This isn't a biogrphy, neither is it a novel, naturally, may be a Essay

This isn't a biogrphy, neither is it a novel, naturally, may be a cross between literature, sociology, and history (Annie Ernaux, a woman's story). Does this de - Essay Example The author depicts the raw emotion of writing about the events surrounding her mother and the loss of her mother, â€Å"I shall continue to write about my mother. She is the only woman who really meant something to me and she had been suffering from senile dementia for two years†(pg. 11). It is clear that the writing of her mother is therapeutic for Annie and she is doing so to some to terms with not only the death of her mother but also her relationship with her mother which was sometimes rocky. In the act of writing about her mother, Annie Emaux is keeping her alive to not only herself (Annie) but to others who will read this piece. In my opinion, it would truly be almost impossible to fabricate or fictionalize these accounts of the loss of a parent unless one had endured it first hand. If the author had wanted to fictionalize this, she most likely would have told the story from a third person perspective. Though sad, this piece is truly one that many mothers and daughters can relate to. It is not uncommon for one to lose a parent and in hind site, try to permanently categorize that parent as either a good parent or maybe a not so good parent, as Annie struggled with. It is through the grieving process that Annie comes to terms with her mother as a parent and as an individual. In conclusion, this piece was most likely not only rather accurate to the author and her memory of her mother, but also to many women who read this piece and identify with the mother-daughter relationship experienced by Annie and her mother.

Biomedical Engineering Essay Example for Free

Biomedical Engineering Essay Medicine, biology, research, and engineering are build blocks for the profession of a biomedical engineer. Biomedical engineering deals with the application of ones knowledge of engineering to medicine and biology to help with healthcare. To join this profession you need at the minimum of a bachelor’s degree in biomedical engineering. There are many types of biomedical engineering such as tissue, genetic, neural, clinical and pharmaceutical, and with each they require special expertise. This profession is fast paced and filled with excitement, biomed will forever be evolving as the research and knowledge of all things medical grow. Now biomedical engineering is a larger profession than many think and is broken into many sub-specialties that require even a higher level of education and experience. Biomedical engineering requires a higher level of education after high school. Now before college for those interested they should enroll in advanced math and science classes to help with better preparation. Now while you’re in college obtaining an internship would be very beneficial to getting a job after graduating since most are looking for those with experience. Biomedical engineering includes coursework from both engineering and biology. Depending on your school the subjects vary but will normally include biomaterials, physiology, solid and fluid mechanics, and computer programming. Now if you enroll in a biomedical engineering program it must be accredited by ABET, if not your degree may not help you get a job after graduation. Well after graduation a brighter world opens up to you and you have a wide variety of other directions to travel because biomedical engineering doesn’t just stop there. Tissue engineering is the study for the growth of new connective tissues, organs, etc. This allows the creation of fully functional organs for implantation into host bodies. Sounds quite innovative and it is with the direct implantation over transplantation which could cause the host body to reject the organ causing further problems. Now to break down this process first a sample of cells would be taken from the host body, which soon after will be cultured from explants. Culturing explants is basically the process of mig rating and the expansion of cells. Then the cells get further culturing to form tissue that’s been engineered for implantation. Now these experiments are carried out within special Tissue Culture Facilities to keep a safe and sterile environment. Now when  these donor implants are created they are given growth measures so the cells can multiply and grow so once implanted they will recreate their intended functions. Now that’s quite fascinating, but this is just the tip of the ice berg there’s much more to be unfolded. Genetic engineering deals with the manipulation and changing of cells and their makeup. Often people think of this being a way to create super organisms, which is actually quite true in a sense. This part of biomedical engineering helps scientist break through the boundaries that restricts them from creating novel organisms. Novel organisms are organisms that can produce offspring with new gene combinations through sexual reproduction. Now this process takes place when engineers extract specific gene traits and transfers them into another specimen. Therefore new combinations of genes and traits lay a path for new species that doesn’t occur in nature and by which can’t be developed b y natural means. Although these may be great feats this is one of the riskier specialties. Alongside the benefits adding unnatural genes and traits can bring forth unknown consequences, but this is someone’s future and our future. Neural engineering runs on the principals of wanting to understand the brain and how it works; all the while developing new technology to interact and treat the brain. These engineers are taught about fundamental diseases such as Alzheimer’s, Parkinson’s, tinnitus, and epilepsy. Other skills that are needed for this profession include signal processing, image processing, instrumentation and computational modeling as well as electrode design, amplifier and filter design, brain machine interfaces, cochlear implants, and deep brain stimulation. Now all of that sounds over whelming but neural engineering requires some of the top precision because the brain is something like the bodies controller. So being an amateur in this field is not something that’s accepted. Clinical engineering deals with the stride towards better te chnology to analyze and provide solutions for the clinical needs of patients. This field is quite diverse and covers a lot of areas within health care. These engineers work with complex human and technological systems. Now these men/women are the technical managers of the medical equipment, some of their responsibilities include financial or budgetary management, service contract management, data processing and in house operators. In addition they also fill other important functions like assuring that the medical equipment is safe and effective. Clinical  engineers are one of the more precise and helpful of the engineers because they work with medical, nursing and paramedical staff to ensure that the care their trying to deliver with the assistance of technology is being worked to the best of its ability. Pharmaceutical engineering is the field that deals with the creating and manufacturing plants and pharmaceutical products that are generated by these plants. These engineers help create the guidelines that regard the production of medical drugs in addition to their other work. Now alike the tissue engineers their sites of work but maintain sanitary all the time on a count of the drugs and other items they handle. Labeling and packaging these pharmaceuticals after validating the integrity is another task they must handle. It may sound odd but a major aspect of the job is being able to designing the pharmaceutical facility. They must build pharmaceutical and research facilities while considering the equipment needed and the â€Å"cleanrooms† and other utility stations they use. Clean rooms are an enclosed area that have low numbers of environmental pollutants, like dust or other things that can contaminate, this is somewhat of a Pharmaceutical engineer’s sanctuary in a way. In conclusion biomedical engineering is a very demanding yet interesting profession and can branch off into other specialties to enhance the fascinating experience. As you read through some of them you may have realize that each have their own intricate points, but all of them have one common goal and that’s to provide healthcare and its people with the best of the best no matter what their in need of. No matter which direction you decide to go with you’ll need a concise clear mind and an education to back it up. This is a very advanced profession and will only grow upon itself for years to come, so if this profession is chosen be sure that you’re ready and filled with enthusiasm and ambition because it will be needed. Works Cited King, YaShekia, and E. E. Hubbard. WiseGeek. Conjecture, n.d. Web. 29 Sept. 2013. http://www.wisegeek.com/what-is-pharmaceutical-engineering.htm. Neural Engineering. : Emphasis Areas : Undergraduate Program : Department of Biomedical Engineering : University of Minnesota. N.p., n.d. Web. 29 Sept. 2013. http://bme.umn.edu/undergrad/handbook/emphasis/neural.html. Trinity College Dublin. What Is Clinical Engineering. N.p., n.d. Web. 29 Sept. 2013. http://www.medicine.tcd.ie/medical-physics-bioengineering/postgraduate/msc-physical-sciences/clinical-engineering.php. What Is Genetic Engineering? Union of Concerned Scientist: Citizens and Scientist for Environmental Soultions. N.p., n.d. Web. 29 Sept. 2013. http://www.ucsusa.org/food_and_agriculture/our-failing-food-system/genetic-engineering/what-is-genetic-engineering.html. What Is Tissue Engineering. What Is Tissue Engineering. N.p., n.d. Web. 29 Sept. 2013. http://www.rpi.edu/dept/chem-eng/Biotech-Environ/Projects00/tissue/What is Tissue Engineering.htm.

The Paris Peace Conferences Justified History Essay

The Paris Peace Conferences Justified History Essay The relations between France and Germany up to the 21st century have never been outstanding. Ever since Napoleons domination of Germany, and Germanys later victories in their domination of France, the two countries have always been rivals with one another, to the point where they hated one another. In the decade prior to World War I, Germany had a massive buildup of military strength. When World War I began however, Germany seemed to be stuck up against all of Europe. Their defeat in the war spurred the creation of the Treaty of Versailles, a treaty directed at the losers of the war, that was greatly influenced by their enemy, France. Frances aims during the discussion of the treaty during the post war peace conferences were evidently the intent of crippling Germany until they would never be able to rise up as a threatening power in Europe. This statement seems one sided at first, but through further analysis, I found Frances thoughts and situation at the time to be justifiable to so me extent, and that their cruelty towards Germany understandable. I have therefore decided to investigate just how much of Frances aims towards Germany can be justified by their fear of Germany invasion, and a sense of national security. This paper will analyze acts of aggression between France and Germany prior to the peace conferences after the war, and uncover the extent of the hate between the two countries. Because the peace conferences consisted of multiple European personalities, including Woodrow Wilson of the United States of America, a number of their mindsets at the time will be analyzed. This analysis will allow for a further look into Germanys mental position in the minds of European leaders at the time. The specific points of the treaty will also be assessed in whether or not they follow through with Frances situation at the time, and their necessities. Through all of this analysis, it was found that Frances aims towards Germany were justifiable, in that Frances proximity of German territory evoked fear and a want for heightened security against Germany. Germany had invaded France many times, and each time had been complete domination, so their fear of German strength was understandable at the time. However, at the same time, there were some French aims that seemed to be abuses of their power over Germany after World War I, such as their confiscation of many natural resources including the German Saar Mines, and the massive reparations Germany was forced to pay. Introduction It was evident, ever since the Franco-Prussian War of 1870-71, that France and Germany had tensions that had the potential to catalyze a future war between not only them, but the entire world. The initial rule of Napoleon ruined future relations with Germany, with his conquest of all of the German states into his French Empire, and the forceful conversion of the German states into those of France. Along with the Franco-Prussian War, and the German annexation of Frances Alsace-Lorraine, a French state that consisted of all French peoples  [1]  , the hate that France had for Germany was unimaginable, and the brutal war debt that Germany forced France to pay certainly didnt mitigate the tensions. Prior to World War I, Germany was undoubtedly the only country that had military strength rivalling that of Great Britains, and this gave reason for the French to fear German invasion, because they did not stand a chance against the overwhelming military strength of Germany. World War I how ever, was a turning point in the balance of powers in Europe, and as a result of Germanys defeat to the Allied countries of France, Britain, and Russia  [2]  , Germany was ultimately placed into Frances position pre-World War I. It was during this time that France felt a sense of control and power over Germany, and it seemed that they wished to utilize this newfound power to implement the long awaited revenge they had for Germany since the 1800s, to be done during the post-World War I peace conferences, and namely the Treaty of Versailles. The conference for the discussion of this treaty was organized by Woodrow Wilson, the democratic President of the United States, who hoped that the shape of Germany and the successor states in central and eastern Europe would be clearer, to ensure a sustainable peace in Europe.  [3]  The members of the Allied winners  [4]  , feeling more antagonistic, felt that Germanys terms of defeat, fate of its colonies, indemnities, military limit s, and reparations, should be implemented upon them without actual conference nor discussion with Germany themselves, because they were clearly the loser of the war.  [5]  This aim was most apparent in Clemenceau, the Prime minister of France at the time, who saw Germany as a permanent enemy, and knew that France was not the lone victor of the war  [6]  . He, along with all of France, had experienced multiple German invasions and feared that Germany could start another war, and France would be its first target, due to the proximity of both countries. These fears were spread to its allies, and as a result, Germany had restricted military numbers in soldiers and vehicles, large amounts of land confiscated, and unlimited reparations  [7]  to pay. Germany was crippled to the point where not only could they not start another war, but also being on the verge of collapse. It is arguable that France was justified in their aims of the treaty for their own and national security, b ut was this massive amount of restrictions just an abuse of power for revenge? This paper will argue that Frances aims were bent on revenge for Germanys superiority in Europe prior to World War I, but will also give a discussion for other factors such as national security, and a fear for Germany, that may have influenced their offensive position towards Germany during the post-World War I peace conferences. Franco-German Relations Pre-World War I Even when Germany didnt formally exist, but existed as the country of Prussia, France never had good relations with the Germans, which is especially evident during the rule of Napoleon during the 19th century. During this time, he invaded Germany multiple times, and after the Battle of Jena-Auerstedt in October 14, 1806  [8]  , Napoleon converted the divided thirty-nine German-speaking states into his Confederation of the Rhine, and destroyed the former Holy Roman Empire that ruled over Germany. A treaty that Napoleon implemented onto Prussia as a result of their victory in this battle was the treaties of Tilsit  [9]  , which resulted in large reparations owed to France by Prussia, and stripped them of almost half of their owned territory. Anger in the German states because of this defeat evoked German nationalism in later generations in these states, views in opposition of France domination, and Napoleons rule  [10]  . During this time, one of the most hated views of Fra nce was that under Napoleons rule, the monarchs of the German states were referred to as his vassals, and all the German states were just part of the French empire  [11]  . Being conquered by France, Germanys initial view on France was a hostile one, and posed a rocky road for future relations between the two countries. At this point, France had been the dominant power in Europe, towering over all of the European countries, especially Germany. The control that France had during this time may have angered the envious Germany, giving them a mind set on reorganizing the balance of power in Europe, with France at the bottom. However, with Napoleons unstoppable empire at Frances borders, the Germans would seek their revenge later after Napoleons fall of power, in the Franco-Prussian War. The Franco-Prussian war in the 1870s between France, ruled by Napoleon the 3rd (Napoleons son), and the Kingdom of Prussia, ruled by Otto von Bismarck, ended in the defeat of Frances second empire, and a laid foundation for Germany as a significant power in Europe. This meant more than a great victory over France for Prussia, but also the unification of its states with itself being the capital, into one unified Germany in 1871  [12]  . Frances defeat in this war also meant the German annexation of Alsace-Lorraine, a French city that was purely Francophone, but forcibly taken under German control. The German annexation of this particular state was guaranteed to make France a permanent enemy, and at the time even Bismarck knew this and opposed the annexation, but was overruled by his general (General Moltke) insisting it was necessary as a defensive barrier.  [13]  The indemnity that was imposed on France after this war, was identical to the amount that Napoleon charged on Prus sia during his rule, which portrays the mindset of revenge that Germany had for France, because they wanted France to experience the same suffering that was imposed on them by France. With their faltered relations leading up to World War 1, it seemed as though the anger towards the other country would not end here, as there were acts of blatant aggression from Germany towards France that later became the actual beginnings of the war. For instance, the Schlieffen Plan of the early 20th century must be addressed, a historical event that was the catalyst for the First World War. This plan called for German troops to invade France through the neutral country of Belgium, and assume domination of French troops, then immediately turn around and defeat Russian troops on their East side, in order to consecutively engage troops from two countries  [14]  . The organization and follow through of this plan portrays the overzealousness of Germany, and their overestimation of their control over Europe, possibly because of their domination by Napoleons enormous army back in the 1800s. Even though the entire plan was flawed, due to the need for the German army to fight two con secutive battles against two different countries with no rest, there was one particular flaw that questions the thoughts Germany had at the time. The plan was originally created by Count Alfred von Schlieffen, and modified by General Molkte, as mentioned previously. The flaw was that in order to cross over to France undetected, the German army was required to march through the neutral country of Belgium, whom was in an alliance (London Treaty of 1839) with Great Britain at the time. Their invasion of Belgium caused Britain to immediately declare war on Germany, which was the start of the war. According to German records, Germany was completely aware of this alliance, but didnt believe Britain would honor their treaty with Belgium and retaliate, a major mistake on their part  [15]  . They were surprised to hear that, The Britons will go to war for a mere scrap of paper.  [16]  Although this particular flaw in German logic can be blamed on ignorance, this ignorance was arguabl y as a result of their desire to invade France, without any setbacks, which furthers the view of German-Franco hatred prior to the War. Aggression between France and Germany during World War 1 The anger towards one another between Germany and France was one of the main contributors to the war, but these feelings didnt end with the declaration of war in Europe. Throughout the course of the World War (1914-1918), it was evident through the acts of aggression from both countries, that Germany and Frances hate for one another was everlasting. One of the first major battles of World War I, on the Western Front, was the Battle of Verdun in 1916, where Germany forced France into a battle of attrition on a French city called Verdun  [17]  . A German general by the name of General Falkenhayn, saw this ancient stronghold as a vulnerable target. His strategy was to continually bombard Verdun with heavy artillery shells, and this would divert Frances attention here, thus drawing them away from the Western Front, to Verdun. This plan, he believed, would bleed France dry of troops, and win the war  [18]  . The outcome was as he had planned, with French soldiers forming a defensive position, but unaware that they were vulnerable to German attacks from all sides simultaneously. The two sides were composed of two million German attackers against two hundred thousand French defenders, however France kept sending in reinforcements, which just ended in more casualties on the French side. France suffered considerably more casualti es and deaths than Germany did.  [19]  Although this strategy of attacking Verdun and forcing a battle of attrition was a cruel act, it is arguable that because the alliances of the war were favored towards France anyways (Triple Entente), Germany had no other choice but to use such tactics to gain an edge over the war. Another arguable point revolves around the already evident German relations with France. This particular act could very possibly be another unveiling of Germanys overwhelming power onto France, and by angering France by attacking one of their most precious ancient strongholds, Germany gave France a reason to be more grim and merciless in future encounters, namely the peace conferences when the war ends, and defeat was handed to Germany by the Triple Entente Alliance. Prelude to the Treaty of Versailles When World War 1 was over, and Germany was declared the loser, and the Allies the victors, preparations were set to create a sustainable peace in Europe, and to make sure a war of the same magnitude was prevented at all costs. This fight for peace was led by Woodrow Wilson, the democratic president of the United States since 1912  [20]  . Along with him, there were several other European leaders who joined the Paris Peace Conference in 1919. These personalities were Lloyd George of Britain, Clemenceau of France, Orlando of Italy, and of Wilson himself. Each leader had a separate view of how the peace treaty should have proceeded, and the kind of peace they wanted. Woodrow Wilson Wilsons perspective on European peace was expressed through his famous Fourteen Points. His points specifically demanded the end of all secret treaties (to prevent incidents like the Schlieffen Plan), freedom of the seas, removal of barriers and discrepancies in international trade, the reduction of weapons by all powers, even land distribution, evacuation of occupied territory, a redrawing of European boundaries along borders, and an international organization with a task of solely preventing war (To be called the League of Nations)  [21]  . In Wilsons point of view, he wanted to create a new type of treaty, because he believed that it was the old treaties that focused on policies of power, secret deals that excluded mention to the victimized countries, and the creation of secret alliances made between countries  [22]  . These were significant factors that led to the first world war, and Wilson wished to reform these kinds of treaties to avoid another war. However, Wilsons F ourteen Points had much difficulty in being accepted by the Allies, because each country had a different idea of peace, and how it was to be attained. Specifically, each of the Allies had a grudge for Germany, either because of its military presence during the war, or from past relations. At the end of the war, Germany accepted an armistice in preparation for upcoming peace treaties because their initial belief was that the Treaty of Versailles was to be created on the basis of Wilsons proposed Fourteen Points, with only minor modifications  [23]  . As well, because Germany was coming under a new rule of socialistic and democratic perspectives after having overthrown their current Kaiser, they had a belief that this new democratic Germany would be treated considerably by the victorious Allies, because they would re-emerge into Europe as a new Germany  [24]  . The Allies had a considerably different perspective towards Germany, after its previous accomplishments and increase in power, and being unaware, Germany accepted the Armistice of 11 November 1918  [25]  . Demands of the Allies with the Treaty of Versailles Lloyd George of Britain Germany was arguably the most hated country during World War I, because it was the enemy of the Triple Entente, but primarily because of its enormous increasing military powers. Germanys naval power was imminent when it became Great Britains top rival in the National Arms Race  [26]  , where countries raced to construct a greater amount of weapons to show military superiority. Britain was originally the richest country with a veto over naval warfare, with all countries not daring to fight with Britain in sea battles. However, with Germanys dramatic increase in power prior to World War 1, Britain lost their control over the seas, because although the numbers of ships they had were greater, Germanys naval power was great enough to rival that of Britains  [27]  . After the war, to consolidate their power over the seas once more, Britain wished to remove Germany from naval warfare, and the treaties they had control over gave them the authority to do so. Observing the demands Geor ge had against Germany and the reasons for their weak relations, seems only because Britain was envious of increasing German strength, and wanted to uphold their previous title of the most feared naval force in Europe. Georges Clemenceau of France France had placed Germany on the top of their list of hated and feared countries, with reasons as mentioned earlier, such as the earlier German annexation of Alsace-Lorraine, which they demanded be returned at the Paris Peace Conference, and the complete domination of France by Germany during the Franco-Prussian war  [28]  . But the most evident reason was their argument that most of the war had been fought on their soil, and they demanded that Germany pay for all the damages done. At the time, there was no numerical total, but it was certain that the amount in damages that Germany had to pay was well over nine trillion francs, a sum that even Clemenceau himself said, would lead to nothing practical,  [29]  meaning that this sum of money France was demanding wasnt solely because of the damages, but with a motive to cripple Germanys economy as well. Clemenceau also insisted on their demand for security against Germany, claiming that if Germany retained ownership of their lands , enough support could start another war. However, his paranoia for security from Germany has evidence, because having seen two German invasions of France during his rule, and being dominated in both of these, Clemenceau knew full well that France was not the lone victor of the war, but rather the Allies as a whole. Because Germany almost directly borders France, it seemed understandable that Clemenceau would be so desperate for a greater sense of security from Germany. France proposed to cut down Germany to almost French size, that the west parts of the Rhine be set up as independent states under the Allies control. (The land that was taken away from Germany can be found in the appendix). If not for the rejection of the request by Wilson and Lloyd George, this confiscation of land would have been approved. Clemenceau battled the rejection, but failed and agreed to put down his request on the condition that Britain and the USA would immediately come to their aid if Germany were to l aunch an attack on France. As well, instead of the control of the Rhineland, Clemenceau proposed the demilitarization of it instead. This alternate suggestion seems justifiable, in that France craved national security, because the Rhineland was indeed a direct border between France and Germany, and if Germany stationed troops in this area, France could be in danger of an attack. However, Frances demand for the confiscation of Germanys Saar coal-mines seems to be a far stretch from security. A large portion of Germanys income came from the export of coal from these mines, and without them, the amount of reparations France set on Germany would be almost unattainable, along with the economic setbacks on Germany as a result of restrictions on its economy in the treaty. These mines, along with the return of Alsace-Lorraine to France, a small strip of Schleswig to neutral Denmark, and two tiny districts Eupen and Malmedy, to Belgium were the only territorial losses that Germany suffered f rom their loss of the war, which is relatively small and modest, considering the magnitude of their loss. Clemenceaus desire to maximize the amount of power to be taken away from Germany, even if not all of their proposals were accepted by the Allies, seemed to be solely to fulfill a sense of security from a country that was directly bordering the Rhineland and had the likelihood of invading France at any time if the opportunity was available. End Result of the Treaty of Versailles The demands in reparations that the Allies placed on Germany were massive, and as mentioned, was well over any kind of sum Germany could afford to pay. The only possible way for Germany to come up with such a sum would be from export profits. This course of action would however, compete and interfere with the Big Fours economies. This economic reasoning was ignored by the Allies, because of their mind being set on repaying their enormous debts to the USA at the time. They regarded the debt they forced onto Germany as simply another means of righting their wrongs and of putting off the danger of a German revival.  [30]  When the Treaty of Versailles was completed in May 1919 and ready to sign, the Germans initially refused, due to obvious reasons of unjust conditions. The Allies threatened Germany with hostile action in response to their refusal, and this threat caused chaos in Berlin due to conflicting perspectives. The Germans knew that there was no possible way to retaliate aga inst the victors of the war, with their damaged and insufficient army, but every German citizen (and the Allies) knew that the conditions were completely absurd and meant to collapse Germany into a state where it was impossible to revive itself, rather than simply the pursuit of peace, as initially proposed by Wilson in his Fourteen Points but later rejected by the sheer influential power of the maddened Allies. Wilson was willing to abdicate to the demands of the Allies, in return for the acceptance of his proposal of a League of Nations (Germany was excluded however). The League of Nations was formed at Geneva during the Paris Peace Conference, but the United States didnt join ironically even though Wilson suggested it, nor did Germany until 1926, or Russia until 1934. The Official Treaty of Versailles was completed in three months. During its process, the Germans did not have the right to make or suggest decisions, and the Russians were not present during the making of the treaty . According to Wilson, the formation of the League of Nations was supposedly made to adjudicate international relations and be a means to solve problems between international powers. It is arguable that the systems only purpose seemed to be for maintaining the status quo in powers, in favor of France and Britain, and the exclusion and isolation of Germany, which was completely contrary to Wilsons initial proposal. Conclusion: Germany, prior to World War I, was one of the most feared and hated powers by France along with its Allied countries. During the era of Napoleons rule of Germany in the 19th century, Germany had been near the bottom in the balance of powers in Europe. With Napoleons domination of Europe at the time, Germany was inevitably one of the targets for his invasions to conquer all of Europe. Under his rule, Germany felt like a useless French state, and vowed to seek revenge on France. When Napoleon was defeated, Germany took this fantastic news as a turning point in their position of power, by dramatically increasing their military strength to the point where they rivaled Britain in the Arms Race. Germany put their newly built army on display during the Franco-Prussian War of 1870, ensuring the defeat of France, and the result of their victory was the annexation of the French state of Alsace-Lorraine, a large factor of Frances hate for Germany in their later encounters. However at the same t ime, Germanys presentation of their massive buildup of military strength evoked fear in France at the same time, because an invasion from Germany could happen at any time, considering the proximity between the two countries. The defeat of Germany by the Triple Entente Alliance in World War I, gave France a chance to revert their fear of Germany, because with their influential power in the Paris Peace Conference of 1919 and the creation of the Treaty of Versailles, France being one of the victors, could impose almost any amount of reparations and restrictions on Germany as they felt necessary. Clemenceaus fear of Germany was still evident during this time, because he wished to cripple Germany to the point of no revival. Frances hate for Germany, as well as their fear of them, were significant factors to Frances aims for crippling Germany in the Treaty of Versailles. The question is which one was the main contributor? With further research, it is possible to find the answer to this question. With the current evidence, it seems reasonable that France had the same mindset as Germany had after their buildup of power. Because France suddenly had so much power over Germany, after being Germanys underdog prior to World War I, revenge could have been a very influential factor that fueled their desire to crush Germany under the Treaty of Versailles and ensure that their opportunity for a return to power would never arrive. Bibiography Marks, Sally.  The Illusion of Peace: International Relations in Europe 1918-1933. First Ed. London: The Macmillan Pres LTD, 1976. Print. Sharp, Alan. The Versailles Settlement: Peacemaking After The First World War. Second Ed. New York: Palgrave MacMillan, 2008. Print. Keylor, William R. The Legacy of The Great War. Boston: Houghton Mifflin Company, 1998. Print. Roselle, Daniel, and Annie P. Young. Our Western Heritage: A Cultural-Analytic History of Europe since 1500. Lexington, Massachusetts: Ginn and Company, 1981. Print. Fischer, Conan, and Alan Sharp. After The Versailles Treaty: Enforcement, Compliance, Contested Identities. Abingdon, Oxon: Routledge, 2008. Print. Palmer, R.R, and Joel Colton. A History of the Modern World. 8th Ed. New York: McGraw-Hill, Inc., 1992. Print. Hacken, Richard, and Jane Plotke. Review of the Schlieffen Plan. World War I: The Schlieffen Plan. N.p., 10 1996. Web. 21 Dec 2012. . Macmillian, Magaret, and Richard Holbrooke. Paris 1919: Six Months that Changed the World. New York: Random House Trade Paperbacks, 2003. Print. Schulze, Hagen, and Deborah Lucas Schneider. Germany, A New History. London: Harvard Univ Pr, 1998. 356. Print. Napoleon and the Revolutionary Crusade (1795-1815). . University of Nevada, L.A, n.d. Web. 5 Apr 2012. . Duffy, Michael. Battles:The Battle of Verdun 1916. Battles:The Battle of Verdun 1916. Safesurf, 04 2003. Web. 21 Oct 2012. .

Why I Want to be a Teacher Essay -- Education Teaching Essays

Why I Want to be a Teacher School is a major part of our young lives. It is where we spend the majority of our time as youngsters. Children begin to develop relationships with people who have not been apart of their infancy. For someone who does not enjoy school, this could put a damper on their relationships with others as well as their learning achievements in life. This is why I want to become a teacher. I want to develop a learning atmosphere where children feel joy and security. I believe that enjoying and feeling that one belongs is an important part of education. Yes, I used the word that makes some people shiver when heard, education. Education is often viewed as an institution where children are forced to go by government. Even though education is for the child’s own benefit, it is not seen that way through the eyes of the child that dislikes school. Some parents have difficulty sending their children because they believe that their child should be allowed to play and be worry free. Children should be able to play for a little while before faced with the reality of life and responsibility. A good teacher proves that education is more than learning subjects and facts. Education is developing character, understanding how to handle life’s little obstacles, and learning how to communicate with peers and others who come into our lives. Learning needs to be provided in a way that the child does not realize that they are forced to att end. The child should contain a desire to go. While being entertained through games the child is unaware that they are learning such skills as sharing, taking turns, and criteria crucial for future learning. I feel that it takes a special person to teach and realize t... ...ned and where their lecture left off was an impressionable role model to me. I knew this teacher cared whether we learned because they had put time into their lessons. I knew this teacher was not going to lose the paper I worked on all week. My classmates and co-workers have made fun of my organizational skills, but I am proud to say I learned organizational skills in school and it has helped me everyday of my life. I want to be a teacher because education is an important step in life. Teachers are the people who represent role models for young America. They help society maintain order and continue development. Teachers have the opportunity to change and influence a life. To make a difference they can look back on. As I further my education, I see the importance of a well-organized classroom and teacher. This is the backbone of a successful classroom.

Adolescents in Education

Studying in college means new life. It allows new experiences and challenges. This can be exciting but it can also be stressful and make someone feel sad as well. The role of guide counselor is of great importance regarding the student’s adaptation in academic environment. The realization of student’s professional and personal skills depends a lot on the degree of the success of counselor’s activities.The main aim of this research is to show that today the counselors’ practices still are not perfect. They are some narrow-directed and are composed mostly as the instructions for dealing with a student who is already in stress. Also, the scheme of organization of counselor’s activities which is suggested to make their work more efficient will be proposed.As Kenneth W. Merrel says in his â€Å"Helping students overcome depression and anxiety: a practical guide† (2001): â€Å"Depression, anxiety, and related â€Å"internalizing† problems o f children and adolescents have been the focus of increased professional concern during the past two or tree decades. During the majority of the 20th century, relatively little attention was given to these problems†.Meanwhile, recently depression and stress have become rather a common phenomenon of students’ life. For many young adults, the transition from high school to college is one of the most exciting periods of their lives. Normative developmental tasks, such as moving away from home, learning new academic material, forming adult relationships, and managing time and money, can create feelings of independence and generate a sense of mastery and competence unparalleled in earlier adolescence.As educators are well aware, however, these critical tasks can become a source of chronic stress, especially during the freshman year. If left unchecked, such stress can uncover or lead to more serious psychological disorders, which can, in turn, cause social isolation, school f ailure, and self-destructive behaviors.The Nation’s Voice on Mental Illness (2005) affirms that: â€Å"Most illnesses develop between the ages of 17 to 25, but that's not to say it can't start sooner or later than that.†Ã‚   Speaking about American students, NYU Child Study Center (2004) shows also that:â€Å"- depression affects over 19 million American adults annually, including college students. At colleges nationwide, large percentages of students are feeling overwhelmed, sad, hopeless and so depressed that they are unable to function†¦Ã‚  -eating disorders affect 5-10 million women and one million men nationwide, with the highest rates occurring among college-aged women.   -suicide was the eighth leading cause of death for all Americans, the third leading cause of death for those aged 15-24 years, and the second leading killer in the college population in 1998.   -nearly 50% of American teenagers of high-school age are currently, or have been, sexually a ctive. Everyday, 8,000 teenagers in the United States become infected by a sexually transmitted disease (STD)†¦ †The transition to student life has always been unsettling but being a student is quite different now from 20 years ago. Today we have a mass higher education system, so universities tend to be much larger and less personal.  It's very rare for students to go through a degree program with the same 20 or 30 people – instead they take different modules with large numbers of different people so it's hard for them to build up support networks.   And one don't just have finals now, one have exams twice a year, every year, so the pressure is on from the moment one start until the moment he finishes.The causes of depression are complex. Very often a combination of genetic, psychological and environmental factors is involved in the onset of clinical depression.Common stressors in college life include: greater academic demands, being on your own in a new envir onment, changes in family relations, financial responsibilities, changes in your social life, exposure to new people, ideas, and temptations, awareness of your sexual identity and orientation, preparing for life after graduation. At times, however, depression occurs for no apparent reason.Whatever the cause is, depression is almost always treatable. But the problem is not only to get rid of the stress but to learn how to manage with it or (what would be the best solution) how to prevent it.The problem is also not only in a great threat for student’s health which is issued by stress but in making a student unable to develop his skills. Hundreds of students, sometimes very gifted ones, suffer because of depression which is a great obstacle on the way of their development as personalities.It must be said that nowdays the net of guide counselors is developed quite well and practically all educational establishments of famous have among their personnel professional psychologists w ho make a great deal of work. But it also must be noted that in recent years the intensity of so-called â€Å"students’ stress† hasn’t decreased but quite the contrary, it has increased a lot.Therefore, the main task of guide counselors is to learn to reveal the symptoms of depression at its early stage, identify the students who are especially vulnerable to stress form the very beginning of their education and direct their behavior to the safe path.So, as it was already said, the first step in defeating depression is recognizing it. It's normal to have some signs of depression some of the time. But five or more symptoms for two weeks or longer, or noticeable changes in usual functioning, are all factors that should be evaluated by a health or mental health professional.Depressive illnesses come in different forms. The following are descriptions of the three most prevalent, though for an individual, the number, severity, and duration of symptoms will vary:Major depression is manifested by a combination of symptoms that interfere with one’s ability to work, sleep, eat, and enjoy once pleasurable activities. These episodes can occur once, twice, or several times in a lifetime.Symptoms include: sadness, anxiety, or â€Å"empty† feeling, decreased energy, fatigue, being â€Å"slowed down†, loss of interest or pleasure in usual activities, appetite and weight changes (either loss or gain) ,sleep disturbances (insomnia, oversleeping, waking much earlier than usual), feelings of hopelessness, guilt, and worthlessness, thoughts of death or suicide, or suicide attempts difficulty concentrating, making decisions, remembering, irritability or excessive crying, chronic aches or pain not explained by other physical condition.A less intense type of depression- dysthymia, involves long-term, chronic symptoms that are less severe, but keep you from functioning at your full ability and from feeling well. In bipolar illness (also known as manic-depressive illness), cycles of depression alternate with cycles of elation and increased activity, known as mania.Bipolar disorder is a type of depressive illness that involves mood swings that go from periods of depression to periods of being overly â€Å"up† and irritable. Sometimes the mood swings are dramatic or rapid, but most often they occur gradually, over several weeks.The â€Å"up† or manic phase can include increased energy and activity, insomnia, grandiose notions and impulsive or reckless behavior, including sexual promiscuity. Medication usually is effective in controlling manic symptoms and preventing the recurrence of both manic and depressive episodes.When the depression lasts for two weeks and more or interferes with academic or social functioning it may be clinical depression. Clinical depression is a common, frequently unrecognized illness that can be effectively treated. Clinical depression can affect your body, mood, thoughts, and behavio r.It can change your eating habits, how you feel and think, your ability to work and study, and how you interact with people. Clinical depression is not a passing mood, a sign of personal weakness, or a condition that can be willed away.Clinically depressed people cannot â€Å"pull themselves together† and get better. Depression can be successfully treated. With the right treatment, 80 percent of those who seek help get better. And many people begin to feel better in just a few weeks.The notion of stress or depression is connected tightly with alcohol and drugs and suicide intentions. A lot of depressed people, especially teenagers, also have problems with alcohol or other drugs. Sometimes depression comes first and people try drugs as a way to escape it.Other times, the alcohol or other drug use comes first, and depression is caused by the drug itself, or withdrawal from it, or the problems that substance use causes. And sometimes one can't tell which came first. The importa nt point is that when one has both of these problems, the sooner he gets treatment, the better.Thoughts of death or suicide are usually signs of severe depression. Talking to a professional in this case can get student past those intense feelings and save his life. Suicidal thoughts, impulses, or behaviors always should be taken seriously.   It is necessary to contact someone he or she trusts: a good friend, academic or resident advisor.All the above mentioned problems referred to students’ stresses and depressions are suggested to be treated by counselors. The counselor is a teacher and psychologist at the same time. The relationship between teacher and learner essentially poses problems of human relations. Teachers bring more than knowledge to the relationship: they are motivators, experts, judges.Teachers and learners share responsibility for learning, and some question whether â€Å"teaching† has occurred if no â€Å"learning† occurred.Studies of teaching that produces the most learning suggest that â€Å"effective† teachers use an analytical and synthetic approach to the subject matter, organize the material well to make it clear, and establish rapport with their students.Most studies identify enthusiasm as important in promoting students' learning. The key seems to be to make college courses challenging but not threatening.Many stress models emphasize a â€Å"mismatch† between the individual and his or her environment. Both too little and too much stress inhibits learning. Stress is difficult to define because individuals react to it very differently, and a situation that is stressful for one person may not be for another. Further, stressed individuals vary widely in the effectiveness of their coping.The professional or academic adaptation is a kind of social adaptation. Academic adaptation consists of professional and psychological components. The psychological aspect has the leading role as it is the base for all th e other stages of human’s socialization.The academic adaptation is an intensive, dynamic and complex process in the course of which the individual elaborates constant skills of adaptation within the demands of his new environment. At the very beginning there is an adaptation to the social environment of high school, and on the senior rates – to the elected trade and profession.Thus, professional adaptation of the student at each subsequent stage includes adaptable abilities and the skills received at the previous stage as a basis. Each subsequent stage is the result of the development of the previous one with qualitatively new formations.It is necessary to point out a number of the initial subjective factors which negatively influence on the process of adaptation and underlying typical difficulties: 1. An insufficient level of actual readiness for the high school program, neglect of many knowledge from rates of school disciplines what leads to backwardness of diligence and inquisitiveness, deficiency of the personal responsibility and educational activity, a low level of spiritual and intellectual potentials. 2. Feebly marked studies skills, insufficiently advanced verbal (abstract) thinking, backwardness of concentration and distribution of attention, ignorance of effective mnemonic receptions, weakness of strong-willed regulation. 3. A low level of culture and moral shown on a background limited life experience and a social maturity; world outlook and social infantilism. 4. Uncertainty in one’s own forces, doubt in an opportunity of successful training in high schoolConsidering professional adaptation of the person as process, using concept â€Å"professional adaptation â€Å", we designate result of this process. Thus, professional adaptation is a result of personal changes during the coordination of professional intentions, qualities of the person and requirements of concrete professional work at adequate reaction to own changes, cha nges of professional work and the professional environment under influence of the factors generated at inclusion of the person in system of continuous education.Hence, professional adaptation of the person of the student forms a psychological basis of his vocational training. The challenges while getting education are especially important for gifted students. Many gifted youngsters have a heightened sensitivity to their surroundings, to events, to ideas, and to expectations. Some experience their own high expectations for achievement as a relentless pressure to excel. Constant striving to live up to self-expectations-or those of others-to be first, best, or both can be very stressful. With every new course, new teacher, or new school questions arise about achievement and performance, since every new situation carries with it the frightening risk of being mediocre.Striving becomes even more stressful when unrealistic or unclear expectations are imposed by adults or peers. The pressur e to excel, accompanied by other concerns such as feeling different, self-doubt (the â€Å"imposter† syndrome), and the need to prove their giftedness can drain the energy of gifted students and result in additional stress.Stress occurs even when everything is going well. Youngsters get tired from their constant efforts and may secretly fear that next time they will not be as successful.Many gifted students accept responsibility for a variety of activities such as a demanding course load; leadership in school activities, clubs, or sports and part-time jobs. Even if it were humanly possible, doing everything well would be physically and emotionally stressful.

Read Your Writings †for a Fee!

Read Your Writings – for a Fee! As writers, we get a buzz from knowing people are reading our work. But have you ever thought of reading it out loud, to an audience? Neither did I until recently. Now it’s a regular sideline gig. If you write on a specialist subject, why not talk about it, too? Or talk about being a writer! It’s a pretty offbeat career that would interest many. If you write comedy, give those sketches a whirl. In my case, I had a drawer  full of rhymes about the flip-side of gardening and modern life, so I shaped them into 60-minute presentations for gardening and over-50s clubs. The social aspect of the work provides an antidote to the laptop, and you can control bookings to suit your time – and bank account. It’s potentially lucrative, depending on factors such as advertising levels, travel and topic flexibility, and caliber of events you’re comfortable speaking at. I choose to keep bookings occasional and low-key, with earnings correspondingly reasonable rather than great. But if you’re confident you can keep a large, high society audience gripped for 45 minutes or more! Some hosts will pay handsomely for a polished, spellbinding talk. Whatever the venue, it’ll offer a platform for your books. Rich market Online searches will reveal innumerable societies, many engaging speakers for meetings. Here are some examples, but bear in mind that opportunities vary: Sports, especially mainstream Personal interests (e.g. gardening, bee-keeping, wine-making, family/local history, books) Age-related groups (e.g. 50s/60s; grandparents, war veterans) Social groups (e.g. singles, single parents, women’s) Charities (for fundraising events) Businesses/professional groups – for training or social events. Finding markets   Society websites: some societies have their own websites, with handy information such as usual topics, timings, audience numbers and contact details. Society affiliation websites: in some cases, you have to visit the society’s regional or national affiliation website and comb its listings for your local group. Follow these links to sample affiliations, and spot their speaker/talk references: 1.   The Royal Horticultural Society (speakers’ register page): https://www.rhs.org.uk/communities/pdf/aff-socs/speakers-and-judges-registers/total-speakers-register 2.   Scubaboard.com, USA: scubaboard.com/forums/new-england/491173-club-speakers-ct-club.html  Ã‚  Scroll down to second item: Club speakers 3. Federation of Family History Societies, USA: ffhs.org.uk/members2/overseas/usa.php The first society on their list mentions a meeting with a speaker on their website: rootsweb.ancestry.com/~bifhsusa/ The first one links to the speakers’ register of the UK’s leading gardeners’ organisation, to which I added my name (free) with positive results. If you have trouble finding a group, try a related website such as that of your local community, tourist information centre or charitable organisation, for group or event listings. Here’s an example produced A brief deeper delve using the search term talks took me to upcoming events:  bostonhistory.org/?s=oshp=calendar Some clubs may only supply a telephone number: no matter! A human voice may kindle interest in your speech offer. Also look up speaker agencies. See what opportunities they offer, and browse their client profiles for inspiration.   I picked US examples .randomly: 1.   APB Speakers International: apbspeakers.com/;   2.   The Speaker Agency, California: thespeakeragency.com/; 3.   Washington Speakers Bureau (for businesses): washingtonspeakers.com/ 4.   Great Garden Speakers: http://greatgardenspeakers.com/   How much to charge?   Before setting my fee, I checked other speakers’ rates via agency websites and enquiries to local groups. The range is huge, but to me, audience response is as important as check size; besides, a happy group will refer you to others. My audiences are courteous, attentive, and prompt to pay. So, what’s stopping you?

Science- Biology Practical Urine

Science- Biology Practical Urine Aim: To establish if the kidneys that produce each sample was either:1.Healthy2.diabetic3.dehydrated4.kidney deseasedPrediction:As we saw the samples given to us on the table we already saw that sample D looked obviously very different from the others, it bubbled and had froth and the colour was lighter than the oher 3. As we went over and smelled each one we found out that sample B smelled quite sweet compared to the others. We also know that the urine a healthy kidney produced has no sugar, no protein and has little salt. The urine produced from a diabetic kidney has no protein, more sugar and little salt. The urine produced from a dehydrated kidney has more salt, no sugar and protein and it is more concentrated, this doesn't mean it is an unhealthy kidney. A Kidney disease will show in the urine as it has more protein, little salt and little sugar.HÃ ¶karpanna