Dubai Police Website (Fines Section) and Privacy Concern Statistics Project

Dubai Police Website (Fines Section) and Privacy Concern - Statistics Project Example Incidentally, such monitoring is not exclusive to Dubai. Traffic monitoring in England and the USA is done through the use of cameras. Furthermore automated toll collection methods and traffic law enforcements have been carried out through an online system (Blumberg, Keeler, & Shelat, 2005). In effect, massive public surveillance is regularly and extensively being done on the road. However, while intentions for publicly exposing details of traffic violations and fine impositions are not malicious, certain individuals find that such an exposure is an invasion to their privacy. The negative reactions are common in many aspects of the motorist hierarchy, and complaints that such a system invades people’s privacy are abundant. Some people are wary that strangers or ill-thinking people will track them down with the use of the online system of the Dubai Police. However, there are also those who approve of the system because it allows for an easier and more effective form of tracking down one’s violations and paying for these violations. Out of these, 57.8% were male (n = 185) and 42.2% were female (n = 135). In terms of distribution by age group, 10.3% were 18 to 22 years old (n = 33), 25.3% were 23 to 26 years old (n = 81), 23.2% were 27 to 30 years old (n = 74), 21.2% were 31 to 40 years old (n = 68), 11.9% were 41 to 50 years old (n = 38), and 8.2% were 51 to 60 years old (n = 26). The study wishes to find the demographics of those committing traffic violations. Table 1 shows the frequency and percentage distribution of the respondents who received a traffic violation. A total of 66% (n = 212) of the respondents received a traffic violation, with 124 males and 88 females. For both males and females, more respondents received a traffic violation than those who did not receive a traffic violation, n = 124 and n = 88, respectively. For the

Women and Numbers by Teri Perl Essay Example for Free

Women and Numbers by Teri Perl Essay For many years, society has presented women to be sweet and man to be tough. Many have encouraged sexist depiction of the sexual category. In addition, this has led to typecasts asserting that girls or women are too emotional and too soft for math and science careers. This is a book that presents women biographies from the nineteenth and twentieth centuries who had an interest in the mathematics subject and they pursued their interests. Different chapters in this book discuss different mathematical actions. A very simple book for the upper-elementary and middle school grades that brings to life the stories of mathematician women from the 19th and 20th centuries. Each biography is followed by a discovery activity. Example, in one of Mary Booles numerous accomplishments she staggered into the creation of string art; the associated discovery activity shows how students can create their own string art designs. The goal of the editor is commendable: to hearten more girls into mathematics and to ignite interest for the field in all students. The write-ups are a pleasure to read. They each give a very individual and encircling picture of the whole woman as mathematician, teacher, mother, wife, or partner. In each, it exemplifies the path they followed, not just career wise but also personally. The impediments of gender and racial prejudice that some of the women faced in following a mathematical career are brilliantly portrayed. An example is Lenore Blum who was not accepted to MIT for her undergraduate degree because there were only 20 dormitory beds available for women. Ideas from the book Each womans mathematical contributions are explained in a language that are easily understandable by a high school or college student interested in what a mathematics career may be like. The three things that all these women had that they excelled in is research, teaching, and service. Research They explored different teaching methods that would be easier to understand and make mathematical solving simpler. With this in mind they attracted the female gender to there classrooms who excelled in the mathematics fields. Teaching Most of the women mentioned in this book climbed to positions such as head of department chair and a good number were involved in developing policies for mathematics departments. Majority of them were supporters for women, blacks, minorities of any kind. Unambiguously, one is left with the certainty that women have done, can do, and will continue to do mathematics. Service Though most of the women were very successful they had a common thread running through the stories of these women, which was they doubted themselves. The service they provided as mathematicians was impeccable despite having to deal with family issues, social stigma, and several other factors that were against them as mathematician women. Themes used Since mathematics is a hard subject to grasp, teaching using a thematic method is a great way to cover a range of topics associated to a particular theme. In this book Women and numbers: Lives of Women Mathematicians plus Discovery Activities by Teri Perl, mentions several themes used by the different women mathematicians. Abstract Algebra An example is Emmy who is well known for being an abstract algebraist. Her focus was on differential and algebraic invariants; the theory of mathematical rings; and non-commutative algebra, linear transformations, and commutative number fields. The main goal of this area is to demonstrate that an invariant (terms that remain unvarying under a group of alteration) can be written as the sum of squares of other numbers. It also wants to show that any two invariants remain invariant. Model theory and differential fields In this theme of model theory and differential fields (logic and algebra), is a theory of calculation and convolution over the real numbers, has focuses on amalgamation of seemingly distinct areas. Sine Sonya Kovalevsky developed this theme one night as she was studying under the covers of her blanket, because the father did not approve her interest in algebra and geometry. To make logic of some of the derivations, she alternated a chord for the mysterious sine, and everything made sense for small angles. Controversies in math Arguments over the technique mathematics is taught and presented in textbooks will continue as long as schools and teachers have the aptitude to choose their own curricula and teaching attitude. Although there are many variables that influence the success of a student, the main influence is the teacher. Depending on how well the teacher formulates the method to use on teaching mathematics will depend on how fast the students will grasp the information. In this book, the only controversy that is on the spotlight is the issue of gender and mathematics. Since the beginning of times, the female gender has been considered to be weaker than the male counterpart and it is not different in the mathematics world. Therefore, every theory that the female gender formulated had to be questioned twice and was criticized before it became published. Conclusion The result is a valuable book for and about women in mathematics at a level appropriate for high school and early college students that celebrates the variety present in the community of women mathematicians. My opinion might be biased being that am a woman, but the book presented challenges that women go through when they are treated as minority when it comes to doing certain things. This book was an encouragement to the girls in their time when gender really mattered in the society and girls were considered inferior to the male gender. The high school girls who believed that math was not for the female gender could now relate to the five women and relate to them. In addition, this has been discussed in the book, how the number of girls doing mathematics increased and they all did well despite what society expected of them. The 9 women were a role model to the high school students especially the female gender. References Perl, T,. (1993). Women and Numbers: Lives of Women Mathematicians plus Discovery Activities. San Carlos, CA: Wide World Publishing/Tetra.

Reflection On A Clinical Skill During Clinical Placement Nursing Essay

Reflection On A Clinical Skill During Clinical Placement Nursing Essay Sociopsychology: This essay will discuss Reflection on a clinical Skill during the clinical placement, using Gibbs template. The essay is divided into four main sections. It will first consider some definition of psychology and sociology; it will then go on to describe an incident from both psychological and sociological point of view. The third part will explain how to find solution for both incident, and then some conclusions will be drawn to show the best things should be done. Finally it is my reflection on clinical placement. Psychology is how patient feel, Psychology tends to emphasis the individual in contents, and it is not about how they think. Sociology is to do with relationships, which operate between people when they get together in groups. Sociology looks at how an individual operates from the contextual point of view. Class, ethnicity, religion, sex, disabilithy, age these kinds of things are sociology, and anxiety, stress, depression are psychology. The first Gibbs is about an old lady who was waiting for her x-ray in the room. She was lying on the table, and she was crying as a child. It has been explained already her situation and the psychology point of view of this patient and how factors like being in pain and stress or anxiety might affect her. So interpersonal and good communication skill would help this patient and also would help the radiographer to be more professional and the patient may accept their advice because patient belief that the healthcares are professional and competence and they have ability to treat them. The patient was suffering from the physical and emotional stress, and it is necessary to know what the stress is and how its impact on patient. Stress is unclear response of the body to any demand further on, and can have physically or psychologically effect. Stressors are the situations that can cause stress. Physical symptom of stress can faster heart beat, increasing sweating, dry mouth, tense muscle, diarrhoea, irritability and anxiety. Anxiety is the result of being emotionally stressed. (Edward 2006) Everybody experience stress in their life, but individuals are different and material circumstances are different. Therefore it is important to reduce stress from the patient, and it is our job as a radiographer to have a good communication with her, by using SOLER.try to sit squarely and with open position, lean forward and have nice eye contact with her and then relax (Egan, 2002).speak nice and clear, but not too slowly, and dont inflate the movement of your leap, Use natural facial expressions and gestures and do not to turn your face away from a deaf person.55 per cent of communication is body language (Mehrabian ,1970). In this case we need to use different way of communication, because she had a little bit difficulty with hearing, so get patient attention before starting to speak. Make sure the patient can see your face and watch your lip movement and facial expressions. Speak more slowly and keep your tones of your voice low, because older people tend to have more difficulty hearing high-pinched sounds. Older patient need more time to understand and respond. Be patient and ask them to repeat instruction. Explain the procedure for her, so she would be able to understand what is going on. It is good to put your hand on her arms, so you will show your empathy and how friendly you are. It can be calm patient down. Be familiar with patientsà ¢Ã¢â€š ¬Ã¢â€ž ¢ emotions. She had not been given enough information to know why she is there, if she had, she could not been so worried. Explain clearly so that she would be able to understand you, and give her right instruction. According to psychologists for the patient suffering from psychological and sociological problem, there are many factors that determine our behaviour such as the genes we are born with, physiological brain, nervous system. Cognitive system, thoughts, perception. The social and cultural environments in which we develop over time. Life experiences including those from childhood and personal differences including our IQ personality and mental health. Being alone would be one of the factors that may transmit to getting old and hopelessness. As we getting old, there tends to be a decrease in mobility and social relations, with a likely for loneliness and isolation. (Oxman et al. 1992). And now we are going to find sociological factors which might be affect her, including the psychology factors. We will consider her in terms of age, race, sex and disability. It is easy for women to be emotionally open. We can help sensible stress by change coping style and recognise it. Women are more likely than men to be diagnosed with mental illness; also they have poorer psychosocial health and use more psychotropic drugs for anxiety and depression than men. (moodle site) Psychology is essential for health care professional because it enable the radiography to understand and care after the patient more holistically.According to this, the old lady`s brain is not functioning well because she is getting older or she has other mental problem therefore she was acting like a child scaring and fearful. So, being old, her age, sex disability causes her to be anxious. The good communicate with her and make her assure that there is nothing to worry about it, could reduce her fear and anxious. The second Gibbs is about young lady, who had x-ray of her abdomen, but her husband was not happy to do her x-ray alone. They were from different country and different religion and culture. Her husband must stay outside the room, preferably in a waiting area; this is because of radiation safety. Also it allows the stuff to proceed without any interruption from family members. Dealing with family was difficult. Sometimes may need a family member to stay with patient. In this case it was better for husband to stay outside, because he had a kid with him, but he insists to be with her. Before doing any radiographic procedure is necessary to informed consent from patient .In these situations should given a clear explanation to them before the procedure. It would be because of their culture or might be having another reason. Naturally people as go into the hospital, they will experience some kind of stress. Anxiety can cause some individuals to be quiet aggressive when they will be asked i n emergency situation. They as you would expect experience fear and anxiety. In general Refugeesà ¢Ã¢â€š ¬Ã¢â€ž ¢ health-related behaviour and how they communicate with health professionals will be influenced by their culture and beliefs. To be able to perform an accurate consideration and offer knowledgeable and sensitive care, the health care professional must think the patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s religious and philosophy, as well as cultural background. Also to make them sure of what happens in x-ray room, explain the procedure to them, If we consider psychology views, both patient and her husband might be suffer from different type of depression, or stressed. In one hand, because the husband behaviour showed there is something that is afraid about it. Her husband was worried, angry and emotionally stressed, and in other hand may be they did not like doing their x-ray with male radiographer, because of their culture, and they might have personal or religious reason for not doing it alone. Generally we all have different way of engaging with different patient as a radiographer. Everybody has its value, expectation and beliefs. When individual entre a new country and new community they face many challenges in terms of adjusting to a new language, different customs and unfamiliar norms. These challenges may result in mental or general health problems. There is quite a lot of risk factor that put ethnic minority to suffer from mental illnesses. Generally in compare of general public, the health of people from ethnic minority is worse. Although there are some exeption. For the reason of many factors which affect their health. Lack of English, under or unemployment, being away from family, cultural differences and lack of social support, put people toward depression. (Journal of immigrant and minority health, New York: Feb. 2010, iss.1, pg.100) So again you need to have good communication with them. But In this case, may be eye contact is not welcomed, because they were Muslim, and in their culture direct eye contact is supposed as being impolite or bad-mannered, particularly between the old people. In Asian and Muslim culture hand gestures and eye contact should be avoided. Occasionally between Muslims people husband may be respond the question telling their wives. In addition in their culture, silence possibly will show accepting or authorization. So it is very important to have knowledge of other culture, when dealing with patient. (Ruth Ann Ehrlich, Joan A. Daly 2009) Therefore you need to introduce yourself to the patient. First impression you put on patient is very important , Give explanation clearly, be a good listener, be familiar with patientà ¢Ã¢â€š ¬Ã¢â€ž ¢s emotions, control your personal emotions by developing better cultural competency ,and have familiarity with beliefs and practices of diverse groups, But it is very important to avoid stereotyping. Also it is very important to let them understand the LMP checked. For Certain radiographic procedure it needs to check LMP (last menstrual period). It is necessary to have fully understood the procedure and its risk and benefit, so that you can explain to the patient and answer their questions. The Ionising Radiation (Medical Exposure) Regulations IE (ME) R states that, every females of childbearing ability age must have their pregnancy status recognized if the abdominal area is region of interest in radiographic examination. Where suitable, the pregnancy and breast feeding status of a fema le patient must be established. From knees up to below the diaphragm is abdominal region for radiographic purposes. (Ball J, Moor A, Turner s, 2008). After check the LMP and when you are sure that she is not pregnant, give the patient instruction to have her x-ray. And ask for female radiographer for her to do her x-ray. And help put her husband lead gown or ask them to stay behind the screen, so that they will be protected against radiation. Additionally, an interpreter may be required, to help them get their job done. As a result, I should communicate more effectively and without any hesitant for both patient. Give them clear instruction and get help from radiographer staff. To know how to deal with patient in appropriate way, it is important to recognise their feeling, understand their problem and cope with different situation. Communication is very important. By using SOLER technique. Also be familiar with different culture and background, and respect everybody. . Avoid stereotyping patient. Stereotyping can direct you toward discrimination. (moodle site 2009).Also Remember to be assertive. What I have learnt using this reflective model, is that it has helped me to recognize that my knowledge is somewhat which I have to be proactive in. By writing this essay my reflection skill and my competence has developed. Now I feel more progress in personal and professional skills. Within clinical placement I have experienced how to face with different situation and different patient. Also how communication skills is useful as a professional radiographer to deal with patient and their families. In the future communicate clearly and with greater confidence. Show empathy to patient in appropriate way. Respect all in any age, any culture and any background. Nervous, hesitant, anxious, exited, that was me on my first week of placement, but now something different and in the future more professional.

Romantic :: essays research papers

When you hear the term "Romanticism", wouldn’t you think of something that has to do with romance? That is what I thought when I first heard the word, but I was foolishly mistaken. Romanticism dealt with placing central importance upon the emotions and upon the individual. This time period only lasted about thirty years but greatly changed the and influenced the country in which we live in today. In the following composition, I will discuss the ideas of Romanticism and three famous writers of this time and their distinct subjects.The United States condensed as a nation during the major cultural change distinguished by the shift from classicism to Romanticism. This change had an impact on every aspect of culture including arts, philosophy, education and science.Before all this even happened, an earlier belief known as "Classicism" was around. This unhealthy culture put reason as their dominating characteristic of nature and were also bound by strict unchang ing laws by the government. Now, who would want to live under this dull inexpressible culture? Well, the early Puritans were part of this "Age of Reason" and many a good man came out of this era. Anyway, it was time for change. People wanted to start believing in themselves more and having a greater sense or nationalism. This is where Romanticism came in and replaced classicism. It was the beginning of a new era and initiated a whole new way of thinking. Romanticism basically dealt with three attitudes: Nature, the past, and the inner world of human nature. Although the early Romantic writers varied widely in the forms that they chose, these certain subjects were characteristics or Romantic attitudes.The writer who mainly told about nature was William Cullen Bryant. He became the first national spokesperson for a new religion of nature in which nature serves as a source of moral and spiritual lessons.One of his famous poems, "To a Waterfowl", tells of the journey of a waterfowl during migration and relates that to the path in which we as humans take in our lives. He also incorporates some religious attitudes in his works as well and you can see this at the end of "To a Waterfowl" when he tells you that "God will lead your steps aright" Washington Irving was a fine example of telling about the past. He wrote many a folk tales.In the short story "The Devil and Tom Walker" he Americanizes the devil and gives him qualities that are carried on with him for generations.

Appalachian Culture and Health Awareness Essay

According to Kruger et al. (2012), the Appalachian region, consisting of 13 states along the east coast border, is a high risk area for cardiac, pulmonary, and cancer conditions related to smoking and coal mining. This rural population has ultimately higher rates of heart disease, stroke, COPD, asthma, lung cancer, and diabetes. Substantially higher rates of smoking, as well as the relevance of coal mining, are two major contributors to the increased risk of morbidity and mortality amongst this large population (Kruger et al., 2012). Insufficient education, poor behavior choices, and lack of adequate health care are major contributors to the overall unhealthy lifestyles of these individuals. Unfortunately, this begins at a young age. According to Short, Oza-Frank, and Conrey (2012), there are major differences regarding preconception health awareness amongst Appalachian women as compared to non-Appalachian women. Appalachian women have higher rates of smoking, diabetes, and obesity than do non-Appalachian women. These women have poorer rates of prenatal care and higher rates of birthing and congenital complications, such as pulmonary hypertension, insufficient lung development, and cardiac abnormalities. Often due to lack of insurance, these mothers often lack appropriate health care and health awareness, thus increasing their child’s risk of further cardiac and pulmonary conditions down the road. Unfortunately, these babies grow up in an environment that, as a population, has inadequate health care, low income, and poor health. This detrimental sequence of events is what has maintained the subpar health status of the Appalachian population (Short et al., 2012). As these children grow into their teens, poor behavioral choices further substantiate detrimental risk factors. A study by Pettigrew, Miller-Day, Krieger, and Hecht (2012), conducted research study of primary and secondary health prevention in Appalachian adolescents. According to this study, this population has higher rates of smoking, drinking, and drug use as compared to non-Appalachian adolescents. These risky behaviors are so prevalent because of lifestyles these children have grown to know; these behaviors are considered normal in many homes. As do their parents, many of these children lack insurance and health care (Pettigrew et al., 2012). Obesity and diabetes is also substantially high in the Appalachian population as compared to the rest of the nation as shown in a study by Wenrich, Brown, Wilson, and Lengerich (2012). The authors pinpoint Appalachia as a low-income group of individuals who receive poor nutrition, thus further contributing to the preexisting risk factors of cardiovascular disease. Poor health, along with behavioral risk factors, have ultimately led to detrimental health status. Yes, we love the STEELers, but steel mills and coal mining has only contributed to these health risks. The Appalachian culture is at risk for obvious reasons. Unfortunately, these risk factors will not decline quickly. Primary prevention and health awareness programs would make a huge impact on this population. Low income is a struggle that will not be overcome easily. However, primary prevention and health awareness are often available at low cost and are highly efficient measures of decreasing risk factors by focusing on healthy lifestyles. Smoking cessation would obviously be of major importance, but compliance would be of great struggle (Kruger et al., 2012). References Kruger, T., Howell, B., Haney, A., Davis, R., Fields, N., & Schoenberg, N. (2012). Perceptions of smoking cessation programs in rural Appalachia. American Journal of Health Behavior, 36(3), 373-84. Pettigrew, J., Miller-Day, M., Krieger, J., & Hecht, M. (2012). The rural content of illicit substance offers: a study of Appalachian rural adolescents. Journal of Adolescent Research, 27(4), 523-50. Short, V., Oza-Frank, R., & Conrey, E. (2012). Preconception Health Indicators: A comparison between non-Appalachian and Appalachian women. Maternal & Child Health Journal, 16(1), 238-49. Wenrich, T., Brown, J., Wilson, R., & Lengerich, E. (2012). Impact of a community-based intervention on serving and intake of vegetables among low-income, rural Appalachian families. Journal of Nutrition Education & Behavior, 44(1), 36-45.

Hyperkalemia or High Potassium

Hyperkalemia or High Potassium Hyperkalemia breaks down to mean  hyper-  high;  kalium, potassium;  -emia, in the blood or high potassium in the blood. Potassium in the bloodstream is the K ion, not potassium metal, so this illness is one type of electrolyte imbalance. The normal concentration of the potassium ion in blood is 3.5 to 5.3 mmol or milliequivalents  per  liter  (mEq/L). Concentrations of 5.5 mmol and higher describe hyperkalemia. The opposite condition, low blood potassium levels, is termed hypokalemia. Mild hyperkalemia typically isnt identified except through a blood test, but extreme hyperkalemia is a medical emergency that can result in death, usually from heart arrhythmia. Hyperkalemia Symptoms The symptoms of elevated potassium are not specific to the condition. Mainly the effects are on the circulatory and nervous system. They include: weaknessmalaiseheart palpitationshyperventilation Causes of Hyperkalemia Hyperkalemia results when too much potassium is taken into the body, when cells massively release potassium into the bloodstream, or when the kidneys cant properly excrete potassium. There are numerous causes of hyperkalemia, including: kidney diseasediabetes (leading to nephropathy)medications that affect urination (NSAIDS, diuretics, antibiotics, etc.)diseases associated with a mineralocorticoid deficiencymassive blood transfusionany major tissue damage, whether it be from injury (burns, serious wounds) or medical treatment (notably chemotherapy)excessive dietary intake of potassium-rich foods (e.g., salt substitute, bananas)intentional hyperkalemia as the last step of lethal injection, to disrupt and stop the heart Not that its highly unusual for a person with ordinary kidney function to overdose on potassium from foods. Excess potassium resolves itself if the kidneys are able to process an overload. If the kidneys are damaged, hyperkalemia becomes an ongoing concern. Preventing Hyperkalemia In some cases, its possible to prevent potassium buildup by limiting dietary intake of potassium-rich foods, taking diuretics, or ending a medication that causes a problem. Hyperkalemia Treatment Treatment depends on the cause and severity of hyperkalemia. In a medical emergency, the goal is to shift the potassium ion from the bloodstream into cells. Injecting insulin or salbutamol temporarily lowers serum potassium levels.

9 Strategies to Handle Difficult Behaviors in Children

9 Strategies to Handle Difficult Behaviors in Children The first step in dealing  with inappropriate behavior is to show patience. This often means taking a cooling period before saying or doing something one might regret. This also might involve having the child or student sit in a time out, or remain alone until their teacher can deal with the inappropriate behavior. Be Democratic Children need choice. When teachers are ready to give a consequence, they should allow for some choice. The choice could have to do with the actual consequence, the time when the consequence will occur, or input as to what follow up should and will occur. When teachers allow for choice, the outcomes are usually favorable, and the child becomes more responsible. Understand the Purpose or Function Teachers have to consider why the child or student is misbehaving. There is always a purpose or a function. The purpose could include getting attention, power, and control, revenge, or feelings of failure. Its important to understand the purpose to support it readily. For instance, knowing a child is frustrated and feeling like a failure will require a change of programming to ensure that he or she is set up to experience success. Those seeking attention need to receive attention. Teachers can catch them doing something good and recognize it. Avoid Power Struggles In a power struggle, nobody wins. Even if a teacher feels like they have won, they havent, because the chance of reoccurrence is great. Avoiding power struggles comes down to exhibiting patience. When teachers show patience, they are modeling good behavior. Teachers want to model good behavior even when they are dealing with inappropriate student behaviors. A teachers behavior most often influences a childs behavior. For example, if teachers are hostile or aggressive when dealing with various behaviors, children will be too. Do the Opposite of What Is Expected When a child or student misbehaves, they often anticipate the teachers response. Teachers can do the unexpected when this happens. For instance, when teachers see children playing with matches or playing in an area that is outside of the boundaries, they expect teachers to say Stop, or Get back inside the boundaries now. However, teachers can try saying something like, You kids look too smart to be playing there. This type of communication will surprise children and students and works frequently. Find Something Positive For students or children who regularly misbehave, it can be challenging to find something positive to say. Teachers need to work at this because the more positive attention students receive, the less apt they are to look for attention negatively. Teachers can go out of their way to find something positive to say to their chronic misbehaving students. These children often lack belief in their ability and teachers need to help them see that they are capable. Dont Be Bossy or Reflect Bad Modeling Bossiness usually ends up with students seeking revenge. Teachers can ask themselves if they like being bossed around, in consideration, as children do not enjoy it either. If teachers employ the strategies suggested, they will find that they wont need to be bossy. Teachers should always express a strong desire and interest to have a good relationship with the student or child. Support a Sense of Belonging When students or children dont feel they belong, they often act out inappropriately to justify their feeling of being outside of the circle. In this scenario, teachers can ensure the student has a strong sense of belonging by praising the childs efforts to get along or work with others. Teachers can also praise attempts to follow the rules and adhere to routines. Teachers may also find success in using we when describing the behavior they want, such as, We always try to be kind to our friends.   Pursue Interactions That Go Up, Down, Then up Again When teachers are about to reprimand or punish a child, teachers can bring them up first by saying something like, Lately youve done so well. Ive been so impressed with your behavior. Why, today, did you need to be involved with a hands-on? This is a way for teachers to deal with the issue head-on. Then, teachers can end on a note like, I know it wont happen again because youve been so good up until this moment. I have great faith in you. Teachers may use different approaches but should always remember to bring them up, take them down, and bring them up again. Strive to Create a Positive Learning Environment Research shows that the most important factor in student behavior and performance is the teacher and student relationship. Students want teachers that: Respect themCare about themListen to themDont yell or shoutHave a sense of humorAre in a good moodLet students give their opinions and their side or opinion Ultimately, good communication and respect between teachers and students are effective in maintaining a positive learning environment.

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.

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The Normandy landings in Defeating Germany in World War Two Essay Example for Free

The Normandy landings in Defeating Germany in World War Two Essay 1. Using source A and your own knowledge explain why the D-day was such an important event of World War two? D-Day was such an important event of World War Two for numerous amounts of reasons. The term D-Day actually means The Day. As said by Major Elson, it is the day where everyone does something. Major Elson fought on the Italian front, which is demonstrated on the map. D-Day was to be June 1944 minutes between night turning to morning on the 6th. The Germans had occupied France and France needed Britain, Canada and America to come together to regain the French territory for them. As well as this, Russia was fighting of Germany in the East and needed the Allies to relieve pressure. D-Day was a very important part into ending the war but other factors include the Battle of the Atlantic, the fighting in North Africa and the Battle of Britain. Arriving at Normandy using the Mulberry harbours, the Allies captured all of the five designated beaches (Omaha, Juno, Gold, Sword and Utah) despite strong German coastal defences. This is mainly due to the opposing armies having no idea to where the Allied forces would be landing because no place in France were called those names. The map shows where the troops entered France and this also clearly enforces the sheer scale of the invasion and its importance into keeping it top secret. Meanwhile, parachutists were flown in nearly 20 minutes after mid-night to capture Pegasus Bridge on the River Orne and Vier. This was important as it prevented German counter attacks from transporting troops to the beaches. As quick as they could, the Americans advanced all the way up to Cherbourg and captured it. Meanwhile, the British struggled pushing through Norman hedgerows which proved excellent cover for the defending German formations but the Allies succeeded in liberating the city of Caen in the end. This then led to the captivity of the capital of Normandy, Flank Con. However, with the capture of Saint-Là ¯Ã‚ ¿Ã‚ ½ and later Avranches in mid-July, the way was open for an Allied breakout into open country, an opportunity seized by General Omar Bradley, commander of the 12th US Army Group, who early in August ordered his forces to advance to the east. Hitler refused to allow the Wehrmacht to abandon Normandy and ordered a German armoured counter-attack against the allied forces near Avranches. On August 7 the German offensive was defeated and they soon found themselves in a trap as Canadian and United States divisions began to close in on both sides. On August 19th the allied forces had closed the gap at Falaise, trapping about 12 German divisions, who were subjected to merciless air and artillery bombardment. Hitler now ordered his forces in the gap to escape: about 30,000 did so, while 50,000 were captured by the Allies. The Germans were forced back by sheer weight of numbers by the Allies and by August 25th 1944 Paris had been liberated. After this, the Allies advanced too far, too fast to the border of France and Germany and so the Germans were able to push back one area of the line of troops, enforcing a bulge. This was known as The Battle of the Bulge. The Allies overcome this. The Allied advance in the west and south through Italy coupled with the Soviet advance in the east led to the overall defeat of Germany on May 7th 1945 11 months after D-Day began. The map demonstrates all of the above happenings and the names of the commanders in charge show their line of advancement into Germany. This map also, clearly shows us just how much land had been covered and that the Allies werent just invading from Normandy but from the Mediterranean, from the east (USSR) and from Italy. However, if it werent for the declaration of operation Overlord at Normandy then it is possible to say that attacks elsewhere would not have taken place. The map helps me explain my theory; you can see an awful lot of troops coming from all directions heading towards Germany but the majority are advancing from Britain. Thus meaning that without the attack from Normandy, it wouldnt relieve pressure from the eastern front with USSR and in general, the Allies wouldnt have won the Battle of Normandy. A key factor is that the Battle of Normandy was the beginning of the end. It was a turning point in the war and I can make a judgement from my evidence that the Battle of Normandy was a key factor into the defeat of Germany (Victory in Europe) and possibly to ending the war altogether. 2. Study sources B and C. Compare these judgements on the importance of D-Day in the outcome of the Second World War. From studying both sources, I can see that they differ considerably. Both sources say the importance of D-day. Source C tells the problem of getting over the river Rhine and the vigorous German counter attacks. Source B doesnt have a particular author but it was written for the Telegraph Newspaper marking the 50th anniversary to commemorate D-Day. There are two key facts to touch upon in this subject area. Firstly, I have recognised that this is a British newspaper and therefore its information would be from a British perspective. By this, I mean that it will say only what the British public wants to hear especially on the anniversary. The anniversary is a celebration of freedom and victory and commemoration so for a British newspaper, the British public is not going to want to hear about D-Days flaws. Secondly, this is secondary evidence. This means the writer wasnt there to actually see what happened- he/she is just going on the basis of what they have heard and researched. However, this is the same for source C so there is no difference in that respect. Regardless, a British historian (Jack Watson) writes source C. Therefore, this man is obviously bound to know his stuff as his career is based around the acknowledgement of history. Thus meaning that he isnt just purely writing to commemorate the anniversary of D-Day, he is writing it because he is interested in it. Maybe this is why source C is far much more detailed than source B. From reading source B, it had become clear to me that the way in which the text had been written; it comes across although D-Day was achieved in such little time. This is true but the advancement of the troops from Normandy to Paris did come with a bit of a struggle at some areas (e.g. British troops capturing Caen) and so it wasnt as straightforward as the writer is making out. I think the writer has done this to give the British public what they want to hear and therefore will sell more copies. Another possibility is that the writer just needed to summarise D-Day and just produce an overview. Source C explains that it wasnt just down to Normandy that D-Day took place. Watson says how paratroopers landed in Holland, resistance broken in Italy and fighting in Germany. This means the historian has studied a broader area to the happenings of D-day rather then just focusing on France like source B. I think this is because people, who read his writings, are going to be more inclined to see D-Day from all angles of perspective. I believe people reading Watsons work would like a less judgmental and less biased view to the events of D-Day. Source B illustrates a bit more on how important Normandy was and how we commemorate it today. I do think that the writer of source B is somewhat biased and possibly holding back factual information which would probably give us a different perspective on D-Day as he has just wrote it to please, however, this leaves this piece of evidence to some extent, being unreliable. Source C, nevertheless, has more factual evidence and includes as much information about D-Day in as little words as possible for it to be a more reliable source. It takes into account the German resistance and understands the Allies didnt gain liberation easily. 3. Study sources D and E. Use details from the cartoons and your wider knowledge in your answer. What do these cartoons suggest about the reasons why the allies defeated Germany? There are many reasons as to why the allies defeated Germany. Source D illustrates one aspect. Source D shows Adolf Hitler ordering troops to invade the USSR but they turn into graves instead. From my own knowledge I know that this occurred on June 22nd 1942. Hitler envisioned it as short decisive war with USSR reaching a spectacular triumph. It started well for the German army who successfully employed the blitzkrieg tactic again. The Germans had a spectacular rate of progress into the USSR with the Panzer tank regiments moving up to twenty miles a day. By September1941 the German army had reached the Ukraine farmlands and had surrounded the city of Leningrad. This was the height of German success from this point onwards the German defeat became more and more probable. The German forces were unprepared for the extreme Russian winter with temperatures reaching as low as -40 degrees Celsius. The Russians used a huge evacuation policy, which involved evacuating whole armaments factories to the east of the USSR. This ensured that even though they had lost a large amount of territory they still had the means with which to fight back. USSR was well organised because at the time of signing the Nazi-Soviet Pact, they realised they couldnt possibly fight a war as they werent ready. Therefore, this treaty gave USSR time to prepare, and so they did. Consequently, this Soviet cartoon depicts basically how Hitler sent his troops to death. As well as defeats in the east, there are other areas in which Germany fell. Between the years of 1939 and 1941 the United States of America had played a supposedly neutral role in the war. While not actually declaring war on the Germans the USA was supplying the British with everything they needed to keep the war effort going. The American role in the war changed on the 7th December 1941 when the Japanese attacked the American naval base at Pearl Harbour in Hawaii. The American President Roosevelt used this attack to swing public opinion in favour of declaration of war. The USA declared war on Japan and three days later Hitlers Germany declared war on the USA. This declaration of war by Germany was a decisive point in the whole war. It has long been wondered why Hitler chose to declare war on the Americans. His forces were just suffering their first defeats in the USSR and the German army was already stretched on a number of different fronts. This clearly shows that the Germans were failing before they had begun. I believe this relates to the cartoon; the troops in the picture are defeated before they have even begun. As if Germany hadnt enough on their hands and hadnt taken into account the loss of men in the cold winter months in Russia, they continued and they reached the key industrial and railway centre of Stalingrad in August 1942. A bitter street battle ensued which continued until February 1943. Eventually the Germans were defeated in the Battle of Stalingrad one of the fiercest battles in the whole war. The Russian victory destroyed the invincible reputation of the German army. The defeat also destroyed the German morale because of the large losses of men and because of the fact that the supposed master race had been defeated by a lower race in the Slavs. This obviously didnt give the Germans the courage to go on. Not to mention, an awful lot of the German army was foreign so they wasnt as eager to fight as its not their country they are defending. Germany was a country practically on its own. Whereas on the other side there was Canadians, Russian, American and British all fighting on the same team with a greater number of troops. The Atlantic Ocean was a key battleground in the Second World War because of the large number of allied supplies travelling from the USA to Britain and the USSR. The Germans had had control of the Atlantic since the beginning of the war with the number of U-boats losses being very minimal compared to the number of Allied shipping lost. But by mid 1943 technological advances allowed the Allies to effectively win the Battle of the Atlantic. Some of these advances included better radar detection systems and longer-range aircraft. The victory in the Atlantic meant that Britain was no longer blockaded. The Germans also lost the war in the air. Over a period of two years between 1942 and 1944 the Allies mounted ever more devastating air attacks on German cites. The Allies were able to drop a far greater tonnage of bombs over German cites than the Luftwaffe could drop over British cites because of the development of a heavy bomber by the allies. The continuing air attacks slowly gained the Allies complete air superiority which was key for the D-Day landings in June 1944. These are all the events that lead up to June 6th (D-Day) and all of these links in with the effect of D-Day. In conclusion it could be argued that there were a number of different turning points in the war. On the one hand, the declaration of war by the USA, the Soviet victory in Stalingrad the Allies successful completion of Operation Overlord or when Hitler choose to declare war on the USA, could all be considered as the turning points in the war. Overall we believe that the point at which German defeat became inevitable was when Churchill and several great generals including Eisenhower and Montgomery planned the daring invasion of Normandy and put it into action. Sources D and E demonstrate this quite clearly. Source E basically shows that Stalin and a Russian soldier/general could easily roll over the Germans without much of a fuss and were defeating them generously. Germany, as illustrated above, suffered many defeats and Normandy just basically hit the nail on the head. The French were Allies with Britain and Britain was Allies with USSR and Canada and USA. I dont suppose it benefited the Axis in any way at all with the economic and industrial power of the Allies was now overwhelming. If the Germans had been fighting the British alone the war would have been one of attrition like the First World War because Britain and Germanys industrial output were equal. So with the addition of the two most industrial powers in the world in the form of the USA and the USSR the Allies could not lose. All of the previous defeats like the fighting in North Africa, the Battle of Britain, the Battle of the Atlantic and the fighting in the East with USSR etc. are all linked with the effect of the Battle of Normandy. On the other hand, in my opinion, if it wasnt actually for the Battle of Normandy which led to the liberation of France and the Falaise gap and so on, then Germany would of carried on capturing countries until the end. It is also possible to say that if Germany hadnt declared war on USA (for which reason we do not know) then USA might have still stayed out of the war against Germany (and only fought Japan) and also, Germany might have stood a chance of winning. But they still would have had a war on two fronts with USSR, too. Therefore, if they hadnt declared war on USSR in 1942 then they would have had more troops to give resistance on D-Day. In general, Germany didnt stand a chance as the British were sending messages to the French resistance who helped prepare for D-Day and also the British bombed Calais four times as much as they did Normandy to give Hitler the impression they were invading at Calais rather than Normandy. Therefore, Hitler sent more troops to defend Calais and this was completely unnecessary. This then meant, that on the attacks of Normandy, Hitler was unable to send troops to Normandy from Calais because the paratroopers had captured the bridges and railway lines etc. D-day was the largest invasion to be known as of yet and the Germans couldnt retaliate against 3 countries including 176,000 allied soldiers, alone-not to mention the attacks from the East. 4. Study source F. How reliable is Stalins view of the importance of D-Day? Source F may only say that one thing has been completed successfully and that is the landings on a grandiose scale. We can infer from the rest of what Stalin says that the beach landings are going quite successful as well, because he says that. I think this is a fairly trustworthy source in that Jopeph Stalin was the leader of USSR at that time. This is primary evidence and was sent only five days after the landings so the goings on was still perfectly clear in Stalins mind. Also the date is reliable because this could not have been said before D-Day as the things Stalin mentions hadnt happened yet. Also he is speaking in the present tense so it is obvious that what he is talking about is currently going on. There are several things that it does not say in the text, perhaps because Stalin does not know this, or perhaps he is holding back. He does not tell us anything about what the opposition is doing or what the planes and ships providing covering fire are doing, which could be very useful information. The bottom part of the text in bold allows us to infer several things. It tells us he is speaking personally via telegram to Churchill, from this we can infer that as he is writing in the form of a telegram he may not want to mention a few things. He obviously will not criticise Churchills operation, as they are allies. Russia needed Britain, USA and Canada to relive pressure from the east and for Stalin to be congratulating Churchill on the success of it must mean that D-Day had relieved pressure and so Stalins telegram is of some great significance and importance. At face value it is impossible to judge the importance of the D-Day landings from just studying Source F alone. Inconclusively, by making careful inferences we can think that it was obviously a great success, for Stalin to send a telegram to Churchill congratulating him and saying history will record this deed as an achievement of the highest order. It is very difficult to analyse any resistance from the Germans from this source and whether USSR had any part in D-Day or whether D-Day was purely to do with anything else like the fighting in Italy. I know, however, that there was from my own knowledge but this source doesnt imply anything of the kind-5 days into the D-Day landings and Stalin is congratulating him already, before they have really begun. So in that sense, Stalins view isnt that reliable in the importance of D-day. On the other hand, Stalin wrote it so it has to be reliable-it is first hand evidence. He was there to witness the goings on at the time you cant get much closer to it than that and he shows his support to Churchill. Although Russia signed the Nazi-Soviet Pact with Germany, it was under a mutual understanding and this didnt make them Allies, it merely kept the peace for a little while. So there would be no reason for this source not to be unreliable as they were Allies. Stalin also proves from the Pact that he wasnt at all with Germany because he says the hysterical Hitler boasted for two years that he would invade England across the channel but could not even make up his mind even to attempt carrying out the threat. This means one of a few things. Firstly, Stalin stitched up Hitler to Churchill about Hitlers threat to invade England. Secondly, he criticises him, calling him hysterical. This clearly states he was never a German ally, he just used the Nazi-Soviet Pact as much as Hitler did. Stalin was Allies with Churchill and Churchill was the prominent figure who arranged D-Day. Therefore, his evidence has to be somewhat reliable and relevant to the importance of D-Day. 5. Study sources G and H. Which of these sources is more useful as evidence in assessing the significance of D-Day? On the one hand, Source H is obviously written by one of the allies rather than Germany, as it does not say as such. I know this because the way in which Geoffrey Elliot refers to the event is on a positive note. If a German wrote it, I would expect it to be somewhat negative as a pose to praising the significance of D-Day. Additionally, another factor as to why source H is useful to the significance of D-Day is that it recognises the obstacles the Allies faced. This is because most sources that are written by a member of the Allies country normally exclude the difficulties they faced and just note how greatly they succeeded. Members of the Axis countries usually criticise D-Day and find faults on every account in its events. Therefore, this source, in that sense, is exceedingly reliable as it looks at both perspectives. From my own knowledge, this is to some extent unusual. It states that a change in weather could have destroyed. Meaning that the weather made it harder for the allies to get on the beaches and off load their equipment. Despite this, they did it even though they were forced to cancel out the Mulberry Harbour at Omaha beach due to the weather. On the other hand, source G was written by a historian and it is obvious that he is bound to know the significance of D-Day thoroughly. The writing in bold at the bottom reads that Taylor has studied English history from 1914-1945. This means that he has studied both of the wars (First World War and the Second World War) and knows all knowledge he can on the subject. He would be able to see how significant D-Day was out of the Second World War in greater detail even if it secondary evidence rather than primary. Furthermore, Source G is less biased on the count that it involves the aid of Russia and America. This is great considering other evidence written by British historians, that I have studied seems to out-rule the Russian help and sometimes fails to mention about the Canadians and Americans. Conjointly, this source looks at the events leading up to D-Day and not just D-Day itself. For example, it says that Dunkirk was the period when Britain stood alone. This signifies one of two things. Firstly, Taylor is not just looking at the successes, as being alone isnt much of a success. Secondly, Dunkirk isnt part of D-Day. This can be seen as a good or a bad thing. Bad, because he isnt focusing himself on D-Day and this is what is required for me in order to assess the usefulness of this source to the significance of D-Day. Good, because he is analysing other factors into the vents leading up to Normandy and other factors that helped the invasion succeed. Source G also gives more precise key names and dates throughout the text. This relevant because this shows the historian knows what he is writing about. To add to this, I know for a fact that it is written by a British person because it says so at the bottom in bold. However, this is can mean that the historian is more inclined to be biased but being a British historian, it is expected. Taylor doesnt look at D-Day from a German prospective, given that it was published 20 years after the war. Instead, it sees D-Day as a final victory. They may be his opinion, but it was nearly a year after D-Day that the Germans surrendered so it wasnt exactly a final victory. To analyse exactly what source is more useful than the other to the significance of D-Day I must study their flaws. Source H appears to be more of an overview than anything else. This is satisfactory if its just for the 50th anniversary but compared with source G, with a lot more detail than itself, it is not good. This brings me on to the fact that it is a commemorative article produced for a magazine on the 50th anniversary. An editor who briefly researched the events of D-day produced this article and probably doesnt particularly focus on this subject matter. This is my interpretation of what I thought after reading the text. But as a pose to source G, which is written by a historian whose job and interest is to research the wars thoroughly, it doesnt compare. Therefore, in my opinion, I personally feel that Source G is more useful to the significance of D-Day and the evidence above backs up my theory as a whole. 6. Why do you think sources I and J disagree about the defeat of Germany and the end of World War Two? When one looks at sources I and J, we can see they are very different when juxtaposed with all the other sources and different compared with themselves. The only point at where they have something in common is that both sources are secondary evidence. Source I is written by Yves Leccouturier who is from Normandy. I know this because it says so in bold at the bottom of the source. The fact that he is from Normandy is a great factor to his perspective of the attack itself. He isnt going to be bitter about the landings as the allies came to liberate France, not invade it. Therefore, he is, of course, going to be grateful towards the Allies for pushing the Germans out of France. There is additional evidence that backs up my theory behind this. He describes it as the liberation of Europe and in the outcome of the Second World War. This clearly indicates just how grateful he is and that the rest of Europe should be grateful, too as the Allies savoured them and without them, V E Day wouldnt have been achieved (Victory in Europe-of, which I believe Leccouturier is referring to). Leccouturier also believes that as a result of the landings at Normandy, the war ended (illustrates this in the quote). Both of these examples, would be key factors as to why the source was written in this manner. Another quotation in the text to back up my theory is when Leccouturier says Everyone welcomed the liberator with limitless enthusiasm. Leccouturier is also a French Historian. This helps to establish his reasons behind the source because he would know a great deal about the landings from living there and also from being a historian. He would have surely researched a great deal into the subject matter. To add to this, he is writing this source for a guidebook of the Normandy beaches for tourists. In essence, the type of tourists that are likely to visit this area of France would essentially be French, British, American and Canadian. These are the countries that were on the same side as each other and so it would be me probable for them to visit Normandy as a pose to a German citizen. Therefore, it is logical for this source to be biased, in that approach and this is another instance as to why the source is written in this form. Source J has an immensely different view on the topic. Source J is written by a Soviet historian some years after (1968) and feels very differently juxtaposed with Source I. Source J, from studying the text, appears to be bitter about the Allied troops receiving all the credit for the result and the war ending as a result of that. Source J basically writes it in this way because they dont feel recognised enough by western Allies for their efforts in the war. The Russians were the ones who requested back up from Britain and Churchill took up the request along with America and Canada. Therefore, I can see why credit goes to the Western Allies as they were the saviours but it was Russia who was fighting of German in the East in the first place. The Soviets feel forgotten it seems, from the way the source appears, that Russians just want some sort of recognition for their efforts in the outcome. In conclusion, all of the evidence above makes it clear to why the sources disagree to the defeat of Germany and the end of the Second World War. This is because the Soviet historian wring this text feels that USSR played a key part up to, on and after D-Day and that they havent received a sign of gratefulness or not enough of it from the western Allies they helped. Juxtaposed with source I, who boasts about how joyous the Normans were when the Allies landed and how the Normans welcomed the liberators with limitless enthusiasm. And liberators being the word. It doesnt mention a word about USSR and their efforts and this source is just another example as to why source I disagrees with the defeat of Germany and the end of the Second World War. Being from Normandy and writing for a Norman guide book, it isnt likely that he is going to mention the USSR as they didnt land here, they didnt capture the beaches, Caen, Cherbourg or Paris, they werent anything to do with the Battle of Normandy itself. They were involved with the fighting in the east while the liberators fought in the west. France praised the Western Allies and the Soviets got jealous. All these reasons conclude, in my opinion, to why the sources disagree about the defeat of Germany and the outcome of the Second World War. 7. How far have the sources in this paper convinced you that D-Day and the Normandy invasion was the most significant factor in the defeat of Germany in World War Two? Use all the sources and your wider knowledge There are numerous sources that reflect that Normandy was the most significant factor in the defeat of Germany in World War Two and sources A, B, C, F, G, H and I are included. On the one hand, Normandy was by far, the largest and most amphibious invasion that has ever been planned, let alone to have succeeded. Source A depicts how much of a large-scale invasion it was because you can see a tremendous amount of troops came in from the English Channel to Normandy at the five beaches. Source B, written for the Telegraph newspaper for 50th anniversary edition, classifies it as the turning point in the Second World War and the greatest amphibious operation the world has ever seen. This is the second source to illustrate how much of significant factor the Normandy landings played to the defeat of Germany and the Second World War. Source C, written by a British historian, delivers another quotation to put to my evidence by writing the Germans were driven back. This directly explains that the landings at Normandy advanced to this. I also have primary evidence from Stalin, the leader of Russia. Stalin says, from his first hand knowledge that the landings have succeeded completely. What the Western Allies wanted to do was liberate France, force the Germans out of France and relieve pressure from Russia. Obviously, for Stalin to send this message in a telegram to Churchill after just five days, it must have been working. Source G, written by a British historian, explains that combined with the Russians, British and American armies brought final victory. Thus meaning that D-Day achieved its targets of relieving pressure on Russia, liberating France and more importantly, defeating Germany bringing Victory in Europe (V E Day). Another commemorative magazine on the 50th anniversary, source H, though it is a small article, provides a lot of evidence. To begin with, it refers to the D-Day and the Normandy invasion was a military feat. This infers that D-Day and the Normandy invasion was an achievement for the Allies. This source also says that D-Day and the Normandy invasions were a plan to smash German power in Europe. I can say from this that not only was it a plan; it was a plan put into action. Finally, source I, written by a French historian from Normandy wring tourist guidebook, says how the French coastline is marked forever by the first steps towards the liberation of Europe. By this remark, I assume he is referring to V E Day (Victory in Europe Day). In which case, this source directly shows that D-day and the invasion of Normandy was significant into the defeat of Germany. On the other hand, whilst D-Day and the Normandy invasion is obviously a prominent factor to the defeat of Germany, there are other factors, too. Source A shows how many troops came via the Channel but it also shows how Allied troops came from Italy, all along the German border of Russia and from the Mediterranean and into France. This demonstrates that Germany wasnt just being attacked from Normandy. Source D depicts a cartoon of Hitler ordering troops to invade USSR but instead, they turn into graves. This cartoon clearly states that there was fighting on the eastern front with Russia and that Germany wasnt benefiting from it and arent just suffering defeats in the West. Source E backs that up as it demonstrates Stalin rolling Germans back using a rolling pin and in the stew pots behind him are defeats Germany had already suffered from USSR. It is ironic that the cartoon is named The Chefs Speciality as this means the Russian speciality is to roll Germans back and defeat them. Source G has two sides to it. It does say that the Normandy invasions and D-Day brought final victory but it also says that D-Day couldnt have been launched until German U-boats have been mastered in the summer of 1943. The reason for this is because the Navy wanted absolute air and sea superiority before they proceed with the invasion. This led to an attack on the Atlantic Ocean named Battle of the Atlantic. Therefore, without the Battle of the Atlantic, D-Day and the Normandy invasion couldnt take place. Source J expresses how it wasnt just down to D-Day and the Normandy invasions that Germany was defeated. Source J, written by a Soviet, believes the Soviets played a role in defeating the Nazi aggressor but has not been fully recognised by the Western Allies. It continues to add that it was the Soviet people who held back the Nazis in Europe for over two years while the Western Allies deliberated and prepared for their invasion. I gather from this text that point this source is trying to get across is that without the Soviets aid, Hitler would of put into action his plans of invading Britain (as said by Stalin, Source F). Britain would have been unprepared and the invasion of Normandy and D-Day wouldnt have taken place at all. There are factors not included in any of the sources that without their aid, D-Day and the Normandy invasion wouldnt have been as significant as it was. The Battle of Britain is one of them. Germany was bombing RAF bases in Britain every night for 53 nights before bombing cities. This was a fatal mistake. It gave the RAF time to regroup, repair airfields and train new pilots. Therefore, Germany lost along with a few other reasons. But if Germany had won, Germany would have gained supremacy in the air and Germany would have invaded Britain and probably lost the war as a whole. Dunkirk was a key element in boosting the British moral and saving 50,000 troops from the coast of France. This is a great feat because if the British public didnt rescue them then the British troops would have been stuck at Dunkirk and captured by the Germans. They were saved and this meant that Britain still had its troops and could progress onwards. The loss of 50,000 men would have had an effect on their efforts with D-Day and the invasion of Normandy. The fighting on the Italian front and North Africa played an important role into the significance D-Day and the invasion of Normandy had to the defeat of Germany. This is for the same reasons as the fighting on the eastern front with Russia and the Germans in that if the British had lost this, Germans would have been able to progress onwards through France and would have possibly been more ready for the invasion of Normandy and D-Day. To add to this, Germany was failing anyway, mainly as a result of all these defeats above. Germany had fewer troops and wasnt as well prepared as the Allies. The Allies had paratroopers fly in to capture main railway lines and bridges to prevent Germans from bringing in reinforcements. There were also preparations in Britain. Britain had inflatable military equipment, code signals were sent to the French resistance, petrol pumps for military vehicles in Normandy were disguised as ice-cream parlours and they dropped Rupert dolls which were counterfeit paratroopers that fired gun shot sounds when they landed. Furthermore, Britain sent a van around Scotland sending out more false alerts of an invasion from Scotland and they bombed Calias 3-4 times more than Normandy so the Germans would think an attack would be in Calias. They also invented special tanks to overcome German obstacles, they used reflective stripes to confuse German radar systems and they code-named the beaches so the Germans didnt know where they were going to attack. This is a drastic amount of preparations to undergo but these kinds of preparations meant that Germany didnt, in theory, stand a chance of winning. I dont think Churchill would have organised such a large-scale invasion, involving 4 main countries if he wasnt assured of a beneficial outcome. I think most of the significance of D-Day and the invasion of Normandy was, on the whole, down to exceedingly good planning and a lot of luck. However, the sources, overall, in this paper and from my own knowledge, have convinced me that D-Day and the invasion of Normandy are the most significant factors to the defeat of Germany in the Second World War. The Invasion of Normandy led to a lot of things. For instance the capture of Cherbourg, Caen and Paris. The Falaise Gap was a great achievement as it captured 50,000 German troops and from then the Allies progressed fast to the French-German border where the Battle of the Bulge took place. The Allies won this two and then it was just a race with Russia to get to Berlin. Of course there were set backs, like the weather, the struggle at Caen and the capture of Omaha beach, but thats expected in a large-scale invasion as this. But on the whole, there were a lot of achievements and the invasion accomplished their targets and the invasion was a success. Germany surrendered on the 5th May 1945 and there was victory in Europe at last. Without all the other factors that led up to D-Day and the luck involved, Normandy wouldnt have either taken place, succeeded or succeeded as well as it did.