Provide a structural explanation of the behavior of EITHER England, Essay

Provide a structural explanation of the behavior of EITHER England, France, Germany, Russia, or austria-hungry in 1914 - Essay Example Consequently, this study examines the structural behavior of German in 1914. During the period, German had a centralized well-organized system of governance guarded by a strong military combat. Studies indicate that in the 19th century Germany’s army was the world’s best. Under Bismarck authority, German had successfully challenged France in an earlier war and expanded its command to many states. Indeed, country’s command system was capable of accessing support from Austria-Hungary, Turkey and Bulgaria. European powers had established considerable command in Africa and India and Germany considered checking the trend. With excellent organization and strong command, the country considered that it could constructively lobby its allies to fight a common enemy to expand its command. During the period, the prevailing situation highlighted that the force had an excellent potential of supporting a war. Extensive economic ties that included Germany and Britain as the prime protagonists characterized the period earlier to 1914. The country’s system spearheaded extensive industrial growth, superior ambitions, reputable military and terrifying conscription. The Germany observed an aggressive and expansionist oversee policies while the Britain adopted a hesitant approach. As indentified, Germany was experiencing rapid economic growth that proved to be in a position of supporting the war accordingly. Additionally, Germany had adopted an approach of annexing lands from inferior states that lead to accumulation of resources. Importantly, Germany’s potential in maintaining a war was evident in its strong military. In the 19th century, Germany expanded its armies and navies extensively doubling the size of its standing armies in the period of 1870 to 1914. The country’s aggressive naval expansion worried other powers that felt threatened

The Merchant Of Venice :: Free Merchant of Venice Essays

What They Cannot See In this world, there are many aspects of blindness whether it is mentally or physically. Either way, each blindness brings out the disability in each person. Such portrayal was shown throughout the play The Merchant of Venice. Shakespeare presents more than one form of blindness, which complicates the social order of the society, and I feel that the blindness, being their imperfection, creates tension between characters, which is weakened by blindness. When the characters are being blind, they are corrupted by their actions and somehow they do not care who they are hurting as long as they know they are getting the best out of something. Whether it being valuables, love, power, or respect.   Ã‚  Ã‚  Ã‚  Ã‚  Physical and mental blindness are seen throughout this play. They play a part in each character's daily lives and are the obstacle that prevents happiness. Old Gobbo, who is Launcelot's blind and feeble father, expresses physical and mental blindness when he approaches Launcelot and surprisingly asks him, 'Master young man, you, I pray you, which is the way to Master Jew's?'; (Pg. 21, lines 29-30) for he was looking for his son, Launcelot. Surprisingly Old Gobbo did not know that he was speaking to his son. Old Gobbo is nearly blind, which is the physical part of the blindness, which was one of the reasons why he unable to recognize Launcelot's features. He is also mentally blind because a father should recognize his own son's voice. Launcelot briefly jokes with his father before confessing '[he is] Launcelot – [his] boy that was, [his] son that is, [his] child that shall be,'; (Pg. 22, lines 78-79) but Old Gobbo still 'cannot think [he is his] son'; (Pg. 22 , line 80). Launcelot convinces himself that 'if [his father] had [his] eyes, [he] might fail of knowing [him]'; because 'it is a wise father that knows his own child'; (Pg. 22, lines 70-71). It is a shame that a father cannot recognize his own flesh and blood. This blindness concerns the relationship of a father and their child. Another blindness that concerns the relationship between a father and the child would have been between Portia and her dead father. Portia, the heroine of The Merchant of Venice, is forced to marry the suitor who chooses the correct casket left by her deceased father. When the Prince of Morocco, one of Portia's suitors, comes to Belmont to woo Portia, he daringly takes the test of choosing the correct casket.

Learning in the EYFS Essay

Knowledge and understanding of the world – Knowledge and Understanding of the World relates to children’s everyday lives, their homes, families, other people, the local environment and community and the wider world. Personal, social and emotional development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication language and literacy – Children’s learning and competence in communicating, speaking and listening, being read to and beginning to read and write must be supported and extended. They must be provided with opportunity and encouragement to use their skills in a range of situations and for a range of purposes, and be supported in developing the confidence and dispositions to do so. Problem solving reasoning and numeracy – This area mostly focuses on a child’s ability to solve simple problems and builds an awareness of shapes space and measures. Practitioners do this by looking at shapes, numbers, building bricks etc. Physical Development – Children are encouraged to take part in a variety of physical activities. Children develop physically at different stages and times. This area helps practitioners to keep track of each individual child’s development. Creative development – Being creative covers a multitude of ideas including how children express and communicate ideas. They can explore all sorts of media (eg ICT, music) and materials. They will also develop their imagination through play. Although they are all different a good planned activity will cover more than one area of development. For example, playing a snakes and ladders board game will help a child with their Problem solving, reasoning and numeracy mainly but it will also help them with their Communication, language and literacy development as they are being encouraged to communicate with other children playing the game. Also the areas are interdependent if the child is struggling with one area it can affect how they develop in other areas. For example, if a child is disabled and cannot join in physical activities this can affect their physical development but it can then also affect their communication, language and literacy and Personal, social and emotional development because they aren’t joining in with the same activities as their peers. This can be avoided or at least limited by good planning and inclusive practice. 1.2 Outcomes are given to the different areas of learning within the EYFS to ensure that practitioners have something to focus on. These outcomes are outlined within the EYFS as â€Å"overarching principles† these are: Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured Children learn to be strong and independent through positive relationships Children learn and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents and/or carers Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities. And three main areas of development which are; Physical Development – This is the development of a child’s physical skills. It includes the Gross motor skills, such as walking, jumping, running, catching and the fine motor skills such as the pincer grip, hand-eye-coordination, doing up laces or zips. Personal Social and Emotional Development – The social and emotional development of a child helps practitioners/parents understand the behaviors they exhibit. Though children develop and mature at different rates, social and emotional development generally occurs in predictable stages. Communication and Language Development – Language development is the process by which children come to understand and communicate language during early childhood. 1.3 The documented outcomes are assessed by practitioners in different ways. On-going assessments are carried out in settings frequently. Practitioners plan an activity, observe the child/children, record information and evaluate the outcome. If needed they then plan another activity and repeat the process until they get the information they need. These are also known as â€Å"formative assessments† and they are an integral part of the EYFS framework. It helps parents, carers and practitioners to constantly monitor a child’s progress and pick up on and solve problems if there are any. At the age of two a child has a progress check. This is when practitioners review their progress and produce a short written summary of a child’s development in the main areas of development. This helps to make sure a child is on track with their development and helps to identify any areas that a child may be developing at a slower rate than is expected. This can also pick up on any dis abilities or learning difficulties. If a practitioner does pick up on a learning difficulty they should put together a plan to support the child’s future learning and development. Practitioners must discuss with parents how the outcome of the assessments can be used to support the child’s development at home, and parents are encouraged to share the outcome with any relevant professionals i.e. a teacher or a health visitor. In the final term of the year in which the child turns five practitioners must complete the EYFS profile for each child. This profile must reflect on-going observation, all relevant records held by the setting, discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution. The profile lets parents, carers and other professionals have an overview of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for year one. Year one teachers are given a copy of this profile and it will outline whether the child is meeting, exceeding or not yet reaching the expected levels of the early learning goals. I think assessments are important to Practitioners and other professionals like teachers because it helps them to work together to identify any problems that may arise with a child’s development and address the problems quickly and effectively also if the child is very quick at development it can be spotted and they can be given extra planned work to stop them from getting bored. I think it is also good for parents because they have guidance on how to help their child’s development at home.

Personal And Professional Goals Btec Point Average

Personal and Professional Goals Three-year Goal 1 (Professional): To maintain my place in the Psychology Honours stream with a 5.5 Grade Point Average (GPA) for Level 2 and Level 3 psychology courses plus BEHL 2005 Introductory Research Methods; and an overall GPA of 5 at the end of 2018 (University of South Australia, 2016). This will enable me entry into the Psychology Honours Program in 2019. As I am uncertain which field of psychology I wish to enter, I believe this is an important goal to ensure my options remain open and my value of achievement is satiated. Short term goals that contribute to achieving your three-year goal: 1. By the end of 2016, achieve an overall GPA of 5 and a GPA of 5.5 for Introductory research methods (University of South Australia, 2016). This will help me to measure whether the study routines and schedules I have put to use have been effective, or if they need altering for future success. 2. 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