The Impressive Range of Impress

The Impressive Range of Impress The Impressive Range of Impress The Impressive Range of Impress By Mark Nichol Impress has various meanings, both literal and figurative. This post explorers those senses and the meanings of various words in which impress is the root. Impress is derived from the Latin verb premere, meaning â€Å"press† and the source of press in all its senses. It usually is a verb and can mean â€Å"imprint by applying pressure† or â€Å"affect significantly.† (It is also a synonym for transfer and transmit.) One can impress a design onto an object using heat or physical pressure, such as by branding or stamping, and one can impress another person by performing an action the other person considers impactful or meaningful. One can also do or say something to impress on another person the significance of a fact or opinion. Another sense of impress is â€Å"force or take by force,† as in the case of sailors or soldiers enlisted against their will or someone coerced or pressured into undertaking an action or a task. However, impress is also a noun, though its use as such is not as common as its employment as a verb. An impress is an imprint or a stamp or seal, an effect, or an act of forcing such as one of those described in the previous paragraph. The act, however, is usually referred to as impressment. An impression is an effect of, or a feeling based on, an action or an imprint or mark on an object or an act such as imprinting or marking. The word also refers to a first coat of ink or paint or the amount of pressure with which it is applied, or the entirety of a set of printed materials produced in one batch. It also pertains to an imitation of a recognizable person that exploits well-known traits such as a unique voice or distinctive mannerisms; one is said to do an impression of someone else, and a person who routinely does impressions for entertainment purposes is called an impressionist. Impressionist also refers to an artist who creates visual art, literature, or music intended to capture feelings instead of details or represents impressions of reality rather than reality itself. In painting, the term is often capitalized, and the art form is called Impressionism. The adjective pertaining to the artist sense is impressionistic. Two other adjectives stemming from impress but distinct from impressionistic and each other in meaning are impressive and impressionable. The former means â€Å"eliciting admiration or awe,† while the former means â€Å"tending to be easily influenced† and usually pertains to children or young people who have not yet acquired critical-thinking skills, though it may also apply, in a pejorative sense, to adults who are insufficiently skeptical. The less common adjective impressible, however, applies to the sense of imprinting. The noun impresario, referring to a conductor, manager, promoter, or sponsor of an entertainment event or series, is unrelated; taken directly from Italian, it derives ultimately from the Latin verb prehendere, meaning â€Å"seize† (also the source of apprehend, comprehend, and prehensile). Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:50 Redundant Phrases to Avoid8 Types of Parenthetical PhrasesDealing With A Character's Internal Thoughts

Holocaust Records Archive Unveiled

Holocaust Records Archive Unveiled After 60 years of being hidden away from the public, Nazi records about the 17.5 million people - Jews, Gypsies, homosexuals, mental patients, handicapped, political prisoners and other undesirables - they persecuted during the regimes 12 years in power will be open to the public. What is the ITS Bad Arolsen Holocaust Archive? The ITS Holocaust Archive in Bad Arolsen, Germany contains the fullest records of Nazi persecutions in existence.  The archives contain 50 million pages, housed in thousands of filing cabinets in six buildings. Overall, there are 16 miles of shelves holding information about the victims of the Nazis. The documents - scraps of paper, transport lists, registration books, labor documents, medical records, and finally death registers - record the arrest, transportation, and extermination of the victims. In some case, even the amount and size of the lice found on the prisoners’ heads were recorded.This archive contains the famous Schindler’s List, with the names of 1,000 prisoners saved by factory owner Oskar Schindler who told the Nazis he needed the prisoners to work in his factory.Records of Anne Frank’s journey from Amsterdam to Bergen-Belsen, where she died at the age of 15, can also be found among the millions of documents in this archive.The Mauthausen concentration camp’s â€Å"Totenbuch,† or Death Book, records in meticulous handwriting how, on April 20, 1942, a prisoner was shot in the back of the head every two minutes for 90 hours. The Mauthausen camp commandant ordered these executions as a birthday present for Hitler.Toward the end of the war, when the Germans were struggling, the record keeping was not able to keep up with the extermination. And unknown numbers of prisoners were marched directly from trains to gas chambers in places like Auschwitz without being registered. How were the archives created? As the Allies conquered Germany and entered the Nazi concentration camps beginning in the spring of 1945, they found detailed records that had been kept by the Nazis. The documents were taken to the German town of Bad Arolsen, where they were sorted, filed, and locked way. In 1955, the International Tracing Service (ITS), an arm of the International Committee of the Red Cross, was put in charge of the archives. Why were the records closed to the public? An agreement signed in 1955 stated that no data that could harm the former Nazi victims or their families should be published. Thus, the ITS kept the files closed to the public because of concerns about the victims privacy. Information was doled out in minimal amounts to survivors or their descendants.This policy generated much ill-feeling among Holocaust survivors and researchers. In response to pressure from these groups, the ITS commission declared itself in favor of opening up the records in 1998 and began scanning the documents into digital form in 1999.Germany, however, opposed amending the original convention to allow for public access to the records. German opposition, which was based on possible misuse of information, became the main barrier to opening the Holocaust archives to the public.Yet until now Germany resisted the opening, on the grounds that the records involve private information about individuals that could be misused. Why are the records now being made available? In May 2006, following years of pressure from the United States and survivors groups, Germany changed its viewpoint and agreed to a fast revision of the original agreement.Brigitte Zypries, the German justice minister at the time, announced this decision while in Washington for a meeting with Sara J. Bloomfield, the director of the United States Holocaust Memorial Museum.Zypries said, Our point of view is that the protection of privacy rights has reached by now a standard high enough to ensure ... the protection of privacy of those concerned. Why are the records important? The immensity of information in the archives will provide Holocaust researchers with work for generations. Holocaust scholars have already started to revise their estimates of the number of camps run by the Nazis according to new information being found. And the archives present a formidable obstacle to Holocaust deniers.In addition, with the youngest survivors very swiftly dying each year, time is running out for survivors to learn about their loved ones. Today survivors fear that after they die, no one will remember the names of their family members who were killed in the Holocaust. The archives need to be accessible while there are still survivors alive who have the knowledge and drive to access it.The opening of the archives means that survivors and their descendents can finally find information about the loved ones they lost, and this may bring them some well-deserved closure before the end of their lives.

PICOT question, where to search Coursework Example | Topics and Well Written Essays - 250 words

PICOT question, where to search - Coursework Example The presence of such services will ensure incoming patients are treated in a timely manner to avoid congestion in the ER. The implementation psychiatric services in the healthcare institution will ensure that there is less retention of patients in the ER. Continued holding of patients in the ER with absence of medical and service administration to them imposes adverse effects on patients. As a result, an immediate intervention is necessary to ensure efficiency in service delivery. The institution of psychiatric services in the health institution ensures a timely and effective delivery of medical services to behavioral patients. On the other hand, an increase in hospital beds will take care of the rising inpatient demand in the ER. The aforementioned factors will play a necessary role in ensuring unlimited beds for ER patients. The intervention mechanism in healthcare facilities must take immediate effect because of the rising inpatient demand in in the ER. As a result of the rising demand for the behavioral patients, it is imperative for the implementation of psychiatrist service that will ensure a minimum of four hours attendance to patients after arrival (Doran, 2013). Medical practitioners have an imperative role in the determination of efficient medical and health services to patients. Literature review provides comprehensive and clear information on the provision for more ER beds in hospitals so as to cater for the rising number of behavioral patients. The increased world-wide population is prone to a vast range of diseases that call for immediate intervention (Doran, 2013). Therefore, it is imperative for governments, and respective private agencies to intervene on the

Cold War and the Los Angeles area Essay Example | Topics and Well Written Essays - 500 words - 1

Cold War and the Los Angeles area - Essay Example International sports sometimes need political support and this factor is exploited too, which was seen in the Cold war. President Carter concluded that such ban on sports would not create any benefit but on the part of athletes’, their career would be affected. This movement was well attuned to international politics, and the governments had access to the power. Joining of Russia in the Olympic movement politicized the games. Particularly, it is stated that to wage propaganda the U.S. government controlling the Olympic Games carried on this campaign against communism during Cold War. (Hill) The Los Angeles games of 1984 will be remembered greatly, as it showed the execution of super political power and it showed a significant impact on the domestic Olympics of the season. The games displayed the shift of powers from the IOC. Due to the Cold War, the strain between the countries allied with the super powers increased. Both the countries (West Germany and East Germany) were asked to participate as one team but the offer was declined by East Germany. (Rider) Such disagreement of countries allied with super powers continued for a long time and the athletes suffered. These games were sharply politicized on the other hand they were commercial as the taxpayers used it and refused to pay funds and exploited the games by all means. (Hill) The city holds an especial place in the heart of all Americans. It is called the hub of entertainment, leisure, culture films and many more. It contributes to the US economy by drawing in income from the sale of cultural products across the globe. For 40 year Los Angeles had advanced strategic-projects including Bomber projects, space projects, missiles and advance electronic communication. But in the late in 1980s Los Angeles faced sudden reverse in the flow of income. Due to the cold

Max Hamburger Essay Example for Free

Max Hamburger Essay History- Established in 1968, Max was the first burger fast food chain in Sweden. Their founders Curt Bergfors and Britta Anderson opened their first restaurant in Gallivare, high up in the northern part of Sweden. Max is a second generation family owned company run by the sons of founder Curt Bergfors. The name Max stems from founder’s nickname. The founder, Curt Bergfors is still active in the company as Chairman of Board, and family still owns 1000 percent of the company. Richard Bergfors is the company’s President and Christoffer Bergfors is the Vice President. Market Analysis 2007 was the year when Max took a good hard look at themselves, in terms of climate change. After hearing the reports of how global warming is affecting their planet, Max started thinking on how to make a change? Max realized that they were part of problem but they also want to be part of solution. Max conducted a climate inventory that also included their suppliers. In assistance with the Natural Step and UW, Max analyzed the entire production chain. The direct climate impacts were analyzed using the Greenhouse Gas Protocol, which also forms the basis for international ISO standards, 14. 065. The analysis included energy consumption in buildings, transports, packaging, and the climate impacts from each respective ingredient. In food production the main contributors to the greenhouse effect are carbon dioxide, methane and nitrous oxide. They soon realized that that in their business, the meat in their hamburgers was the greatest source of the emissions.

Our Ethical Duty to Prevent Child Abuse Essay -- Violence Against Chil

Beating children, chronically belittling them, using them for sexual gratification, or depriving them of the basic necessities of life are acts that cannot be permitted in a civilized society. Tolerating child abuse denies the worth of children as human beings. Each of us has a moral obligation to turn in a child abuser. In the United States, teachers are told to report child abuse to the Department of Community Services because the department has the responsibility and legal mandate to insure a child's safety, care, and welfare (Bender et al. 1). Why must this responsibility be separate among people who live in the same city and care for these children? The Department of Community Services (DCS) should not have to be concerned with the moral responsibility of protecting a child or doing everything correctly as to not violate a law. They should only have to be watching out for these children and find ways to stop child abuse. This needs to change by building a real community where everyone can feel active, involved, and as though they are making a difference. The presence of child abuse goes back as far as history can remember. It was present in such societies as Ancient Egypt and Rome. We remember these societies as being great and prosperous. On the down side child abuse was very common, and mostly by the elite who had the power and the gold. We also have cases of child abuse in the Church. And when the case of the child is over the priest is just sent away to another city to preach, with the chance of the abuse happening again. People need to speak out to stop this "higher Power" from getting away with such a hurtful crime (Pride 1). "The Social service ... ...ave no future if our children are treated worthlessly. Community is a big key here. And community needs to come together and fight against child abuse. Protection of children from harm is not just an ethical duty; it is a matter of national survival. Works Cited Bender, et al. Child Abuse-Opposing Viewpoints. San Diego CA, Green haven Press Inc., 2004. Jackson, Valerie. Racism and Child Protection-The Black Experience of Child Sexual Abuse. London: Cassell Press, 2011. Kalichman, Seth C. Mandated Reporting of Suspected Child Abuse, Ethics, Law, and Policy. Washington DC: APA, 2005. Pride, Mary. The Child Abuse Industry. Illinois: Crossway Books, 2009. http://www.alex.edfac.usyd.edu.au/LocalResources/DepartPol/Childprotect/Child%20prot%20html#index. Roystone, Jennifer. All of our Children. 2008. http://www.vcuethics.org/

Field Interview

PROPERTY and LIABILITY AUTOMOBILE 3/13 The Personal Automobile Policy – one of the major costs of operating an automobile Perils Associated with Automobile Ownership/Operation Tort liability – lawsuits may result from the harm/damage you cause to other persons or property Note: 60% of all damages paid are for things other than damage to cars Death/Bodily Injury – the dollar costs of these are 6X higher than for property damage liability Note: contributing factors include age, sex, alcohol/drug use, speed, rural/urban settingor distractions (passengers, cellphones)Collision losses – the size and type of your vehicle are the big factors in predicting the degree of damages and cost of repairs. $$$ Theft – frequency is highest among the most popular (Camry, Taurus, etc. ) and high value (SUV,Lexus) vehicles; the frequency is also highest in urban areas (Willie Sutton theory) Non-collision losses – hail, fire, falling objects, animals, flood, stor m, vandalism, etc. COVERAGES ALiability – your own negligence – provides financial protection from tort liability; technology now allows electronic monitoring of drivers by insurersProperty losses – includes damage to other vehicles, structures, livestock, etc. Bodily injury – medical care, pain and suffering, loss of income. Usually with upper-end limits for each person and each event. This is above the costs of defending yourself. Limits – BI liability per person/per accident/ PD property damages Note : Bankruptcy may not eliminate a court award. BMedical – this covers your own medical expenses from an accident, accidental D & D, etc. To the extent that this duplicates health coverage from your regular medical plan, it is not recommended for most drivers.CUninsured/Underinsured motorist – covers you if the negligent party is not adequately insured DPhysical Damage – to your car (when no one else is to blame) Collision  œ covers damage to your own car in moving accidents Comprehensive – covers loss to your vehicle other- than-collision (storm, flood, animals)etc. ) Non-owned auto- not regularly made available to the insured Deductibles – your co-payment; eliminates small claims; reduces premiums Included in your Liability Coverage Covered Auto Vehicles listed on your policy Temporary substitute – if you are driving someone else’s carTowed Trailers Newly acquired Auto – automatic coverage for 30 days Covered persons Yourself Others in your household Temporary borrowers (with permission) Third Parties (such as your employer) who may be held liable for acts of an insured person Other Items Included in Your Policy Legal defense against frivolous claims Legal costs above damage award When you rent a car – broadest coverage applies; see if coverage is acceptable to rental agency Automatic extension to minimum required coverage when driving out of stateNote: diffe rent states have different minimumsExclusions and Limitations Hiring out your car Commercial use – JimmyJohn/Domino’s delivery, taxi, hauling Exception for automotive businesses who may test drive your car Without permission Less than 4-wheeled vehicles (e. g. – a borrowed ATV) Intentional damage by covered person War or civil disturbance Failure to report/preserve & protect Contents Wear and Tear – â€Å"Inherent Vice† Trailers – only liability coverage and only while pulling Employer’s car Note: coverage is defined more narrowly if it is not your carNote: replacement is limited to â€Å"like kind and value† Note: â€Å"actual cash value† may not be fair market value Note: keep a small disposable camera in the car to photograph accident scene Other Contractual Provisions Subrogation Clause – gives insurer the right to pursue liable third parties Cancellation – insurer may cancel with 60-day notice Proof of loss – you may be required to supply proof of loss International Limitations Factors affecting your premium Vehicle year, make & model – these are theft and repair cost factorsYour age – inexperience; statistical grouping (under 20 has 4X crash rate per mile driven) Sex – males still greater risk (add a 16 year-old boy, rates double; add a girl, up 50%) Marital status – presumption of stability if married Usage – type of driving and yearly mileage Driving record – this is the item over which you have greatest control Driver’s Education Good student discount – usually for GPA 3. 0 or higher Local Factors –territory, weather, road quality, crime rates, etc. (Lincoln’s collision rate is 16% below the national average). Multi-car discountsDeductibles – using higher deductibles means lower premiums Legal Considerations Assigned Risk Plan – state administered pool for uninsurable drivers Financial Responsibility Laws – proof of insurance or of ability to pay No Fault Laws – your own insurer pays and may be reimbursed by negligent party once fault is established FACTOIDS: Note: the first documented automotive fatality was Henry Hale Bliss who stepped off a trolly into the path of an automobile on Sept. 13, 1899 The 32,788 fatalities recorded in 2010 was the lowest since 1961 and down from 41,259 in 2007.Lincoln has 5th safest drivers in US. On average we go 12 years between accidents. The national average is 10 years. (Washington DC is worst) Genetics – A 2009 study showed that drivers with a particular genetic variation had 20% lower scores on driving skills test. In the U. S. , 30% of all drivers have this genetic variation. One out of seven drivers is uninsured. Home Ownership Types of Policy: – HO-1 basic coverage of common perils – HO-2 broader coverage, looser definitions – HO-3 â€Å"All-Risk† specified exclusions* â€⠀œ HO-4 for rentals HO-5 all-risk for personal property/content – HO-6 for condiminiums – HO-8 older homes with disparity between replacement value and actual cash value *all risks are covered excpet those specifically excluded Section I – Property – Dwelling – Unattached structures – Personal property (contents) o Scheduled items o Non-Scheduled items – Loss of Use Inclusions, Exclusions, Limitations – Things excluded from coverage o Some contents – Limitations to property coverage o Some perils to dwelling – Special extensions/ Specific endorsements Earth movment o Federal flood insurance Section II – Liability – Personal Liability o Harm caused to others physically o Harm caused to property of others – Medical payments to others o Not necessary to show legal liability, negligence or fault – Personal â€Å"Umbrella† Policy can be added TAKE AWAY Coverages Liability Medical Unde rinsured/uninsured motorist Physical Damage Collision Non-Collision What constitutes a Covered Auto and a Covered Person Exclusions/Limitations Contractual Provisions Factors Affecting Your Premium Terminology .

Assessment Of Learning Essay

Assessment of learning refers to strategies designed to confirm what students know, demonstrate whether or not they have met curriculum outcomes or the goals of their individualized programs, or to certify proficiency and make decisions about students’ future programs or placements. It is designed to provide evidence of achievement to parents, other educators, the students themselves, and sometimes to outside groups (e. g. , employers, other educational institutions). Assessment of learning is the assessment that becomes public and results in statements or symbols about how well students are learning. It often  contributes to pivotal decisions that will affect students’ futures. It is important, then, that the underlying logic and measurement of assessment of learning be credible and defensible. TEACHERS’ ROLES IN ASSESSMENT OF LEARNING Because the consequences of assessment of learning are often far-reaching and affect students seriously, teachers have the responsibility of reporting student learning accurately and fairly, based on evidence obtained from a variety of contexts and applications. Effective assessment of learning requires that teachers provide †¢ a rationale for undertaking a particular assessment of learning at a particular  point in time †¢ clear descriptions of the intended learning †¢ processes that make it possible for students to demonstrate their competence and skill †¢ a range of alternative mechanisms for assessing the same outcomes †¢ public and defensible reference points for making judgements Rethinking Classroom Assessment with Purpose in Mind †¢ 55. The purpose of assessment that typically comes at the end of a course or unit of instruction is to determine the extent to which the instructional goals have been achieved and for grading or certification of student achievement. (Linn and Gronlund, Measurement and Assessment in Teaching ) Reflection: Think about an example of assessment of learning in your own teaching and try to develop it further as you read this chapter. 56 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 †¢ transparent approaches to interpretation †¢ descriptions of the assessment process †¢ strategies for recourse in the event of disagreement about the decisions. With the help of their teachers, students can look forward to assessment of learning tasks as occasions to show their competence, as well as the depth and breadth of their learning. PLANNING ASSESSMENT OF LEARNING The purpose of assessment of learning is to measure, certify, and report the level  of students’ learning, so that reasonable decisions can be made about students. There are many potential users of the information:†¢ teachers (who can use the information to communicate with parents about their children’s proficiency and progress) †¢ parents and students (who can use the results for making educational and vocational decisions) †¢ potential employers and post-secondary institutions (who can use the information to make decisions about hiring or acceptance) †¢ principals, district or divisional administrators, and teachers (who can use the information to review and revise programming). Assessment of learning requires the collection and interpretation of information about students’ accomplishments in important curricular areas, in ways that represent the nature and complexity of the intended learning. Because genuine learning for understanding is much more than just recognition or recall of facts or algorithms, assessment of learning tasks need to enable students to show the complexity of their understanding. Students need to be able to apply key concepts, knowledge, skills, and attitudes in ways that are authentic and consistent with current thinking in the knowledge domain. What am I  assessing? Why am I assessing? Rethinking Classroom Assessment with Purpose in Mind †¢ 57 Assessment of Learning In assessment of learning, the methods chosen need to address the intended curriculum outcomes and the continuum of learning that is required to reach the outcomes. The methods must allow all students to show their understanding and produce sufficient information to support credible and defensible statements about the nature and quality of their learning, so that others can use the results in appropriate ways. Assessment of learning methods include not only tests and examinations, but  also a rich variety of products and demonstrations of learning—portfolios, exhibitions, performances, presentations, simulations, multimedia projects, and a variety of other written, oral, and visual methods (see Fig. 2. 2, Assessment Tool Kit, page 17). What assessment method should I use? Graduation Portfolios Graduation portfolios are a requirement for graduation from British Columbia and Yukon Senior Years schools. These portfolios comprise collections (electronic or printed) of evidence of students’ accomplishments at school, home, and in the community, including demonstrations of  their competence in skills that are not measured in examinations. Worth four credits toward graduation, the portfolios begin in Grade 10 and are completed by the end of Grade 12. The following are some goals of graduation portfolios: †¢ Students will adopt an active and reflective role in planning, managing, and assessing their learning. †¢ Students will demonstrate learning that complements intellectual development and course-based learning. †¢ Students will plan for successful transitions beyond Grade 12. Graduation portfolios are prepared at the school level and are based on specific Ministry criteria and standards. Students use the criteria and standards as guides for planning, collecting, and presenting their evidence, and for self-assessing. Teachers use the criteria and standards to assess student evidence and assign marks. There are three major components of a graduation portfolio: 1. Portfolio Core (30 percent of the mark). Students must complete requirements in the following six portfolio organizers: arts and design (respond to an art, performance, or design work); community involvement and responsibility (participate co-operatively and respectfully in a  service activity); education and career planning (complete a graduation transition plan); Employability skills (complete 30 hours of work or volunteer experience); information technology (use information technology skills); personal health (complete 80 hours of moderate to intense physical activity). 2. Portfolio Choice (50 percent of the mark). Students expand on the above areas, choosing additional evidence of their achievements. 3. Portfolio Presentation (20 percent of the mark). Students celebrate their learning and reflect at the end of the portfolio process. ( Portfolio Assessment and Focus Areas: A Program Guide) 58 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 Assessment of learning needs to be very carefully constructed so that the information upon which decisions are made is of the highest quality. Assessment of learning is designed to be summative, and to produce defensible and accurate descriptions of student competence in relation to defined outcomes and, occasionally, in relation to other students’ assessment results. Certification of students’ proficiency should be based on a rigorous, reliable, valid, and equitable process of assessment and evaluation. Reliability  Reliability in assessment of learning depends on how accurate, consistent, fair, and free from bias and distortion the assessment is. Teachers might ask themselves: †¢ Do I have enough information about the learning of this particular student to make a definitive statement? †¢ Was the information collected in a way that gives all students an equal chance to show their learning? †¢ Would another teacher arrive at the same conclusion? †¢ Would I make the same decision if I considered this information at another time or in another way? Reference Points Typically, the reference points for assessment of learning are the learning  outcomes as identified in the curriculum that make up the course of study. Assessment tasks include measures of these learning outcomes, and a student’s performance is interpreted and reported in relation to these learning outcomes. In some situations where selection decisions need to be made for limited positions (e. g. , university entrance, scholarships, employment opportunities), assessment of learning results are used to rank students. In such norm-referenced situations, what is being measured needs to be clear, and the way it is being measured needs to be transparent to anyone who might use the assessment  results. Validity Because assessment of learning results in statements about students’ proficiency in wide areas of study, assessment of learning tasks must reflect the key knowledge, concepts, skills, and dispositions set out in the curriculum, and the statements and inferences that emerge must be upheld by the evidence collected. How can I ensure quality in this assessment process? Rethinking Classroom Assessment with Purpose in Mind †¢ 59 Assessment of Learning Record-Keeping Whichever approaches teachers choose for assessment of learning, it is their records that provide details about the quality of the measurement. Detailed records of the various components of the assessment of learning are essential, with a description of what each component measures, with what accuracy and against what criteria and reference points, and should include supporting evidence related to the outcomes as justification. When teachers keep records that are detailed and descriptive, they are in an excellent position to provide meaningful reports to parents and others. Merely a symbolic representation of a student’s accomplishments (e. g. , a letter grade or percentage) is inadequate. Reports to parents and others should identify the  intended learning that the report covers, the assessment methods used to gather the supporting information, and the criteria used to make the judgement. Feedback to Students Because assessment of learning comes most often at the end of a unit or learning cycle, feedback to students has a less obvious effect on student learning than assessment for learning and assessment as learning. Nevertheless, students do Ho w can I use the information from this assessment? Guidelines for Grading 1. Use curriculum learning outcomes or some clustering of these (e. g. , strands) as the basis for grading. 2.  Make sure that the meaning of grades comes from clear descriptions of curriculum outcomes and standards. If students achieve the outcome, they get the grade. (NO bell curves! ) 3. Base grades only on individual achievement of the targeted learning outcomes. Report effort, participation, and attitude, for example, separately, unless they are a stated curriculum outcome. Any penalties (e. g. , for late work, absences), if used, should not distort achievement or motivation. 4. Sample student performance using a variety of methods. Do not include all assessments in grades. Provide ongoing feedback on formative  performance using words, rubrics, or checklists, not grades. 5. Keep records in pencil so they can be updated easily to take into consideration more recent achievement. Provide second-chance assessment opportunities (or more). Students should receive the highest, most consistent mark, not an average mark for multiple opportunities. 6. Crunch numbers carefully, if at all. Consider using the median, mode, or statistical measures other than the mean. Weight components within the final grade to ensure that the intended importance is given to each learning outcome. 7. Make sure that each assessment meets quality standards (e.g. , there should be clear targets, clear purpose, appropriate target-method match, appropriate sampling, and absence of bias and distortion) and is properly recorded and maintained (e. g. , in portfolios, at conferences, on tracking sheets). 8. Discuss and involve students in grading at the beginning and throughout the teaching and learning process. (Adapted from O’Connor, How to Grade for Learning ) Resource: Marzano, Transforming Classroom Grading 60 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5 rely on their marks and on teachers’ comments as indicators of their level of  success, and to make decisions about their future learning endeavours. Differentiating Learning In assessment of learning, differentiation occurs in the assessment itself. It would make little sense to ask a near-sighted person to demonstrate driving proficiency without glasses. When the driver uses glasses, it is possible for the examiner to get an accurate picture of the driver’s ability, and to certify him or her as proficient. In much the same way, differentiation in assessment of learning requires that the necessary accommodations be in place that allow students to make the particular learning visible. Multiple forms of assessment offer multiple pathways for making student learning transparent to the teacher. A particular curriculum outcome requirement, such as an understanding of the social studies notion of conflict, for example, might be demonstrated through visual, oral, dramatic, or written representations. As long as writing were not an explicit component of the outcome, students who have difficulties with written language, for example, would then have the same opportunity to demonstrate their learning as other students. Although assessment of learning does not always lead teachers to differentiate  instruction or resources, it has a profound effect on the placement and promotion of students and, consequently, on the nature and differentiation of the future instruction and programming that students receive. Therefore, assessment results need to be accurate and detailed enough to allow for wise recommendations. Reporting There are many possible approaches to reporting student proficiency. Reporting assessment of learning needs to be appropriate for the audiences for whom it is intended, and should provide all of the information necessary for them to make reasoned decisions. Regardless of the form of the reporting,  however, it should be honest, fair, and provide sufficient detail and contextual information so that it can be clearly understood. Traditional reporting, which relies only on a student’s average score, provides little information about that student’s skill development or knowledge. One alternate mechanism, which recognizes many forms of success and provides a profile of a student’s level of performance on an emergent-proficient continuum, is the parent- student-teacher conference. This forum provides parents with a great deal of information, and reinforces students’ responsibility for their learning. The Communication System Continuum: From Symbols to Conversations (O’Connor, How to Grade for Learning ) Grades Report cards (grades and brief comments) Infrequent informal communications Parent-teacher interviews Report cards with expanded comments Frequent informal communication Student-involved conferencing Student-led conferencing Reflection: What forms do your reports of student proficiency take? How do these differ according to audience? Rethinking Classroom Assessment with Purpose in Mind †¢ 61 Assessment of Learning An Example of Assessment of Learning. Elijah was interested in assessing student mastery of both the modern and the traditional skills required for survival in the Nunavut environment where he teaches. The overarching theme of survival is taught in the early grades and culminates at the senior level in a course delivered in Inuktitut. Students learn how to take care of themselves and others, and how to adapt what they know to the situation at hand. Survival requires not only skills and knowledge, but also a concept the Inuit people call qumiutit, or the ability in an emergency situation to pull out of stored memory information that will enable a person to cope, not panic. Traditionally, this was learned in a holistic manner, grounded in Inuit traditional guiding principles that were nurtured and developed from birth, and taught and reinforced in daily living. Throughout the term, Elijah took his students to an outdoor area to practise on-the-land survival activities, using both traditional and modern methods. He always took with him a knowledgeable Elder who could give the students the information they needed to store away in case of emergency. The students watched demonstrations of a skill a number of times. Each student then practised on his or her own, as Elijah and the Elder observed and assisted. Elijah knew that students need to have a high level of expertise in the survival skills appropriate for the northern natural environment. Elijah assessed each student on each survival skill (e. g. , making fire the traditional way, tying the knots required for the qamutik cross-pieces on a sled). What am I assessing? I am assessing each student’s performance of traditional and modern survival skills. Why am I assessing? I want to know which survival skills each s tudent has mastered and their readiness to s urvive in the natural environment. 62 †¢ Rethinking Classroom Assessment with Purpose in Mind. Chapter 5 Elijah knew that the best way to determine if students have mastered the skills is to have them perform them. When students believed they were ready, Elijah created an opportunity for them to demonstrate the mastered skill to a group of Elders, who then (individually, then in consensus) determined if the performance was satisfactory. A student’s competence in a survival skill is often demonstrated by an end product. For example, competence in knot tying is demonstrated by a knot that serves its purpose, and competence in fire building is demonstrated by a fire that is robust. As the Elders judged each student’s performance of the skills, Elijah recorded the results. He shared the information with each student and his or her parents in a final report, as shown here. Ho w can I use the informatio n from this assessment? Now that I know which skills each of the students has mastered, I can report this information to the s tudents and their parents. I can use this information to identify a learning path for each s tudent. How can I ensure quality in this assessment process? Ensuring quality with this approach involves clear criteria: either the student performs the skill s uccessfully or does not. I need to provide adequate opportunities for the s tudent to demonstrate the skills under various conditions and at various times. What assessment method should I use? I need an approach in which students can demonstrate the traditional survival skills that they learned. The method I choose should also allow me to identify which skills they did not master. Rethinking Classroom Assessment with Purpose in Mind †¢ 63 Assessment of Learning Shelters: †¢ emergency shelters †¢ igloo building4 †¢ qamaq5 †¢ tents Transportation needs: †¢ making the knots required for the qamutik cross pieces on a sled †¢ building a kayak/umiak. †¢ fixing a snowmobile (spark plugs, repairing track, drive belt) †¢ keeping a boat seaworthy Navigational issues: †¢ reading the land †¢ reading the sky †¢ understanding seasonal variations †¢ reading inuksuit †¢ using GPS †¢ map reading Preparation for land travel: †¢ packing a qamutiq (sled) †¢ load, balance †¢ necessities: snow knife, rope, food, water, heat source †¢ letting others know where you are going †¢ necessary tools, supplies, snowmobile parts, fuel †¢ using communication devices Food sources: †¢ plants and their nutritional properties †¢ hunting, skinning, and cutting up seal, caribou, etc. †¢ kinds of food to take on the land,  and their nutritional properties ____________________ 4. Expertise in igloo building includes understanding of types of snow, the shape and fit of blocks, and the use of a snow- knife. 5. A qamaq is a rounded house, built of scrap wood or bones, and covered with skins, cardboard, or canvas. Report on Survival Skills Student: _______________________________________________ Date: _______________________ Traditional Survival Skills Modern Survival Skills Adaptability to the Seasons Attitude Success Next Steps 1) Skills Building a fire / means of keeping warm: †¢ fuel sources †¢ getting a spark †¢ propane heaters, stoves †¢ clothing. 2) Relationship to the Seasons Assessing conditions / recognizing danger signs: †¢ seasonal changes †¢ land changes †¢ water changes †¢ wind changes †¢ weather changes Climatic changes: †¢ weather changes and how this affects the land and water †¢ knowledge of animals and their characteristics and behaviours 3) Attitudinal Influences (Having the right attitude to learn) †¢ respect for the environment (cleaning up a campsite upon leaving, dealing with the remains of an animal, not over-hunting/fishing) †¢ respect for Elders and their knowledge †¢ ability to learn from Elders 64 †¢ Rethinking Classroom Assessment with Purpose in Mind Chapter 5. Elijah’s report identified which of the students had mastered the specified skills required to survive in the Nunavut environment. It outlined other areas (such as adaptability to the seasons and attitudinal influences) about which peers, parents, and family members would need to provide input before a comprehensive assessment could be made. The assessment also identified those students not yet ready to survive in the natural environment. But the Elders did not stop working with the students who did not reach mastery. Elders see learning as an individual path in which skills, knowledge, and attitudes are acquired along the way. If a particular skill was beyond the capability of a student, the Elders identified other areas where that person could contribute to the common good of the community, and was accepted for the gifts he or she brought to the group. In this way, the Elders helped Elijah differentiate the learning path for each of his students. SUMMARY OF PLANNING ASSESSMENT OF LEARNING Assessment for Learning Assessment as Learning Assessment of Learning Why Assess? To enable teachers to determine next steps in advancing student learning to guide and provide opportunities for each student to monitor and critically reflect on his or her learning, and  identify next steps Assess What? each student’s progress and learning needs in relation to the curricular outcomes each student’s thinking about his or her learning, what strategies he or she uses to support or challenge that learning, and the mechanisms he or she uses to adjust and advance his or her learning. What Methods? a range of methods in different modes that make students’ skills and understanding visible a range of methods in different modes that elicit students’ learning and metacognitive processes Ensuring Quality †¢ accuracy and consistency of observations and interpretations of student learning  Ã¢â‚¬ ¢ clear, detailed learning expectations †¢ accurate, detailed notes for descriptive feedback to each student †¢ accuracy and consistency of student’s self-reflection, self-monitoring, and self-adjustment. †¢ engagement of the student in considering and challenging his or her thinking †¢ students record their own learning Using the Information †¢ provide each student with accurate descriptive feedback to further his or her learning †¢ differentiate instruction by continually checking where each student is in relation to the curricular outcomes †¢ provide parents or guardians with descriptive feedback about student  learning and ideas for support. †¢ provide each student with accurate descriptive feedback that will help him or her develop independent learning habits †¢ have each student focus on the task and his or her learning (not on getting the right answer) †¢ provide each student with ideas for adjusting, rethinking, and articulating his or her learning †¢ provide the conditions for the teacher and student to discuss alternatives †¢ students report about their learning Rethinking Classroom Assessment with Purpose in Mind. †¢ 65 Assessment of Learning to certify or inform parents or others of student’s proficiency in  relation to curriculum learning outcomes the extent to which students can apply the key concepts, knowledge, skills, and attitudes related to the curricular outcomes a range of methods in different modes that assess both product and process †¢ accuracy, consistency, and fairness of judgements based on high-quality information †¢ clear, detailed learning expectations †¢ fair and accurate summative reporting †¢ indicate each student’s level of learning †¢ provide the foundation for discussions on placement or promotion †¢ report fair, accurate, and detailed information that can be used to decide the next steps in a student’s learning.   

Saving Private Ryan Directed by Steven Spielberg Essays

Saving Private Ryan Directed by Steven Spielberg Essays Saving Private Ryan Directed by Steven Spielberg Paper Saving Private Ryan Directed by Steven Spielberg Paper Essay Topic: Film Directed by Steven Spielberg and acted by Tom Hanks, Saving Private Ryan, won the hearts of millions with its action packed storyline. Captain Miller (Tom Hanks) and his unit go on a mission to find Private James Ryan (Matt Damon), to tell him that his brothers have died at battle. The film also won three different types of awards. The Golden Globe, The Oscar and The Grammy. Steven Spielberg has directed the opening battle sequence to be shocking and realistic, by using desaturated colours. This is effective because it shows the difference in time from the graveyard, which is present, and Omaha beach, which is the past. Another good effect is the use of the handheld camera. The cameraman follows captain miller up the beach and then zooms in on his face. This makes it look like were there. The final dramatic and realistic things are the special effects. The pyrotechnics, like the gunfire and explosions look real. The make-up looks like there really are wounds and blood. These play a big part in the whole of the film. Scene one is an effective opening scene. It opens on an American flag. This is patriotic. It makes the Americans feel proud about their country. As it cuts from the flag, a man and his family are walking down a path, the man is James Ryan, we find this out later on in the film. We then find out they are walking to Colleville Sur Mer, James Ryan then walks past gravestones. He then falls to his knees. There is only one word of dialogue in this scene and that is James son shouting him as he walls. The camera then zooms into his eyes then cuts to Omaha Beach. There is a sudden change of colour it goes from a contrast of white, green and blue to a foggy dark war site. This is the desaturated. This is effective to the audience as it shows the time going from present to the past. Our first sights of scene two are the iron hedgehogs. The camera then cuts to the soldiers on a small boat, travelling to Omaha Beach. We see Captain Millers hands shaking as he gets his drink from his pocket. We witness soldiers being sick. A man shouts Thirty Seconds. Soldiers start completing rituals and kissing crosses. The hatch comes down and then the Germans open fire. Lots of Americans are killed instantly. Soldiers jump into the water but they are shot there, one soldier drowns as the string off his bag strangles him. The camera bobs on the water, as if we were there. We then follow Captain Miller up the shore. We hear bullets whistle across the air. The camera then goes to the Germans viewpoint. The handheld camera comes into effect and follows Miller across the beach. The sound mutes and its as if we can hear his heartbeat. A man is looking around for his arm. This is shocking because his arm is missing and its realistic because when he finds it, it looks real. The hand held camera and the muted sound then comes back into effect. Miller is gathering with his unit behind a sand bank. This scene makes the audience want to watch on. As the audience, I was shocked that the soldiers would go through that for their country. First of all we hear miller shouting call the search party where they are. The handheld camera is still in use. Soldiers try to stop a man from dieing but he then gets shot in the head. This rages a soldier and he then starts verbally threatening the Germans even through they cant hear him. The whistling bullets play a big part in this scene because theyre always being fired. Soldiers start to put together a pipe bomb. The camera cuts to a man shot on the helmet. For some reason he takes off his helmet and gets shot in the head. This is really effective because its just minor things like that that can cause deaths. The camera then goes back to the soldiers on the sand bank. They light the pipe bomb and throw it behind the sand bank. It explodes sending debris high up into the air. This must confuse the Germans as the soldiers run for better cover. This scene effects the audience differently than scene two because there arent as many deaths. This scene starts off with captain miller getting a mirror from his pocket a knife from another soldier and chewing gum from another. He sticks the mirror to the knife and looks round the corner. He points out a couple of enemy soldiers in the mirror. Soldiers begin to move in and shoot the Germans. He then calls in his best gunman, and shoots and shoots one man. Then he repeats this and takes out the other soldier. Miller confirms that the area is clear. They move on up the hill. The camera cuts to soldiers running up the beach. Soldiers then shoot at enemy soldiers trying to run. Eventually American soldiers find a small base and raid it. Then they burn it so all soldiers run out and crawl to their death. All of a sudden soldiers start to surrender and start to run away. Then a soldier played by Vin Diesel finds a knife. He gives it to a soldier and starts to get emotional. The camera cuts to soldiers lying dead on the beach. This scene effects the audience differently than all scenes because the Americans are fighting back. At the beginning of the film, at Colleville Sur Mer I thought it was going to be a boring film but when I carried on watching it I got into it. The opening battle scene is really shocking. I knew that it was going to be violent from what I already know. When James Ryan is walking through the gravestones he is really upset. If I was there I would have been sad because thousands of people died but I wasnt alive then so, I wouldnt be really upset. The opening battle scenes are shocking because stuff like this really did happen and this many people really did die. The scenes were realistic all because of the special effects. The gunfire whistling, the bombs booming and the make up looks realistic.

16 jobs you can do from anywhere in the world

16 jobs you can do from anywhere in the world Remote jobs are the way of the future. In 2016, 43% of employed Americans spent at least some time working remotely. If you’ve ever fantasized about the digital nomad lifestyle, you’re in luck – it’s a good time to make the switch, and it might not even involve a drastic change from your current career path.Here are 16 jobs you can do from anywhere that strikes your fancy.Media buyerMedia buyers negotiate with advertising agents to secure ad placements that get the most bang for a client’s buck. As a media buyer, you may be purchasing ad space for traditional media – TV, radio, newspapers, and magazines – or for digital media, such as display, video, and paid social and search.With digital ad spend forecasted to total over half of total U.S. ad spend by the end of 2021, there’s a tremendous opportunity for media buyers with experience in programmatic and digital.Project managerIf you possess strong leadership skills as well as m ultitasking and problem-solving abilities, project management might just be the remote job of your dreams.As a project manager, you’ll plan project timelines, manage resources, coordinate team schedules, and ensure successful completion of milestones. Besides regularly working with internal staff, you may also be involved in client onboarding.Online instructorIf you love to teach, you’re in luck: There’s diverse opportunity in the online education sector. Adjunct professor, math tutor, teaching assistant, ESL teacher, special needs instructor – the list of potential online jobs goes on.As an online educator, you’ll spend your days preparing and updating course materials, instructing students, moderating forums, and grading student work.Customer service repToday, the list of SaaS startups and web hosting companies is endless – and so is the demand for customer service reps, such as live chat agents. If you’re tech-savvy and good at res ponding tactfully in high-pressure situations, then this is a great opportunity for you.As a customer service rep, you’ll respond to questions about products and services, offer technical support, and resolve customer complaints.Onboarding specialistIf you have a background in HR and recruiting, consider taking it online and becoming an onboarding specialist or hiring manager.Onboarding specialists source, screen, and recommend new candidates as well as help to coordinate new hires. Many companies also require onboarding specialists to handle new customers and clients.Administrative assistantAre you a wizard at Microsoft Office? Are your organizational skills and multitasking abilities above average? If so, then you’d likely make a great administrative assistant.Often called virtual assistants or VAs, online administrative assistants perform a wide variety of clerical tasks – from handling phone calls and emails to coordinating schedules, performing data entry, drafting and filing paperwork, and even handling travel arrangements for clients.Digital marketing managerDigital marketing is a booming industry. SaaS companies and startups often hire content managers, social media managers, SEO professionals, email marketing specialists, and paid search experts – all of which can be done entirely online.If you’re just breaking into the challenging and ever-changing world of digital marketing, consider getting your feet wet with a do-from-anywhere job as a digital marketing assistant.Payroll supportIf you’re detail-oriented and comfortable working with spreadsheets, then you might enjoy working remotely as a payroll support clerk.In this role, you’ll be responsible for managing employee timesheets and other payroll records, filing taxes, processing payments, and communicating with staff about payroll issues.TranscriptionistTranscriptionists convert recorded speech into text format – here’s an example trans cript. Some transcription providers specialize in academic, legal, insurance, corporate, or medical transcription services.As a transcriptionist, you’ll need strong spelling and grammar skills and a fast typing speed. You’ll be expected to transcribe a wide variety of audio, including podcasts, videos, lectures, conference calls, focus groups, and interviews. If you speak another language, you can also offer translation services.A closely related job is video captioning – perfect for movie buffs.Event plannerIf you want to work remotely but still interact with other people daily, then event planning could be the perfect online job for you.Your duties as an online event planner will include managing event logistics and budget, generating audiences and speakers, and handling event registration. You’ll also act as the liaison between exhibitors, event producers, and other staff.Designer or illustratorMany companies – particularly start-ups and digital agencies – regularly require the services of creative professionals like designers and illustrators.As a professional designer, you’ll use your expertise in programs like Illustrator and PowerPoint to create visuals, charts, diagrams, infographics, and other marketing materials for your clients.Conversion optimization skills are in especially high demand. If you have them, consider marketing yourself as an expert landing page or email newsletter designer.Video or audio editorVideo and audio editors use a combination of technical and creative skills to create and edit trailers, films, podcasts, advertisements, games, radio broadcasts, and music.To qualify for this online job, you’ll need to be proficient in industry-standard audio and/or video editing software such as Adobe After Effects, Adobe Premiere Pro, Photoshop, and Pro Tools.Voice talentHas anyone ever told you that you have a great voice? If so, then you might consider becoming a professional voiceover artist.As a voiceover artist, you’ll be lending your voice to TV and radio programs, documentaries, commercials, audiobooks, and games. To be successful, you’ll need a home studio with professional audio recording equipment so you can record and master your tracks.InterviewerCompanies and clients hire interviewers to interview authors for autobiographies and magazine or news stories. Your job as a professional interviewer will be to conduct interviews over the phone or via Skype, asking questions and recording participant responses with digital recording equipment. You may also be required to produce a transcript of the call.To succeed as a professional interviewer, you’ll need excellent communication skills.Writer or editorThere’s no shortage of do-from-anywhere jobs for skilled writers and editors, especially when it comes to digital media. Competition for the best jobs is fierce, though, so consider specializing in a specific medium, such as press rele ases, grants, proposals, marketing copy, or online courses.Technical, medical, and scientific writers and editors are in high demand, and the work can pay very well.Travel consultantTravel agencies, airlines, resorts, rental companies, and cruise lines hire travel agents to assist clientele with business and leisure trips.Your tasks as a travel consultant will include booking reservations, handling cancellations, providing customer service, arranging accommodations and rentals, and confirming client itineraries. For a travel agent, good phone skills are a must.Whatever your talents are, there’s probably a remote job out there that’s a great match for your skills and experience. It may take a little digging to find it, but it’ll be worth it!About the Author:Â  Chloe Brittain is a freelance writer and the owner of Opal Transcription Services, a North America-based company providing interview transcription services to companies in the U.S., Canada, and abroad. Con nect with Chloe on LinkedIn and Twitter (@opaltranscripts).

Contingency theory and Corporate Social Responsibility Essay

Contingency theory and Corporate Social Responsibility - Essay Example An organization placed in the context of a globally interactive environment is in a position to reap huge profits through an efficient organization of its resources and effective coordination between its component elements. No one standard organizational method can be said to be the best way, rather every organization must determine the optimum fit between its component elements. As a result, the Contingency Theory is becoming increasingly relevant in the present day context, especially in maintaining ethical standards of corporate conduct and organizational integrity. The Contingency Theory may be applied in the analysis of the complex interactions occurring among the different dimensions of any particular phenomenon within an organization. As first mooted by Herbert Simon (1976), the contingency organizational theory revolves around the interaction of the organization with the environment and its impact upon the performance outcomes of the individuals within the organization. According to Zeithaml, Varadarajan and Zeithaml (1988), the existing situational factors play a significant role in how organizations are managed, and must be taken into account in order to arrive at one best way in which an organization can be managed for optimum performance and output. These authors suggest a three pronged approach in determining this best solution (a) the identification of important situational factors which function as contingency variables that provide the distinctions between the different situational contexts (b) grouping of these contingency variabl es on the basis of similarity of the contexts that they occur in and (c) analyze each group in order to arrive at the best possible solution and management style and method that is likely to produce the best results (Zeithaml, Varadarajan and Zeithaml, 1988). The Contingency Theory perspective first developed through

History of Japan (The II World War and Postwar Period) Essay

History of Japan (The II World War and Postwar Period) - Essay Example The World War II ended in May 1945 in the European land and August 1945 in the Pacific. The war between the United States and Japan was an outcome of several years of Cold War due to the strong economic, political and cultural differences. The War erupted in December only when the Japanese military leaders and the civilian supporters decided to put an end to the Cold Wa. One of the main reasons for the Japanese outburst was their motivation to achieve their goals for autonomy and hence accomplish industrial, economic and political success as a nation and country. The clash between the United States and Japanese governments was driven by strong confrontations of racial and political dissimilarities which led to severe manifestations and penalties. The Americans forced Japan to adopt a racial and ethnic identity which they never wanted. Americans wanted to develop Japan commercially in the nineteenth century with a racial dominance of â€Å"whiteness†. The Japanese were convinced that the West’s military and technologies wanted the feudal nation of Japan to become entirely westernized. On the other hand, the influx of the Japanese immigrants to the West was a source of fear for the Americans that this was a slow and gradual invasion of the Asians into the American land. One of the important factors which led to the Japanese attack of the Pearl Harbor was the dysfunctional democratization in Japan that was going on for several years. The civilian leaders supported the Western-style democratic institutions which diminished the roles of the military and emperors. Bureaucratic politics and status discrepancies among the country also led to the Japanese outburst. Japanese invasions into China and Russia increased Japan ’s strength and the victories brought Japan forward as a strong opponent against the United States (Cashman & Robinson 2007). Japan’s mainland in Asia was increasing and the United States and Japanese elited started seeing each other as stong military and economic rivals. The Japanese troops started occupying the French clony in Indochina and as a response the United States cut off the oil export to Japan in 1940. Japan attack the Pearl Harbor in December 1941 along with two other islands Wake and Guam. In April 1941, US bombers started a bombing raid against Japan starting in Tokoyo. The United States also forced the Japanese-Americans to relocate in various isolated areas. This was followed by different attempts of invasions and fight made by both sides, some successful and other interepted. It was in August 1945 that the first atomic bomb was prepared and dropped in Hiroshima and Nagasaki. This was the final straw causing the death of 100,000 people and followed by the surrender of the Japanese government. Japan signed a surrender document on Spetember 2nd 1945 (National Geographic, 2001). The atomic bombing of Hiroshima and Nagasaki was not just an end to the Pacific war but also ended the Tokyo’s dreams of racial reversal (Horne, 2004). Japan has a strong national identity as the first and historically only country which had been a victim of atomic bombing and its dreadful consequences. Japanese had a strong emotionalism which is associated to the atomic bombing victimization and the historic racial prejudice by the Americans. In the early post-war years, the Japanese, although harbouring strong hostility towards the Americans, were not able to bring their voices in front of the world because of many reasons. They were faced with circumstances of unemployment, hunger and no homes, and expressing hostility was the least thing on their mind. There was a sense of fear and many refrained from expressing any views against the