The Effect of World War One on Civilian Life Essay

The Effect of World War One on Civilian Life World War one began in 1914 when Great Britain declared war on Germany, this war was different to all previous wars for several reasons; it was the first war, which involved so many nations, and also where people at home were affected very greatly indeed. The war affected everyone, not just the soldiers, for the first civilians were killed or injured by German Zeppelins, which were able to fly over to Britain and actually drop bombs on the country. Propaganda was used greatly to influence the way that British people thought about the enemy and it was this key factor, which kept the British people against the Germans. Despite all the negative aspects and†¦show more content†¦There was systematic and indeed, deliberate propaganda to influence people to help in the war effort by broadcasting (in cases) mindless nationalism, and this propaganda utilized children a lot to appeal to the people and showed that the Germans soldiers were not doing their job and they enjoyed killin g, this infuriated the public and so almost everyone was up for war against Germany. Along with these large scale impacts were minor and social impacts including the cancellation of Bank Holidays and Bonfire Night. This source is secondary evidence, from a British History textbook; it will be well researched and contains factual information rather than speculation based on opinion. Source A2 is a very famous recruiting poster, which was issued in 1914, so therefore it is a primary source, and its purpose was to provoke a response - join the army. The key signifier/central image of the poster is an image of Lord Kitchener and in bold letters at the top of the page it says BRITONS, this is to display loyalty, nationalism and indeed, patriotism. The content of the source is stern and commanding, which instructs the British people to do theirShow MoreRelatedIn The Modern Era, Technology Has Become The Driving Force1699 Words   |  7 Pagesof the world and has led to many positive advancements, however when incorporating technological advancements into war, it can be said that technology has had more negative effects rather than positive ones. Technological advancements have had a negative effect on wars because the number of casualties increases, civilians are more susceptible to getting accidentally killed, and arms of mass destruction can easily fall into th e wrong hands. 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In All Quiet on the Western Front, Erich Remarque investigates the damaging effects of war on an individual’s identity using Paul Bà ¤umer as a r epresentationRead MoreInternational Law Is The Violation Of National Law Throws A Nation Into Social Anomalies1713 Words   |  7 PagesInternational law regulates the relationship between nation states in the world. Violation of international law makes the whole world hazardous as the violation of national law throws a nation into social anomalies. Drones are the weapon of 21st century, the century which is marked by the development of technology. It is thought-provoking and horrifying that the international law is being questioned by the drones attack throughout the world. It is said that the target of these Unnamed Aerial Vehicles (UAVs)Read MoreCan Weapons Of Mass Destruction Be Justified?1618 Words   |  7 Pagesnumbers of people’. There are 3 types of WMD’s; Nuclear Weapons, Biological Weapons and Chemical Weapons. In the world there are only 8 counties that own nuclear weapons and these include USA, Russia, UK, China, France, India and Pakistan and unofficial ly Israel. In this essay I will be looking at whether or not Weapons of Mass Destruction (WMD’s) can be justified, we can link this to the just war theory. I will also be looking at the 1945 Atomic bomb attack on Hiroshima and whether or not it can be justifiedRead MoreCause And Effects Of World War 2 Essay1247 Words   |  5 PagesCause and Effects of the World War II The world has changed since that day, September 1, 1939, with the invasion of Poland by Nazi Germany, the start of World War 2. There were many fluctuations in economic terms as well as the politics of some powerful countries in the world also started from there. This is a catastrophic world war between the Allied forces and the Axis under fascism. Although this war just lasted in 6 years, from 1939 until 1945, but almost every continents in the world are affected

The Warfare s Conditions And Nature - 2012 Words

World War I was a devastating time for the entire world, both economically and physically. Even more devastating than the physical destruction and economic losses were the experiences of the soldiers fighting this gruesome war, and its effects on them. According to Wilfred Owen’s poems, Vera Brittain’s account, and Erich Remarque’s novel, the warfare’s conditions and nature greatly affected these men in various ways. Not only did they suffer from physical losses, such as death of beloved ones, separation from families, and bodily injuries, they also suffered psychologically due to extensive trauma. The â€Å"lost generation† suffered immensely from post-traumatic stress, and lost the ability to live normal lives, along with their willpower and strength. They may have survived, but they were living corpses. The war turned them into living corpses because of the trauma and torture they endured on the battlefront. The World War I poems are great accounts to understand the experiences of soldiers during the war. These war poets describe the soldiers’ horrific and traumatic experiences. Wilfred Owen’s poem entitled â€Å"Disabled† seems to be describing a soldier waiting for the end of a day, but in actuality, the narrator is reminiscing about that past and waiting for the end of a lifetime. The poem begins with a bleak description of the soldier’s physical state. â€Å"Legless, sewn short at elbow† (Owen, 3). The soldier has lost his legs, and he is sitting in a wheelchair wearing a leglessShow MoreRelatedMilitarism, Nationalism, And The Start Of The Alliance System1360 Words   |  6 Pagesintroduction of new weapon technology and trench warfare caused an unimaginable amounts of destruction and deaths all over the content of Europe where most of the fighting took place. By the time the Great War had ended in 1918, more than 9 million soldiers had been killed and 21 million more injured. 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Freedom of Expression Our First Amendment Rights Essay Example For Students

Freedom of Expression Our First Amendment Rights Essay What is art? Can it be defined in any single painting, or sculpture? Is it even something that can be seen, or does it have to be experienced? The term art is so vague that it can be applied to almost anything, really. Mostly, however, art should be that which frees our imagination. It connects our conscious with our subconscious, putting into a visual form what we feel and think. It allows us to explore our inner self and fill that urge to understand our minds and our universe. Art helps us to see beyond the ordinary, to see what is in our hearts without being blinded by reality. When an artist creates a painting, it is not to create a picture; it is to create a feeling or mood. The purpose is to convey an emotion, and, it is hoped, to make the viewer experience that same emotion. The painting is really just the final result. Picasso once said the thing that counts, in painting, is the intention of the artistWhat counts is what one wants to do, and not what one does In the end what was important is the intention one had. So, what happens when artists are judged only on their final result, with no consideration to the purpose of their artwork? Censorship happens. Thats right, every day in America, Land of the Free, another artist falls victim to The Censor. Everyday, despite rights guaranteed by the constitution, people are being oppressed-by school officials, librarians, committee chairpersons, and even by those in government positions. Its time everyone, everywhere, stood up for Freedom of Expression, and put and end to censorship. In September of this year, the Brooklyn Museum of Art planned an exhibit of British artwork entitled Sensation: Young British Artists from the Saatchi Collection, the controversial art exhibit which, on its world tour, has been shown in Germany and England. The exhibit, as well as the majority of other artwork on display in the museum, was to be funded by the National Endowment for the Arts. The NEA is a government agency that grants federal money to artists and organizations in an attempt to serve the public good by nurturing the expression of human creativity, supporting the cultivation of community spirit, and fostering the recognition and appreciation of the excellence and diversity of our nations artistic accomplishments. The organization was prepared to share part of its 98,000 dollars of appropriated funds, until several weeks before the exhibit was to open. At that time, Mayor Rudolph Guiliani, after having viewed the exhibit, threatened to withdraw city financial support to the museum. The Mayor labeled the exhibit sick and offensive to Catholics, and made no secret that his objections were based on his personal dislike of the contents of the show. He criticized the work of Chris Ofili, specifically a painting called The Holy Virgin Mary, because of its use of elephant dung. Ofili, a British artist of Nigerian descent, uses elephant dung in many of his works as a reference to his African roots. As an observant Catholic himself, he denies that his work is either anti-Catholic or anti-religious. He meant the dung to be a symbol of life and providence, however this simple explanation was not enough to satisfy Guilani. His threats to withdraw funding stood firm. Offili told the New York Times, The people who are attacking this painting are attacking their own interpretation, not mine. Damien Hirst, whose display was also part of the show, said that the mayor may as well say, I only like Picasso and if you dont show it then Im going to cut your funding. Its just pure censorship. He may be right, and the Brooklyn Museum of Art sued the city on September 28th, protesting the mayors threat to freeze millions of dollars in funds. To the relief of museum officials and art lovers across the country, the courts ruled on November 1st in favor of the Brooklyn Museum of Art and against New York City and Mayor Rudolph W. Giuliani. Even those who privately disliked Sensation and the way i t was handled by the Brooklyn Museum couldnt help but feel that their own fates had been on the line, too. .u4350c658275a9d6f8124be61d643d53f , .u4350c658275a9d6f8124be61d643d53f .postImageUrl , .u4350c658275a9d6f8124be61d643d53f .centered-text-area { min-height: 80px; position: relative; } .u4350c658275a9d6f8124be61d643d53f , .u4350c658275a9d6f8124be61d643d53f:hover , .u4350c658275a9d6f8124be61d643d53f:visited , .u4350c658275a9d6f8124be61d643d53f:active { border:0!important; } .u4350c658275a9d6f8124be61d643d53f .clearfix:after { content: ""; display: table; clear: both; } .u4350c658275a9d6f8124be61d643d53f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4350c658275a9d6f8124be61d643d53f:active , .u4350c658275a9d6f8124be61d643d53f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4350c658275a9d6f8124be61d643d53f .centered-text-area { width: 100%; position: relative ; } .u4350c658275a9d6f8124be61d643d53f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4350c658275a9d6f8124be61d643d53f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4350c658275a9d6f8124be61d643d53f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4350c658275a9d6f8124be61d643d53f:hover .ctaButton { background-color: #34495E!important; } .u4350c658275a9d6f8124be61d643d53f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4350c658275a9d6f8124be61d643d53f .u4350c658275a9d6f8124be61d643d53f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4350c658275a9d6f8124be61d643d53f:after { content: ""; display: block; clear: both; } READ: Corporal Punishment Is Physical Abuse EssayTheir interpretation of the First Amendment was at stake, which lets a public museum show work without fear of financial retribution if someone in the government finds the work offensive. The ruling was a narrow victory in the fight against censorship, and it is neither the first nor the last. There are some that still believe that the city has a right to choose what artwork to fund. People can do what they want to do and they can draw what they want to draw, but, Senator Bob Smith said, the government doesnt have to fund this garbage. He is not alone in his opinion. New York City official Michael D. Hess sent several letters to the museums director, Arnold L. Lehman, warning that the museum cannot proceed with the exhibit as planned, and threatened to not only cut funding for the museum, but also warned the museum that it would loose its lease if the exhibit was opened as planned. He agreed with Mayor Giulianis statement that where it comes to Catholic bashing, this kind of thing is never treated as sensitively as it sometimes is in other areas. If this were a desecration of a symbol in another area, I think there would be more sensitivity about this than a desecration of a symbol that involves Catholics. Much of the opposition was based on the idea that if the mayor action, was in the best interest of the city. The mayors action displayed his lack of respect for the First Amendment rights of the residents of New York, and also his disdain for the reputation of New York City as a world-class center of art and culture. The entire arts community should be grateful to Director Arno ld Lehman and the BMAs Board of Directors for standing firm on the right of artists and museum-goers to make their own decisions without interference from the government, said Joan Bertin, Executive Director of the National Coalition Against Censorship. If the city chooses to fund the arts, it simply cannot pick and choose what art is offensive and what is not. In addition, That judgment varies so widely and is so subjective that, if it were the test, publicly funded art institutions would likely have little of interest to offer beyond the most inoffensive and conventional art, Michelle Coffy, Program Director of the National Campaign for Freedom of Expression, says. It is not appropriate to censor something based solely on a failure to understand and a personal dislike. In this case, the mayor and other critics may simply be revealing their own misinterpretation of the varied cultural and artistic traditions on which artists draw, having obviously misunderstood the whole point of art in the first place-expression.

Platform Paper Essays - Educational Psychology,

Platform Paper In education, I believe I have seen it all. I have seen teachers who love what they do and would probably do it for free. I have seen teachers who, it seems, are punching a time clock and would not dream of working over forty hours a week. And lastly, I have seen teachers who undoubtedly must live at the school in which they work because they never leave the building before dark, no matter what the season. I have made friends, enemies, partners, and developed friendships with just about every person I have come into contact with in the field of education. I create friendships with all teachers because I believe it is in the best interest of children, and, because I want to make the difference in the life of a child. No matter what the intent of being in a school setting may be, there should be only one goal: making the difference in the life of a child. How often is this simple thought forgotten when it comes to the students' learning? As part of the educational system, my first concern is that of the children. For the first three years of my career, I have been fortunate enough to work for administrators who, I feel, had the same beliefs I do, a child-centered attitude. As they worked, I watched and I learned. I wanted to some day have the type of climate in my building as they had in their own. And, as I start to pursue my dream of being a building administrator, I often think I have the same desires as the wonderful building principals I have worked for. I want to create an atmosphere that matches theirs ? a positive place for students to learn, created by all the stakeholders of the district. PUTTING THE CHILD IN THE CENTER "One test of the correctness of educational procedure is the happiness of the child." The first and primary goal I would have as an administrator would be all to hold the belief that there are no disposable students. Some students may not learn how or exactly what we want them to, but at the same time, that does not make them disposable. "A large part of our population believes that many children are not fully educable. Trainable for a job, but not educable for the duties of citizenship and the things that are essential to a hood human life" (Adler, 1982). Having disposable children is a belief of some teachers because of how schooling has traditionally been delivered. A change in this thought process must be met by each and every adult the student comes in contact with during his or her schooling to ensure both his or her academic and personal development of every child. There should be one adult advocate for every child in the school, giving the student the feeling there is someone in his or her corner. In order for this to occur, students need to be actively involved in the learning process. "The (student-centered learning) environment provides interactive, complimentary activities that enable students to address their unique learning interests and needs" (Land, 1996). A major part of student-centered learning is the empowerment of the student to make choices concerning their individual learning. This style, in turn, would help students to feel valued and respected, which would also help with a student's self-esteem. Because of the environment created, students in the building, I hope, would feel more motivated to be actively involved in their own learning, and therefore, would be responsible stakeholders in their own education. In this educational environment, students would build stronger relationships with students and adults, and hopefully would help provide a sense of community in the school. WHAT KIND OF PROGRESS IS BEING MADE? "Schooling has traditionally been about people memorizing a lot of stuff that they don't really care too much about, and the whole approach is quite fragmented" (O'Neill, 1995). This is why I believe we "lose" some students in the educational process. If students were actively involved, were interested in what was being taught, and worked cooperatively with other students in a hands-on learning environment, more students would feel empowered by the opportunities they were given, and, they would respond in a more positive manner toward the educational process. "Learning by doing rather than by drill would lead the students to development, formation, integration, unification, continuity, progression, and especially growth" (Diggins, 1989). Progressivism, which was introduced in the United States and Europe in the late 19th century, is a collection