Under Population

Under Population Free Online Research Papers The impact of under populace on the planet is making absence of individuals supplant the individuals who kick the bucket or resign with failure to keep working. Simply done in the U.S. Registration 83 nations and domains are presently thought to understanding beneath substitution fruitfulness. This fundamentally implies they won’t have the option to supplant the individuals who are kicking the bucket or not, at this point ready to work, these spots take up generally 44% of the world’s complete populace. Because of a few causes in our present world we are encountering low death rates. At present a few nations are having lower future that they didn't have 40 years prior. In spite of the fact that numerous nations are encountering a period of harmony there is an enormous HIV-AIDS plague going on in around 1/sixth of the world. These low death rates are causing issues with appropriate populace in these nations. Another reason for under populace is the authorization of Abortion. Reports have appeared since the sanctioning of Abortions that since they were authorized Europe just as 15 nations by 2002 is detailing paces of 1.3 youngsters per lady or underneath. A pace of 2.1 is expected to keep up a populace. The reports where this is the biggest issue is found in Europe where premature births are utilized as a technique for contraception. This issue is likewise started to show up because of ladies holding up till later to have youngsters. Rather than beginning to have kids in their mid 20’s numerous ladies are holding up till 30 or later to have their first youngster. This is making individuals have littler families too. The normal family is going from a 2-4 kids for every family to a 1-2. Now and again the ladies lose fruitfulness and can't then to have kids at all too. There is report’s that numerous countries are not offering enough maternity leave as far as length and cash being paid out to the ladies during it. This has made a few ladies put off having youngsters till later in their professions. This becomes an integral factor by and by the more established the lady gets the less fruitful she becomes. This likewise makes the ladies lose want to have more than one possibly two kids. A few countries have started to address this issue by offering greater maternity leave benefits as well as remuneration bigger families in different manners. None of these nations give off an impression of being thinking about reexamining their fetus removal laws in endeavor to defeat this issue of under populace. On the off chance that Europe doesn't get a fortification on this issue they could be taking a gander at an absence of 20 million laborers in 2030 contrasted with what they have in their present work power today. Presently this can be neutralized in the event that they had the option to expand their migration. Be that as it may, it would need to at any rate fourfold to a normal of right around 4 million net contestants a year just to forestall a decrease in the size of individuals ages 15 †64 years of age, thought about the working age throughout the following 50 years. Before long coming also is the huge measure of individuals coming to retirement age inside China too. They likewise in certain methods for need to control the populace inside their nation have eliminated what number of kids individuals are permitted. By doing this they have caused themselves issues in the way that the work power in huge plenitude is arriving at retirement age inside their nation. Without adequate individuals to help those resigning I think we are going to see a colossal monetary accident inside their workforce and networks. The genuine reason for under populace is all theoretical. Just genuine hard realities are that we are not creating the same number of kids as there are individuals inside the world. Illness, mishaps, and mature age are on the whole factors to be included. In any case, generally individuals are passing on at an a lot higher rate than creating and on the off chance that we proceed down this way we won’t have the individuals to compensate for the work power that is resigning and ceasing to exist. One thing we don’t appear to remember is that despite the fact that the advances inside medication are vastly improved today than they were 50 years prior some explanation our death rate is a lot of lower today than in those days. I think individuals don’t appear to see the progressions because of the reality we are living in a more quiet time than a large portion of our predecessors in the most recent decade. Over the most recent 30 years we have not had any world evolving wars. That left millions dead and millions increasingly destitute or impaired forever. Yet at the same time we are not imitating at an upward rate. The reason like I said has numerous elements and not one can be pointed at straightforwardly. Well these should be tended to we have to fundamental location the way that on the off chance that we don't change our lifestyles in the following 50 years our reality won't have the option to help itself. All in all my inclination is that we have to give ladies increasingly motivation to need to recreate and have families. We have constructed our reality around a working family. 60 years back the run of the mill family was the man worked and the lady brought up the children. Today you take a gander at our general public and it says that the man and lady should both work. I feel this is the greatest figure that comes play. It is making ladies stand by longer to have youngsters and wind up having less assuming none. All my data from the enumeration and numbers was from the site abortiontv.com/Lies%20%20Myths/underpopulation.htm Research Papers on Under PopulationPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesThe Effects of Illegal Immigration19 Century Society: A Deeply Divided EraAssess the significance of Nationalism 1815-1850 EuropeEffects of Television Violence on ChildrenPETSTEL investigation of IndiaDefinition of Export QuotasResearch Process Part OneRelationship between Media Coverage and Social and

Islamic Women :: essays research papers fc

Commonly when women's activists took a gander at Islamic ladies they reprimanded the man for not treating ladies appropriately. In any case, as Jane I. Smith states, ladies of Islam are not so much affronted by that reality, despite what might be expected, they accept that it is better for them. The Holy Koran is the reason for the Islamic devotees. It has numerous translations, anyway there are sure realities that make certain to be clear with regards to the situation of ladies in an Islamic culture. Koran introduced extremely noteworthy changes as to treatment of ladies. Certain ladies played ground-breaking jobs in social orders. Notwithstanding, whatever the prior real factors for ladies as far as marriage, separation, and legacy of property, plainly Islamic men accept that they are above lady. Nonetheless, they should bolster them and ensure that they have everything that they have to help bring up their kids and commendation the god. In Islam, marriage isn't a ceremony, for wha t it's worth in different religions. It is an agreement that man and lady sign and in which the lady can obviously incorporates her own provisions and arrange terms. It is uncommon anyway feasible for a man to have more the one spouse. Notwithstanding, when that happens the man is answerable for mindful and supporting them two. So as to wed another lady in any case, the man must have the consent of his first spouse. Albeit Muslim ladies have had been hitched at very youthful age, this training is identified with the way that father and other male family members for the most part have picked the lucky men themselves. There are anyway a few disparities. Islamic ladies are not treated similarly notwithstanding the law. â€Å"Ones ladies proclamation in the court is equivalent to half of one man.† a similar rule likewise applies to legacy and different issues. The Koran expresses that the man, since he is supporting the lady, ought to get twice as a lot of everything. As of not l ong ago instruction for ladies in the Muslim world has been insignificant.

Four Early Reading Strategies and Teaching Tips

Four Early Reading Strategies and Teaching Tips Veteran teacher and TeacherVision Advisory board member Tina shares her top four early reading strategies, and includes teaching tips from her own practice. Try something new and add these to your teaching toolkit. by Tina Wheeler One of the leading predictors of future academic achievement is early reading success. Because early readers are just learning to read, many traditional reading strategies are not appropriate for them. It can be difficult to pinpoint effective reading approaches for the young learner. Find four fabulous early reading strategies below that you can easily implement in your classroom for your early readers. 1) Guided Reading The International Reading Association, the National Association for the Education of Young Children, and the National Council of Teachers of English have each found that guided reading can be beneficial to young learners when used as part of a balanced literacy program. In fact, many reading programs focus on guided reading as the main component. Guided reading is a teaching method in which an instructor works with a smaller group of students who share similar reading levels and skills. A lesson lasts about 15-25 minutes, and it should allow for students to use reading strategies they already know and apply them to reading a new text with teacher support. Guided reading has been shown to support reading proficiency, build fluency, and strengthen specific skills focused on during instruction. Teaching Tips for Guided Reading Use the following procedure and suggested times for a Guided Reading lesson: Identify and group students according to reading levels and skills. The ideal group should be no more than 6 students, but if your class size is large, groups with up to 8 students can still be effective. Groups of more than 8 students start to lose their efficacy. Introduce the lesson (2-3 minutes). Identify troublesome vocabulary, and help students decode and define the words. Present any background knowledge the students may need. Assign the number of pages students should read. Read the text (10 minutes). Students read to themselves, either silently or quietly. Pay attention to each student for a portion of the reading time, providing any support where needed. Discourage any poor reading habits. Identify any areas you should reteach. Talk about the text (5 minutes). Engage in a conversation about the reading with the students. Answer any questions the students may have and clear up any misconceptions. Ask critical thinking and open-ended questions. Teaching Objective (5 minutes). Teach one objective that students need to practice at the level you are teaching. Select an objective that is present in the text selection read by the students. Reference the text selection while teaching the objective. Word Work (3-4 minutes). Plan activities that provide a hands-on experience to work with spelling or vocabulary words. Word work can be done using spelling words, vocabulary words from the text, or other words the students need to know. Examples include word sorts, spelling patterns, learning about word parts, and rainbow spelling words. Independent Work Assign students an activity that assesses the objective taught. This can be for practice or a graded assignment. 2) Focus on Vocabulary Even before kids begin to read, they learn a variety of vocabulary words used in various contexts and categories. A recent study in the Journal of Developmental and Behavioral Pediatrics found there is an estimated 1.4 million word gap between children entering kindergarten who had at least 5 books a day read to them compared to those who were not read to at all. This startling statistic further highlights the importance of having a focus on vocabulary for early learners. A higher vocabulary helps kids to develop their reading skills with more understanding and complexity. Focusing on vocabulary simply involves a meaningful focus on teaching new vocabulary words. This does not have to be an entirely separate subject, but it is most effective when taught organically. For example, if you are reading a book about apples, and you come to the word “orchard,” discuss this word with your students. It is likely many of them will not know its meaning, which is a prime learning opportunity. Some teaching moments will present themselves unplanned, but it is important to also plan ahead and integrate a focus on vocabulary as you teach other content. Teaching Tips for Vocabulary Focus Placing a focus on vocabulary can be worked into your daily routine in a number of ways. First, any time you read with students, especially as a group, point out the most important words and discuss them. Second, choose books purposefully to introduce topics and/or words students may not be familiar with. Next, build on the information students already know to introduce new information, thus increasing their background knowledge base, which is what we generally use to learn new information. Finally, incorporate activities and games that focus on learning new words, such as Vocabulary Bingo, Pictionary, or rhyming games and songs. 3) Making Predictions Making predictions while reading is a great way to ensure that your students are not only paying attention, but are also comprehending what is being read. This is mainly due to the fact that when students make predictions, they are also asking questions about what they are reading, recalling facts from the text, rereading, and drawing conclusions. Making predictions is simply trying to figure out what could or should logically happen next. But it’s more than a guess. When you ask a student to predict what will happen, he or she must incorporate a variety of skills. Then the student must infer meaning from all the information he or she has, making a prediction about the story. Teaching Tips for Making Predictions Making predictions is a great reading strategy to start with early in the school year. Even kids who aren’t actually reading yet can practice this skill by listening to the story, looking at the pictures, and thinking about what could happen next. When practicing this skill, work on requiring students to provide evidence along with their predictions. “Why do you think that?” is an excellent question to ask to prompt students to support their predictions with information from the text, or to allow them to work through why their prediction may not be logical. 4) Checking for Comprehension Checking for comprehension, in my opinion, is perhaps the most important reading strategy. I cannot count the number of times I’ve been fooled into thinking students understand every bit of what we’ve read, only to find out they understood nothing when I checked their comprehension of the information. If students don’t understand, or if they misunderstand, information, they can spend a whole lot of time learning the “wrong” things. Checking for comprehension refers to assessing students to be sure they understand what they read. An assessment, however, is not always a test, or even on a piece of paper. This assessment can be a quick, oral check, such as asking a question. You could do a craft, or even have kids sort pictures on a storyboard. Teaching Tips for Checking Comprehension When working with early readers, the teacher will usually be the one checking for comprehension. However, you can introduce the idea that students can check for their own comprehension. If they don’t understand something, what should they do? They could ask a friend, look in the text, or ask the teacher. In addition, asking questions is a great strategy that helps to check comprehension. However, work on crafting questions ahead of time, so you can throw in a few that might require a bit more brain power. Graphic organizers are also a great tool. Even if you have non-readers and writers, you can give students pictures to sort for sequence of events, pictures to color for accuracy based on information in the text, or even a blank piece of paper for them to draw something specific from the story. Teaching kids to read can be cumbersome, but oh, it is so worth it! Early readers certainly benefit from many of the same strategies that older readers do, but oftentimes, these strategies must be presented in a slightly different format. Hopefully, you have found some strategies and tips that you can integrate into your teaching routine that will be helpful for your little learners. How do you teach early reading in your classroom? Share with us on Instagram, Facebook, Twitter, and Pinterest. Tina Wheeler is an elementary teacher in a combined 3rd/4th grade classroom at a small private school in Cuba, Missouri. She has been an educator since 2005, working in both the general and special education classrooms with students ranging in ages from 3 years old to adulthood. When Tina is not teaching, she works as a freelance writer. She also shares teaching tips and tricks on her blog at Miss Tina’s Room.

Accounting Data in Productivity Measurement and Strategic...

Table of content: Page number Executive Summary---------------------------------------------------- 2 Introduction ----------------------------------------------------- 3 What is Cost Accounting? -------------------------------------------- 5 Importance of data collection ---------------------------------------- 6 Accounting data for productivity measurement ----------------- 7 Accounting data for decision making ------------------------------- 9 Identifying profitable segment’s using accounting--------------- 11 Managerial Accounting changes-------------------------------------- 13 Conclusion ---------------------------------------------------------------- 14 Reference†¦show more content†¦Managerial accountants therefore are seen as the value-creators amongst the accountants. They are much more interested in forward looking and taking decisions that will affect the future of the organization, than in the historical recording and compliance aspects of the profession. Managerial accounting knowledge and experience can therefore be obtained from varied fields and functions within an organization, such as information management, treasury, efficiency auditing, marketing, valuation, pricing, logistics, etc. (Managerial Accounting,2011, para:1-2) Importance of Managerial accounting for firms in general Managerial accountants record financial information for their companies that is used by the organization’s management team to aid in the decision-making process. Managerial accountants develop budgets, perform asset and cost management, and create important reports used by the management team. Managers depend greatly on the information provided by managerial accountants to develop effective business strategies. Small business owners make most of the decisions within their company. The information presented by managerial accountants affectsShow MoreRelatedIntroduction:. 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Mark Huselid, professor of HR strategy, School of Management and Labor Relations, Rutgers University, argues that in order to do this, it is essential that HR determine: †¢ how HR executes a firm’s business model †¢ what kinds of strategic capabilities are required to succeed with the most profitable customers †¢ what are the strategically critical jobs and how does the behaviour of people in these jobs differ †¢ what are the reasons for these differences – for instance, a high-performingRead MoreImportance of Information Systems1230 Words   |  5 Pagesbecause they play such a significant role in productivity. Why are IS so essential to running and managing a business today? First of all, they support operational excellence; businesses improve the efficiency of their operations in order to achieve higher profit levels, and IS are important tools that managers use to increase efficiency and productivity of those operations. Manager’s use IS to obtain real time data in order to make informed business decisions, create new products and/or services, and

The Tagging App An Definition - 875 Words

The Tagging app will be identified as an absolute must have for all ages that have access to a smartphone or other related items. As we live in an age that is unlike any other previously experienced. Consumers are continually on the go, this of course is not limited to just adults. Consumers young and old are busy with life. These lives are filled with careers, family functions, and many other related adventures. With this, individuals often times overlook essential items such as wallets, keys, briefcases, cellphones and many other items. Consumers lose these items on a daily basis, thus requiring them to spend time searching for these items. In our fast paced society, consumers barely have enough time to complete many of their daily tasks and looking for these items may cause unneeded stress. These stressing factors will be solved by the use of â€Å"The Tagging App† (27 Genius New Products You Had No Idea Existed, 2016). Many options for this item include, â€Å"loudly ring a lost items from and app and find it by sound†, â€Å"see where you had it last on a map†, among many other endless options (27 Genius New Products You Had No Idea Existed, 2016). Additionally, this item may save consumers money by locating their $700 dollar iPhone or $300 dollar set of car keys. The initial investment of $25 dollars for the ability to find these elements is unquestionable (27 Genius New Products You Had No Idea Existed, 2016). â€Å"The Tagging App†, will be marketed in Massillon, Ohio. 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The Munich Putsch 1923 †source related study Free Essays

string(187) " witnesses agree that Hitler did not act heroically, what makes the source much more reliable is that Dr Walter Scultz also mentioned in the source that Hitler did not behave heroically\." 1. Source C, Prelude To Terror was written by Richard Hanser in 1971 and seeks to discredit Hitler and show him as a coward we know this because he says that Hitler pretended he was shot dead and then fled from the scene of battle. And he also wrote â€Å"at no point did he behave heroically† and â€Å"he did not exactly cover himself with glory†. We will write a custom essay sample on The Munich Putsch 1923 – source related study or any similar topic only for you Order Now Hanser also wrote sarcastically that it is extremely hard or maybe impossible for the average man to lift someone even if he or she was a child. â€Å"Not an easy thing to do with only one arm in working order†. By saying this Hanser thinks the event about Hitler saving a little boy is a story, he thinks source B by John Toland is a story. Source B is a story made up by the Nazis while source C is more likely to be what had actually happened. Source B on the other hand was published by John Toland in 1976 and is sympathetic towards Hitler, he uses words such as â€Å"painfully†, â€Å"struggled†, â€Å"slowly† and â€Å"agony† to describe how. John’s sympathy continues by John describing how Hitler looked whilst he was escaping, he had a â€Å"pale face†, â€Å"cradling his injured arm† and his hair was â€Å"falling over his face† , according to John’s description of what Hitler looked like when he escaped from the battle. Then John Toland said Hitler wanted to pick up a little boy who was â€Å"bleeding profusely†, and carry him to safety but schultze (Hitler’s driver) told him not to and called someone else to take him. Source B views Hitler as a hero who cares deeply of Germany and it’s citizens. John seems to have based this source on Nazi myth. The writer of source C wants to show Hitler as a coward. Hanser thinks that the Nazis made up a story about a little boy, this story is source B. 2. Source A is written by Konrad Heiden and is more likely to be true then sources B, C and D. It is more reliable then these sources because source A contains information provided by a witness that was their probably at the time of the Munich Putsch and saw the event. However witnesses are people who can forget over long periods of time, the witness information of source A was retrieved thirteen years after the event in which he or she could have forgotten. The witness could lie or be biased because he or she might want Hitler to look bad, as he does in Konrad Heidens witness account. Witnesses can get confused over long periods of time if they not clear of what happened and can slightly change the fact if they give their view of what happened. However eyewitnesses have seen the event that they talk about. A witness, as in one witness is less reliable then several witnesses. If witnesses agree on an event that event is more likely to be true then a single witness who could be biased, lying, confused or forgotten about what happened. Source A agrees with sources C and E. Source B is probably the least reliable out of all the four sources because, for a start it does not agree with any of the sources except unreliable source D. Which means that it probably is not true. The writer of source B, John Toland had his view of the Munich Putsch published fifty-three years after the event so probably got his information from secondary sources. If there were witnesses or a witness account in the source then John probably would have stated it. It is unlikely that a witness could survive for over sixty years of age And if he/she did, it would be hard for he/she to remember from the age of about seven. Witnesses or a witness could have forgotten over a long period of time such as fifty-three years. It is unlikely that John’s source had been assisted by a witness or witnesses. Source B is based on the Nazi propaganda of making Hitler and the Nazi party appear the fittest party for ruling Germany. Source B is very unreliable. Source C was written forty-eight years after the Munich Putsch so also probably was not aided by any witnesses. Richard Hanser the writer of source C agrees with source A that Hitler acted cowardly during the event. Richard says, â€Å"at no point did he behave heroically†. Page 2 Source A says Hitler â€Å"was the first to get up, run backwards and drive away† which means source A also views Hitler as a coward. Although no witnesses were used to assist source C, source C agrees with the witness assisted source A. Source C is reliable. Source D is a section of the Social Democrats election poster. All parties are expected to discredit all other parties so that they win the most votes and rule. This is what the Social Democrats are doing with source D. We can see this because the election poster says Hitler was â€Å"lying flat on his belly in front of the Feldherrnhalle†, a building near to where the shooting took place. And that he â€Å"crawled† into a car. The poster uses words like â€Å"crawled† and â€Å"belly† to suggest that Hitler was like a worm, weak and slow, and to say Hitler was not heroic. â€Å"Whoever is ill can seek his help with complete confidence† by saying this. The Social Democratic party wants people to think Hitler is weak and slow concerning the ruling of Germany and that everyone knows this. The election poster is biased towards Hitler and the Nazis because they want people to vote for them and not other parties like the Nazis. Basically source D is propaganda for the Social Democrats to win votes, this source is very unreliable. Source E is the most reliable because it was aided by several witnesses, one of those witnesses was Dr Walter Scultz, a German doctor. All the witnesses agree that Hitler did not act heroically, what makes the source much more reliable is that Dr Walter Scultz also mentioned in the source that Hitler did not behave heroically. You read "The Munich Putsch 1923 – source related study" in category "Papers" Shultz is a German doctor, so you would expect him to lie and say that Hitler was a hero. All of the witnesses agree that Hitler â€Å"was the first to get up and turn his back† and that Hitler â€Å"spirited off to the country home†¦. Where Putzi’s wife and sister nursed him and where two days later he was arrested†. These quotes backed up by several witnesses further the reliable theory that Hitler is a coward and not a hero. The doctor did not lie, this is what makes this evidence more reliable then all of the other sources, including source A. The writer of source E seems to have checked the witness accounts with other sources of evidence to make sure the witnesses are telling the truth. Source E is supported by the reliable sources A and C. 3. A writer like John Toland would face the following problems when trying to research exactly what happened during the Munich Putsch in 1923. Firstly he would need to find witnesses because witnesses are a very reliable source of Information. Because John Toland’s written piece of information was published in 1976 It would be hard for him to find witnesses since most would be dead (humans live for about fifty to sixty years). If he did find a witness that witness would be very old, about seventy and would probably not remember exactly what happened. The witness would not be very clear on what happened and probably would have forgotten parts of what happened during the Munich Putsch. He/she has the ability to lie, be biased or he or she might have forgotten what happened over such a long period of time. A witness’s memory could be poor or the witness might be confused or might not be sure what happened. A witness may not be willing to give information about the event or might be ashamed that they took part and deny that they took part, they might hide the fact that they were there. The available evidence could be propaganda, it could have been made up or changed to make someone change the way they think, or to cover up a mistake made by a person or group of people. A writer like John Toland might face problems with documents, documents can be propaganda or biased to one side. Incriminating evidence could have been destroyed after or during a war to hide or censor information. Because of the long time between John Toland’s written source and the Munich Putsch primary evidence such as photographs and written information could have been worn out and be difficult to see or read. Also to take into consideration by a writer like Toland is that a photograph could be made up/posed for, or changed. A way of telling if a photograph has been posed for is if the people in it are looking directly at the camera or if a large number of them are facing the camera. If people in a photograph look surprised or if a few or none of the people in it are facing the camera, that photograph probably is genuine. To check if a photograph has been changed it will have to be viewed by a powerful magnifying glass or high tech computer to check for any unusual aspects. Written documents can also be forged, destroyed or could have been worn out so that it would be difficult to read or impossible to read. To check if a document was forged the document Page 3 suspected of being forged should be compared with a genuine document if possible. Torn documents can be pieced together like a puzzle if its pieces were found. 4. An opinion is a point of view; it is what a person thinks about something. Opinions are not capable of being true; an opinion cannot be used as proof. The example of an opinion from source C I have chosen is â€Å"at no point did he behave heroically†. The reason I chose this is because whether a person is a hero or not depends on how a person thinks and feels. This is an opinion, not a fact; it is not necessarily true. A person might say that Hitler was a leader of an army, he should be brave and help his soldiers/secret police in any and every way possible. He should set an example and raise their morale. He should not be throwing himself down as soon as the shooting began and then running away when he got the chance, he should have fought back and helped his men. This is an opinion. Another person might say that a leader of an army should throw himself down for cover and then run away for safety. This is another opinion. They are both two very different opinions. It all depends on a point of view. An opinion is a point of view it can not be fact. However it can still help to find the truth. 5. The fact that reference is made in source E to the testimony of a witness makes it likely to be more reliable than sources B and C. The reason being that source E has been aided by several witnesses that all agree. Witness evidence is a very reliable source of evidence because an eyewitness has actually seen and heard the event; he/she has been there at the time. However witnesses evidence can also be unreliable. An eyewitness can lie, be biased or confused. They might do these thing to cover up their blame, or they might have regretted something, they might be biased because they may want something or someone To look better then it is/was. They might have forgotten about the event or what had happened during the time because so much time has gone by. They might not be clear on what happened or might get mixed up and changed what actually happened, (the fact) to a different story or opinion. Source E is backed up by a Nazi doctor, who would be likely to say that Hitler acted heroically, but he did not say this, in fact he said the opposite â€Å"Hitler was the first to get up and turn back†. Although sources C and B have not been aided by witnesses (no witnesses were mentioned in these two sources), and they have been based on secondary sources; source C is supported by source E in that they both display Hitler as not heroic and cowardly behaved during the Putsch. Sources B and C were published around fifty years after the Putsch, this makes them likely to have been based on secondary sources and withought witness evidence; since witnesses can not usually live long enough up to that time. Source B is not supported by any evidence and seems to have been based on Nazi propaganda, John Toland seems to have not check his piece of writing with other sources. Source B has not been supported by any witness evidence. Source B is the least reliable out of sources E, C, and B. 6. Source E best supports the explanation of events offered in source A because both of these sources give similar accounts of what Hitler did when the Munich Putsch was occurring. Here is an example of what I mean, in source E, William L Shirer, the writer, says Hitler â€Å"was the first to get up and turn back†. He also said â€Å"Hitler was the first to scamper to safety†. Similarly to both of these quotes from source E, source A’s writer Konrad Heiden has written that Hitler â€Å"was the first to get up, run backwards and drive away†. The last part. In source A it is also said that Hitler did â€Å"drive away† during the putsch, source E also states Hitler â€Å"hustled into the waiting motor car†. The final similarity in both sources is that Hitler’s soldiers were left behind when Hitler fled from the gun battle. In source A it is written that Hitler left â€Å"whilst hundreds of his comrades were still lying on the ground†, in source E it is written Hitler was â€Å"leaving his dead and wounded comrades lying in the street†. 7. A historian would need to consider a large amount of things when using a photograph (source F) and painting (source G), as evidence of the Munich Putsch. He/she will need to know that a photograph can be a reliable source of evidence, but they can be posed for or faked after the Putsch, which can make them unreliable. Page 4 Source F looks realistic because- * The people in it are not facing the camera, in fact most of their backs can be clearly seen, therefore it was not posed for * There are armed soldiers in it carrying rifles, short lances and they are mounted on horses This means there was, still is or is going to be trouble, probably between armed people. * The crowd of people in it are looking to the right of the photograph, where something out of the ordinary is happening, has happened or is going to happen, this is where the trouble is The historian needs to consider why this photograph was taken and who took it. Source F was probably taken by a passer by or by a journalist for a newspaper. He or she has to consider when it was taken. In source F’s case it was in 1923 on the 9th of November, the same day the Munich Putsch took place, this makes it more reliable. Source F does not attempt to spread a message to its viewers, it is neutral; a historian needs to be able to check whether a photograph is trying to convey a message or if a photograph is just displaying pure facts. A historian needs to know that a painting does not usually intend to tell the truth, it displays what the artist thinks about something. Source G is what its artist thinks about the Beer Hall Putsch. This particular painting is Nazi propaganda, it was painted in 1933, ten years after the Putsch when Hitler came to power. It was probably painted to make Hitler seem like a powerful leader who the German people can trust and to make him and the Nazi party more popular. We know this because in the painting Hitler is standing high above all the other people and he is speaking confidently, we know he is speaking confidently because he is using arm movements to enforce his views and to make the people easily understand what he is saying. All different kinds and classes of German people are shown behind Hitler, listening very carefully as if they want what Hitler is saying to become true. For any paintings and photos to be accepted as evidence they should be checked for reliability against as many sources as possible. How to cite The Munich Putsch 1923 – source related study, Papers

Waiting For Godot Essays (700 words) - Theatre Of The Absurd

Waiting For Godot Vladimir and Estragon: A Symbol of Man AP English January 19, 1999 Vladimir and Estragon: A Symbol of Man Many Authors use different techniques in their wittings. Samuel Beckett uses allusions and references to characters to help the reader understand what the characters represent. In his drama Waiting for Godot, Beckett's two main characters, Estragon and Vladimir, are symbolized as man. Separate they are two different sides of man, but together they represent man as a whole. In Waiting for Godot, Beckett uses Estragon and Vladimir to symbolize man's physical and mental state. Estragon represents the physical side of man, while Vladimir represents the intellectual side of man. In each way these two look for answers shows their side of man. Estragon has his shoes. Vladimir has his hat. When Estragon takes off his shoes ?he peers inside it, feels about inside it, turns it upside sown, shakes it...?1. Through this action it is relevant that Estragon is searching for something from his boot, but unable to recognize it. This symbolizes man's side of using physical ability to answer questions. Vladimir on the other hand continues to look into his hat. Vladirmir constantly ?Takes off his hat, peers inside it, feels about inside it, shakes it, puts it on again?2. Through this action Vladimir is shown to be searching for answers in his hat, which symbolizes his using knowledge and his intellectual capability for solving problems. Both Estragon and Vladimir are searching for what the reader assumes to be the key to life's problems. When they continue to do this throughout the drama, it expresses the fact that they are searching and will continue to search until they find what they are looking for. Vladimir is more practical, and Estragon is more of a romantic. In the drama, Estragon wants to talk about his dreams. Vladimir doesn't want to. He can not stand to hear about the dreams that Estragon has. When Estragon wakes up from falling asleep he says ?I had a dream?. Vladimir answers with ?Don't tell me?3. An other example is that Estragon often forgets events as soon as they happen or within a day, while Vladimir, on the other hand, remember past events4. This is shown when Pozzo and Lucky enter into the scene in the second act. Estragon and Vladimir see two men coming. Vladimir recognizes it as Pozzo, from the day before, but Estragon does not recognize him. The conversation starts with Vladimir: Poor Pozzo I knew it was him Who? Godot. But it's not Godot. It's not Godot? It's not Godot. Then who is it? It's Pozzo5. This exchange in dialog shows that Estragon does not recognize Pozzo, and Vladimir has to tell Estragon who it is. The two of them are dependent on each other. Estragon is beaten every night by mysterious men. Vladimir acts as his protector. He sings to him, helps him take off his boots, and covers him with his jacket6. Every night they part, yet they find each other every morning and start another day of waiting. In each act, Estragon and Vladimir talk about hanging themse lves form the tree. During this exchange of words, Estragon suggest that they hang themselves from a near by tree. Vladimir is the one who is particle and explains why they can't hang themselves. The physical side and the intellectual side is shown through Estragon's and Vladimir's actions, as well as their words. They have a friend ship that is bonded by their differences. Without one another they would be lost, just like without the intellectual side of man, the physical side would be lost, and visa versa. Endnotes 1 Samuel Beckett, Waiting for Godot (New York: Grove Press, Inc., 1954) 8 left. 2 Beckett 8 left. 3 Beckett 11 left. 4 Martin Esslin, ?The Search for the Self,? Modern Critical Interpretations Waiting for Godot, ed. Harold Bloom (New York: Chelsea House Publishers, 1987) 29. 5 Beckett 50 right. 6 Esslin 29 Bibliography Beckett, Samuel. Waiting for Godot. New York: Grove Press, Inc., 1954. Esslin, Martin ?The Search for the Self.? Modern Critical Interpretations Waiting for Godot. Ed. Harold Bloom. New York: Chelsea House Publishing, 1987. English Essays