Serapis (44) and HMS Countess of Scarborough (22). Jones maneuvered Bonhomme Richard to engage Serapis while his other ships intercepted Countess of Scarborough. Though Bonhomme Richard was pounded by Serapis, Jones was able to close and lash the two ships together. In a prolonged and brutal fight, his men were able to overcome the British resistance and succeeded in capturing Serapis. It was during this fight that Jones reputedly replied to a British demand for surrender with Surrender? I have not yet begun to fight! As his men were achieving their victory, his consorts captured Countess of Scarborough. Turning for Texel, Jones was forced to abandon the battered Bonhomme Richard on September 25. America Again hailed as a hero in France, Jones was awarded the rank of Chevalier by King Louis XVI. On June 26, 1781, Jones was appointed to command America (74) which was then under construction at Portsmouth. Returning to America, Jones threw himself into the project. Much to his disappointment, the Continental Congress elected to give the ship to France in September 1782, to replace Magnifique which had run aground entering Boston harbor. Completing the ship, Jones turned it over to its new French officers. Foreign Service With the end of the war, Jones, like many Continental Navy officers, was discharged. Left idle, and feeling that he was not given enough credit for his actions during the war, Jones willingly accepted an offer to serve in the navy of Catherine the Great. Arriving in Russia in 1788, he served in that years campaign on the Black Sea under the name Pavel Dzhones. Though he fought well, he bickered with the other Russian officers and was soon politically outmaneuvered by them. Recalled to St. Petersburg, he was left without a command and soon departed for Paris. Returning to Paris in May 1790, he lived there in retirement, though he did make attempts to re-enter Russian service. He died alone on July 18, 1792. Buried in St. Louis Cemetery, Jones remains were returned to the United States in 1905. Carried aboard the armored cruiser USS Brooklyn, they were interred in an elaborate crypt within the United States Naval Academy Chapel at Annapolis, MD.

Assignement Assignment Example | Topics and Well Written Essays - 750 words

Assignement - Assignment Example Test of Written English, The Cambridge Certificate and the Diploma of English Studies, and the FSI Oral Interview Test. In order to prepare the students for these tests, we must make sure to prepare them by providing them with mock tests in the areas of pscychometric, linguistic, integrative, and communicative tests. The psychometric tests can be done using the Educational Testing Service practice psychometric standards. As teachers, the practice tests that we administer using their guidelines determines the competence of the student in relation to his grasp of the English language and its practical uses. The standardized test allows students to take the test based upon their level of expertise in the language by allowing them to modify and edit their answers. On the other hand, the integrative tests have been proven to test merely the surface knowledge of the student. This can be done using an oral interview method or composition testing which is done via essay writing. Even though dictation is also considered an integrative test, it has proven to be inconclusive in its results since listening skills vary from learner to learner. Teachers will most definitely be inclined to test the students using these formal assesment types but, they also have the option to informally test the students in the form of an oral interview. These oral interviews will not provide the same overview of the student's skills that the formal tests provide but it will give the teacher an idea as to the degree of learning that the student has actually acquired and retained from the lessons. Each of the testing types can be administered to the students depending upon their level of learning or difficulty in following the lesson. In formal schools, the more formal testing methods suggested by the Education Testing Service decides the learning accomplishment of the students since they have more time for practice runs. It is important to note however, that informal testing via oral response tests will also function in the same capacity should the teacher not have enough materials to back up the multiple testing methods of ETS. Of course testing results will vary for the EFL/ESL elementary and high school learners. That is because their mental capity and development in terms of ELLs, such as speaking, listening, and writing, vary with the intellectual maturity that the students are developing. An educator cannot expect a child of 8 to be able to carry on a conversation with an adult at the level of a high school student / English speaker. That is why the tests that are given to the elementary and high schools students of EFL/ESL are as different as night and day. The elementary student's interests, verbal, and written capacities are limited by his age and exposure to life, including his degree of practice in the English language so therefore, he cannot be tested and judged at the same level as a high school student. A high school student on the other hand is assumed to have been studying English far longer and already has an established foundation for the ELLs that will allow him to perform at a higher level than his elementary counterpart. Most EFL/ESL teachers these days fail to properly test their students and rely mostly on the practice tests because it is easier for them to test students from the textbook