The War to End All Wars An Analysis Essay - 1311 Words

Known as the Great War or the â€Å"war to end all wars,† World War I spanned from 1914 to 1918 and involved most of the nations of Europe along with Russia, the United States, the Middle East, and other countries around the globe. The war pitted the Central Powers—Germany, Austria-Hungary, Italy and Turkey—against the Allies—France, Great Britain, Russia, Italy (Italy switched sides in 1915), Japan, and, from 1917, the United States. The war can be traced back to five main causes, militarism, alliances, nationalism, imperialism, and an assassination. As the world entered the 20th century, an arms race had begun. By 1914, Germany had the greatest increase in the size of their military and Great Britain saw a massive increase in the size of†¦show more content†¦Before looking into the effects of being neutral during World War I, it is important to look at why The United States was neutral in the first place. The United States hoped to stay out of t he way because historically there had been no reason for the U.S. to intervene with European affairs. Wilson was also aware of the large immigrant populations residing in the U.S. who had come from those nations currently at war. (PBS) Also when the news of trench warfare and the horrors linked with it reached the shores of America, it confirmed that Wilson’s policy of neutrality was in fact a good decision. Wilson’s approach also had the full support of the majority of Americans, many of whom could not believe that a civilized entity such as Europe could commit the acts of atrocity seen within trench warfare. (PBS) The United States decision to stay neutral during World War I until 1917 was a brilliant tactical decision that prevented the loss of millions of American lives. During the United States period of neutrality they experienced very few losses and American casualties. The few causalities they did experience came from the sinking of ships as a result of the Ger man policy of unrestricted submarine warfare. On May 7, 1915 the Germans sank the British ship the Lusitania. Onboard were 128 U.S. citizens who lost their lives. (Britannica) On August 17 the German’s sank the Arabic, which also had U.S. citizens on board. Only after the torpedoing of yet another liner,Show MoreRelatedAnalysis Of World War 1 : Remembering The War To End All Wars998 Words   |  4 Pagesâ€Å" World War 1: Remembering the War to End All Wars† It was September 1918. The leaves were falling, it was getting darker earlier, and there was a nice breeze in the air. We were used to all kind of weather since we lived in Chicago. The Great War was underway, and many people thought this was a bad thing, but it was doing good things for my family of four. We lived in a neighborhood next to Logan Square in Chicago. We had a small house but it had everything we needed. 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Teaching in 21st Century

Question: Discuss about theTeaching in 21st Century. Answer: Analysis of the Scenario Looking at the case presented, it is clear that Mr. Benjamin and Ms. Newcombe prefer different teaching and learning practices. While the former prefers a more traditional teaching and learning practice, the latter prefers a more contemporary one. The emergence of technology in education has cut off the human connection between teacher and learner, something that is necessary for second graders. Recent research has indicated that educators who place themselves as partners with their learners, constantly learning alongside these children and contributing to their expertise, are most likely to encourage deep learning results (Costa, 2012). However, even though the traditional approach appears to be more suitable for grade two children, Mr. Benjamin needs to consider a few potential issues associated with this particular practice. For instance, given the fact that todays educational population is quite diverse, some of the children may fail to understand what Jim the firefighter might be trying to communicate. This means that some of them may not fully comprehend the English language, and thus have a difficult time understanding how they can go about putting out the fire should the incident repeat itself in future. Additionally, traditional teaching and learning practices such as the one preferred by Mr. Benjamin tend to create a setting where some of the second graders may be shy about asking questions or airing their concerns regarding the subject matter (Collins Halverson, 2009). Notably, Jim the firefighter may not have all the information needed to teach these children on fire safety, and how such incidences affec t the local community. Examination of New Practices, Partnerships, and Technologies for Teaching and Learning As indicated above, unlike Mr. Benjamin who prefers traditional teaching and learning practices, Ms. Newcombe prefers contemporary ones that would support the second graders well being and learning about fire safety. She believes that new teaching and learning practices would be suitable in this particular situation. Academic environments and their teachers are required to be mindful of the practical and cultural impacts, locally and internationally, while making explicit connections between politics, environment, economics, and technology (Kalantzis, Cope Fehring, 2002). Many would agree that technology contains the power to change education in the 21st Century through active mental participation and engagement. Furthermore, most innovative teachers are already offering guidance to utilize technology transformatively. By using technology such as the Internet to teach the grade two children about the coal mine and the fire, Ms. Newcombe will not only have considered the existence of diversity, but will also have catered to every childs educational needs. Thanks to language translation apps and websites, children who are not fluent in the English language can still understand what is required of them, should such a situation occur in future (Plowman McPake, 2013). It is important for Ms. Newcombe to consider new technologies and internal and external partnerships in order to better enhance learning and address her wellbeing concerns. Learning for the 21st Century should support learners to participate in knowledge-based activities in genuine contexts. Effective learning requires extra support, expertise, and resources from various individuals, with learning experiences more linked to the local community. Moreover, teachers need to be able to truly collaborate with experts, families, businesses, and organizations that can offer specific kinds of expertise, access to reach learning opportunities, or knowledge in community contexts (Fullan Langworthy, 2014). Ms. Newcombe should acknowledge that connectedness between educational institutions and other organizations, individuals and groups in the local community is an essential part of 21st Century learning. Such connections allow for learners to promote future oriented learning by keeping educati on closely linked to community developments, needs, and understandings. Ms. Newcombe should make a point of learning more about the New Media Consortiums Horizon Project which assists leaders and teachers in thinking across the globe to build upon and contribute to the innovation taking place at their schools (DEEWR, 2011). By so doing, she will not only be able to keep up with the latest and emerging technological trends, but will also have access to all the information required to educate the second graders on fire safety. Both Mr. Benjamin and Ms. Newcombe have a responsibility for sustaining and supporting professional development and learning. Therefore, they need the courage and wisdom to make decisions, together with the ability to change and adapt to meet the demands of fast transforming environments. The teachers also need to show willingness to do things differently, embrace new innovation and technologies, able to empathize and inspire, and have a local and international perspective (Costa, 2011). Mr. Benjamin and Ms. Newcombe should aim at providing a setting where discussions about opportunities and problems are encouraged. However, they should know that there is no single or ideal approach that works in all situations. Therefore, these two teachers should borrow from a wide range of practice and knowledge. Both Mr. Benjamin and Ms. Newcombe should consider the use of visual presentations where they either watch a documentary or animation film via the Internet regarding fire safety, since grade two children are more visual at this particular age. Furthermore, they should also consider taking the children on a visit to a recent fire site in order for them to understand exactly what is required of them (Fullan Langworthy, 2014). By so doing, the activity that they are planning on conducting will be suitable for the second graders, and the teachers will have incorporated both the conventional and modern teaching and learning practices. References Collins, A., Halverson, R. (2009). Rethinking education in the age of technology: The digital revolution and schooling in America. New York: Teachers College Press. Costa, A. (2011). Teachers as continuous learners. Retrieved on September 15, 2016 from https://www.nesacenter.org/uploaded/conferences/FLC/2011/handouts/Watts/Teachers_as_Continuous_Learners.pdf Department of Education, Employment and Workplace Relations (DEEWR). (2011). Strengthening family and community engagement in student learning resource. Retrieved on September 15, 2016 from https://www.partners4learning.edu.au/_uploads/_ckpg/files/Attachment_5_Strengnthening_family_and_community_engagement_in_student_learning_resource.pdf Fullan, M., Langworthy, M. (2014). A rich seam: How new pedagogies find deep learning. New York: Pearson Education. Kalantzis, M., Cope, B., Fehring, H. (2002). Multiliteracies: Teaching and learning in the new communications environment. Primary English Notes, 133. Pp. 1 8. Plowman, L., McPake, J. (2013). Seven myths about young children and technology. Childhood Education, 89(1). Pp. 27 33.