Exceptional Essay Example | Topics and Well Written Essays - 500 words

Exceptional - Essay Example In this book the authors have mentioned and discussed many important thing regarding creating and maintaining Inclusive classrooms, this also includes how families can deal with disable children’s and make they feel comfortable in the surroundings, identifying a student’s needs, the ways of special education process, teaching students who are gifted and ways & methods of teaching students with Emotional Disorder, Communication Disorder, Sensory Impairments, Learning Disabilities, Mental Retardation, Autism, Traumatic Brain injury, Hyperactivity Disorder, Attention Deficit and other low-Incidence disabilities. Most important of all that this book also includes some very important topic that are Teaching students who are gifted which is our topic, teaching those who are at Risk, with special needs in Elementary Schools and in Secondary School. These are the important Issues, Methods and other useful techniques mentioned in this book which make this book very different and special one. In this assignment we shall discuss about two important chapters in this book i.e. Effective Inclusion Practices and Professional Collaboration which deal with the concept of and teaching students who are gifted, who have extra talent and ways to teach them. We will start our assignment with what is inclusive, importance of inclusive education, effective inclusion practices, about Exceptional and importance of exceptional education. Inclusive means including everything mentioned with in a limit or without respect to a limit, accordingly it means teaching everyone in same classroom whether a student is a disable, normal or an elder person.

Challenges in Auditing Literature review Example | Topics and Well Written Essays - 1000 words

Challenges in Auditing - Literature review Example According to Power (1997, cited in Free, Salterio and Shearer, 2009) auditing can be described as both operational and programmatic elements. The programmatic elements relate to the concepts and ideas that make practice and policy objectives that are existent in the political arena. Goals are formulated with the practices for the levels of programs. These levels are defined when audits are required by the regulatory agencies. The operational elements refer to the concrete routines and tasks that are practiced by the practitioners worldwide. Review The global audit regulatory system is dynamic that includes a number of organizations, which compete among them. Such competition is reflected in the range of actions from political lobbying process to policy publication papers and submission of those papers to the committees. During the period of financial crisis, it is hard to find papers that are audited by the large firms, national audit boards and the professional bodies. Another probl em related to the financial crisis is that, the process in which the assurance operation is carried out and enacted (Kornberger, Justesen and Mouritsen, 2011). Audits aims at drawing general conclusion from the studies that are made regarding a topic. Thus, there is lack of potential use of the statistical foundations like sampling, which often gave limited information and provided with incorrect results. The qualitative studies carried out by Humphrey and Moizer (1990, cited in Kornberger, Justesen and Mouritsen, 2011) and Fischer (1996, cited in Kornberger, Justesen and Mouritsen, 2011) has suggested that the practice of the financial audit work is socially constructed. Curtis and Turley (2007, cited in Kornberger, Justesen and Mouritsen, 2011) has argued that there are huge business risk in the audit works. They have documented the problems that are related to the translation of new concepts that are developed by the officers at administrative levels, into the real audit techniqu es at the general practitioner level. The auditing profession is related to good consequences as well as bad crisis. But the auditing profession has responded boldly to the financial crisis by implementing a number of communication modes and interacting with the governmental and regulatory bodies. The clarification is needed for specifying the exact role and the obligations of the auditors. According to Woods (2009, cited in Kornberger, Justesen and Mouritsen, 2011) the companies often face downturn, when their financial statements are not audited properly and thus it threats the future developments of the company. According to Cherry, Johnson and Veron (2008, cited in Humphrey, Loft and Woods, 2009) suggested that auditing practices can overshadow the standard of financial reporting. Thus, greater focus is to be provided to the volatility of the accounting numbers than to audibility of the traditional financial statements. The imbalance between the two is noticed during the fair va lue debate. It has been suggested by Ryan (2008, cited in Humphrey, Loft and Woods, 2009) that the duration of the crisis can be reduced, if the practitioner of the auditing functions are exercising the Financial accounting System appropriately. The auditors seek to develop a firm ability to make a judgment related to the reporting of the fair values. Ryan (2008, cited

Effect of Working Practices on Efficiency and Productivity

Effect of Working Practices on Efficiency and Productivity Abstract Aim The aim of this project is to identify why current working practices and procedures are affecting workshop efficiency (class contact time) and productivity (hands on time) during the daily running of an educational motor vehicle workshop. Objective The main objective of the report will be to make recommendations on work area design and workshop layout and the proposal of new working practices and procedures to help improve the efficiency and productivity within the motor vehicle workshop. Chapter 1 Introduction Chapter 2 Background Clydebank College first opened as a technical college in 1965 its aim was to support the training needs of apprentices in the local manufacturing companies and the shipyards. The economic activity in the area has changed over the years so the courses offered by the college have had to change to meet the local employment needs. The original college was in a severe state of disrepair and as a result of this Clydebank College opened a brand new  £34 million campus at Queens Quay on the riverside at Clydebank in the summer of 2007. The college delivers education and training from its main campus in Clydebank, and from community outreach centres in Dumbarton and Faifley. Most of the colleges learners come from areas of high unemployment, where there is a low participation in further education and a lower proportion of school leavers than average progress into higher education. 2.1 Existing Laboratory The motor vehicle workshop at Clydebank College is a single room, open plan, workshop approximately 25 x 20 metres (500m ²) in size. The workshop was designed to accommodate up to 6 classes of approximately 12 students and one lecturer per class. 2.1.1 Workshop Layout The laboratory has work bays laid out for 23 motor vehicles it also has to hold motorcycles, quads, buggies and associated workshop tools and equipment. There are workbenches and lockers situated at various points around the workshop, two communal sinks are plumbed in at one end and a moveable rolling road is installed in the corner of the workshop, cleaning equipment and large workshop tools are also stored in the main workshop area, all these facilities are shared between all motor vehicle classes. Open plan design allows a work area to be easily changed into a different workspace with limited costs should the need arise. The workspace is more adaptable and with no internal walls etc. the initial build costs are much lower. This open plan design of the motor vehicle workshop is a new concept for the college and most of the policies and procedures that are in place have been brought over from the old campus, whilst some of these policies and procedures do work there have been a number of issues develop over the last year as a result of this change in workshop design. 2.2 Automotive Curriculum The motor vehicle courses offered at Clydebank College are as follows: * City Guilds 3901 * City Guilds 4101 (Level 1,2 3) * HNC/D Automotive engineering 2.2.1 City Guilds 3901 Aimed at students with no previous qualification or knowledge of the subject area it is suitable for the 14+ age range. This qualification is ideal for secondary school students or as a pre-entry level to the modern apprenticeship program it focuses mainly on developing students practical skills with some oral questioning to test underpinning knowledge. 2.2.2 City Guilds 4101 Level 1, 2 3 and the modern apprenticeship program is an introduction to the maintenance, repair and diagnosis of automotive vehicles it has routes for tyre fitting, general fitting, light vehicle, heavy vehicle and motorcycle maintenance. The starting point for students with no prior experience of the subject area is Level 1 this level is suitable for 14+ year olds. Level 2 recognises that the learner will now be in a position to carry out routine tasks with a lower level of supervision and Level 3 focuses on developing students diagnostic techniques. 2.2.3 Higher National Certificate/Diploma HNC/D automotive engineering is delivered over 2.5 days per week for 2 years it focuses mainly on the theoretical side of automotive engineering but also has practically assessed diagnostic units. 2.3 Staffing The delivery of the motor vehicle curriculum is carried out by 13 members of staff in total. The motor vehicle section consists of a curriculum leader and assistant curriculum leader, 7 full time lecturers, two part time lecturers, a store person and two technicians. 2.3.1 Course equipment requirements The motor vehicle courses delivered at Clydebank College require various workshop equipments to facilitate the completion of practical assessments. See appendix A for a list of the equipment holding for the motor vehicle workshop. The majority of the workshop tools and equipment are centralised within the motor vehicle store and as such are not part of the problem that this report is trying to address. The equipment that is stored within the main workshop area is only to be considered during this report. 2.3.2 Health Safety Health and safety policies and procedures will not be analysed during this report, any issues found in this area will be passed onto the college HS officer for further investigation. 2.4 Literature Review The Design Council (About: Workplace Design, no date) have identified that there are a number of key challenges faced in developing a more innovative workplace strategy through a change in workplace design. The credibility of new ideas is usually always questioned because most people dont like change, especially people that have been in an organisation for many years. People in this situation have become comfortable with what they know and usually have a mentality of â€Å"what works now will always work† or â€Å"whats the point† or â€Å"if it aint broke dont fix it†. Most people have little idea that the working environment affects our attitudes and performance, (Strange and Banning, ) pointed out that â€Å"although features of the physical environment lend themselves theoretically to all possibilities, the layout, location and arrangement of space and facilities render some behaviours much more likely, and thus more probable than others.† â€Å"Educational institutes should learn to understand that spatial arrangements can support retention and improve student performances; they must also understand that good space is not a luxury but a key determinant of good learning environments.† (Oblinger, 2006) Any proposals to change the spatial arrangements within an organisation should firstly be discussed with the current employees. Management should seriously consider ideas from staff on workplace remodelling before imposing their decisions upon the workforce, it must be remembered that its the employees that have to work in the environment being changed every day of the week. It would also be wise to ask for employees to be involved at various stages of the process to assist in making the changes work. Keeping the facility or equipment in an operational condition can be difficult in a training facility due to an educational establishments varied hours and rates of occupancy. These can impact on the facilities operations and maintenance schedules. A proactive facility management program should be employed to anticipate facility problems rather than reacting to them when they occur (WBDG, 2009). This will ensure optimal long and short term use of the facility and if integrated early enough in the design process can improve productivity and reduce operating costs (Manuele, Christensen, 1999). Maintaining a training facility and its equipment in a clean and tidy condition will promote good engineering hygiene practises in its students. (Strange and Banning) highlighted ways in which the physical appearance of a campus convey a non verbal message, they cited research that links the physical appearance of a space to the motivation and task performance of those working in that space. The (Whole Building Design Guide, 2009) point out that training facilities, courses and timetables vary frequently and that instructors have different and evolving training methods. Flexibility, therefore, should be a huge consideration of any proposed spatial design change and is critical to the continuing success of an enduring training facility. (WBDG, 2009) also recommend strategies to assist in achieving an improved training facility such as clustering instructional areas around shared support and resource spaces and the use of an appropriate combination of stand alone moveable partitions between classrooms and shared spaces. Partitions that can be adjusted in height are a good idea to ensure some visual contact can be kept with the rest of the activities going on around, but a degree of privacy is maintained (Evans and Lovell, 1979). Research into partitioning in the nursery school suggests that young children prefer social contexts rather than the privacy of small activity spaces but as they get older it found they retain this preference but also realise that they need more peace and quiet to think!! It is also important to realise that partitioning can aid the control of the children where their own ability to control themselves is limited; as with younger children or children with learning difficulties. Workspaces should be arranged in line with the educational goals of the training facility but should also ensure a moderate openness but with acoustical privacy; allowing students to hear their instructors clearly but with a low ambient background noise and few distractions. This would be achieved with some form of room partitioning. (Hudson Valley Community College, 2009) agreed that their proposed new automotive training facility would have mini-labs with lab space for three cars as well as two vehicle lifts and an area with work benches and tool storage areas. This facility design, they believe, would improve the educational environment and enhance the students workforce readiness by working in a space that is similar to the space they will experience in the workplace. (Klatte and others, 1997) also emphasized that a standardised, ergonomically designed workspace as the basis for an improvement in working and (Govindaraju, 2001) stated that ergonomic considerations improve human performance. Kletz (1991) wrote that it is difficult for engineers to change human nature and, therefore, instead of trying to persuade people not to make mistakes, we should accept people as we find them and try to remove opportunities for error by changing the work situation, that is, equipment design or the method of working. Like many other organisations, Cisco concluded that their workplace environment was at odds with the way they worked. They believed a flexible, collaborative workspace would improve employee satisfaction and increase productivity. Some solutions that were introduced were unassigned workspaces, small individual workstations, highly mobile furnishings and space dividers and lockers for personal items. (Cisco-Connected workspace enhances work experience) Changes to spatial layouts can be costly, complex and highly disruptive when changing the physical layout or the fabric of the building. This level of cost is not relevant to all organisations and all proposed changes and with some smart thinking design ideas to improve efficiency can be implemented with a prudent level of expenditure. Any changes made to a workplace should be measurable. Deciding on the evaluation criteria at an early stage will allow changes to be measured. Measurement criteria should be sensible and simple, such as staff absences, running costs, replacing damaged/lost equipment, the intensity of space occupancy or error reporting, staff and student morale. (Kuh et al,) discovered that the physical environment is an important characteristic of institutions that do exceptionally well in engaging with their students and that spatial arrangements support learner retention and are a key factor in a quality learning environment. If a superior quality product or result is wanted then it must be designed into new systems and processes (Deming, 1986). Process improvement is a never ending cycle that requires continuous efforts to bring new ideas to improve performance. Changes in customer needs, changes in technology and competitors speed up these efforts (Kumru, Kilicogullari, 2007). Chapter 3 Laboratory Issues The motor vehicle workshop is an extremely difficult area to manage in its current form mainly due to its size, number of staff, the quantity of equipment and the number of activities undertaken within. The assistant curriculum leader is responsible for managing the workshop in its entirety on a daily basis. The ACL must ensure that vehicles are not being damaged and that they are put back together fully following classroom activities; that shared resources are maintained in a serviceable condition and are returned to their correct locations. The ACL must also ensure that the workshop in general is kept in a clean and well maintained condition and is responsible for the health and safety of staff and students within. All these tasks must be done whilst still being committed to a full teaching timetable that very rarely takes place in the workshop. Workshop practical time is at a premium for students and is essential for completing a motor vehicle course successfully. Full time students would expect to receive 9 hours tuition per week in the classroom for technology theory and 9 hours per week tuition in the vehicle workshop on practical tasks and assessment. A typical schools class would normally spend approximately 80 hours per week in the workshop and is assessed on practical competencies only. Students whilst in the motor vehicle workshop can and do spend a lot of time collecting hand tools, finding equipment, finding serviceable equipment, waiting for shared resources to become available, travelling through other classes to find shared resources, rectifying unreported vehicle faults and a lot of time can be spend standing around or misbehaving whilst a lecturers time is spent elsewhere remedying one or more of the above. Student lab time is normally affected by one or more of the problems listed below. 3.1 Work areas There are no designated classroom areas within the workshop, bay allocation is on a first come first serve basis and lecturers must liaise with each other to obtain suitable class workspace. Lecturers can also find it difficult to keep track of their students in such a busy environment with no defined classroom areas, this can lead to health safety concerns and child protection issues given the number of students under the age of 16 years that attend classes within the motor vehicle engineering department. Workshop cleanliness and general housekeeping tends to suffer in or around the common areas currently there is no way of pinpointing who is responsible for the mess. 3.1.1 Mezzanine area The workshop mezzanine area is currently a disorganised storage point for most of the shared workshop equipment this equipment is getting damaged and is eating into valuable class space. Shelving has been ordered to alleviate some of the storage problems although there is no lifting facility to move objects to the upper level of the mezzanine. The mezzanine area is also used to store motorcycles, quads, off-road buggies etc for other specialist classes within the curriculum area, these assets act as a distraction to most students, and are sustaining damage when students ‘play on them. 3.2 Shared resources Most of the shared workshop equipment does not have designated storage points and are currently stored at random around the vehicle workshop; shared resources are not signed for and when finished with have no official storage area to be returned to; all this equipment is used on a first come first serve basis. Staff and students requiring the use shared workshop equipment usually have to travel through other classes to locate often causing a disturbance. When two or more classes within the workshop are using shared equipment such as jacks, axle stands or cleaning equipment there are not always enough units to go around this can leave some classes in a position were they must wait idly for this equipment to become available. Unproductive students can often misbehave or wander around the workshop through other classes causing a distraction trying to find equipment that is no longer being used or has not been returned to its original location. Shared resources also tend not to be reported by students when they become damaged or unserviceable because it is too much of a hassle and they have no responsibility for it. Presently there are four badly equipped tool chests for students and lecturers in the workshop to share. Tools regularly go missing from these toolboxes due to them being left lying around the various work areas or tools can become damaged without being replaced. Workshop vehicle keys are issued from the main storeroom to students as and when they are required; these keys can mistakenly get taken home and cars can get started unnecessarily, sometimes dangerously as most of the motor vehicle students are not competent enough technically or yet hold a valid driving licence. Damage to equipment, unproductive students, class disturbances, HS issues 3.3 Fault reporting Vehicle faults, damaged equipment and work requests to the technicians are passed through a paper based work request slip, only the technician and lecturer requesting the work know that the job exists, there is no way of informing other lecturers that a job on a vehicle has not been completed in time other than by word of mouth this can sometimes lead to a class having to put a vehicle back together before they start their own work or a class expecting to start work on a vehicle but find that the car has been broken and nobody knows about it. There is also no system to inform other lecturers that a vehicle has been set up for an assessment, again, other than by word of mouth. 3.3.1 Welfare Lockers are not issued permanently to motor vehicle students but are issued by lecturing staff at the start of each lesson and keys receipted at the end. There are not always enough lockers for students when the workshop is busy as presently locker keys are owned by lecturing staff and not shared, some lecturing staff have no access to lockers unless they are borrowed from colleagues. 3.3.2 Learner Retention and Pass Rates The problems highlighted can and do affect the students learning experience they stretch workshop resources, reduce the students practical time on vehicles and impact on the lecturers contact time with the class, this will affect learner retention and ultimately student pass rates. Very little has been written on improving efficiency and productivity in an educational vehicle workshop. Work study Method study Motion study Motion economy Time study Work measurement Why are the indentified problems a problem? Poor citing of shared resources, inability to find equipment, lack of fault reporting, etc. all lead to a reduction in efficiency and productivity. What would stop the problems from being problems? Having lecturers take responsibility for areas of the workshop. Better citing of, and designated areas for, shared resources, more classroom resources or better citing of existing classroom equipment. An effective fault reporting mechanism put in place. Equipment in designated areas with workshop plan and equipment lists at each base to easily guide students to equipment location. How are we going to implement or manage the change? Break the workshop down into smaller workshop or classroom areas, equip each classroom individually and assign a lecturer or two to manage each classroom. Colour coded equipment within each classroom for ease of identification. What has happened as a result of the changes? All equipment within each classroom is sufficient to complete tasks within it. Equipment is placed back at its storage point at the end of each lesson. Faults are reported to lecturers as they happen and dealt with or serviceable classroom equipment is compromised. Chapter 4 Preferred Setup It has been proven since the opening of the new college that a workshop of this size cannot be managed effectively without a full time workshop manager in place. This appointment will never happen in an educational institution so other forms of managing the work space must be found. The workshop should be organised in such a way that it is self managing but it must also be able to be used as an efficient reporting mechanism for informing the assistant curriculum leader/curriculum leader of issues arising in the workshop to enable them to be acted upon. Individual members of staff should have a clear understanding of what is expected of them and be accountable for their own and their students actions. The preferred arrangement in any motor vehicle workshop should see that it is adequately equipped and that the equipment is suitably positioned in such a way that it provides an efficient means of working. Where similar workshop tasks are being performed the equipment and mechanisms for management should be identical so that all staff members are clear about what is expected and that there is no ambiguity or confusion when staff are timetabled to work in various areas of the workshop. When part time members of staff are employed there is only one system of work to learn, all advice or questions will be responded to with the same answer as each permanent member of staff will be working to the same set of procedures. 4.1 Proposed Changes to the Laboratory To rectify the problem of workspace allocation it is proposed that the interior of the workshop be split into 6 classroom areas excluding the mezzanine area. The six workshop areas should be timetabled individually from the college central timetabling system. Timetabling each area separately will prevent the workshop from becoming overloaded and will ensure that each class has a designated work area for the duration of their allocated slot. Splitting the laboratory from one large area into six smaller areas will ease the burden of its day to day management. One person will not be required to continually oversee the daily operation of the workshop instead they will only need to be reported to. Each individual lecturer within the department by being centrally allocated a work area will be required to take ownership for it and will therefore be accountable for all that goes on within that area. The six classroom areas should be partitioned by some form of barrier i.e. moveable boards or screens, the barriers will provide a clear indication of classroom boundaries and assist with identifying class areas of responsibility. The barriers will help prevent pupils from straying away from their work areas making it easier for lecturers to keep track of their students. The barriers should also assist in preventing students from disturbing other class lectures. Dividing classrooms within the workshop will assist in the control of school aged pupils; closer supervision is required for these class groups due to their maturity levels and inability to relate to health and safety requirements. Child protection concerns will also be easier to identify and manage. Human traffic, within the motor vehicle laboratory, would be easier to direct onto designated walkways away from the work areas and vehicles further reducing the risk of injury, class disturbance and damage to vehicles and equipment. Classroom barriers would also provide additional space for diagrams or posters and allow electronic lectures or demonstrations to be projected onto. 4.2 Classroom Work Areas Timetabling classes to work areas within the laboratory will introduce a fairer system of workspace allocation. It will ensure that lecturers and students always have a space to work in and vehicles to work on. This system will make lecturers accountable for the space in which they are working and encourage them to ensure students are completing tasks fully, that tools and equipment are always kept serviceable or reported when faults develop, it will ensure that tools and equipment are put away in there designated areas after each class and reduce equipment losses and it will also improve the general housekeeping of the workshop. Any issues arising in the workshop for a specific time period can be addressed by looking up the class and lecturer that were working in the area when the problems occurred. 4.3 Classroom Equipment It is recommended that each classroom area within the workshop is issued with a selection of regularly used tools and equipment. This will increase the time available to students for working on vehicles by reducing the time that they spend looking for this type of equipment in the workshop. It will also provide a means of conveniently being able to perform a daily stock check of equipment and will provide a mechanism for reporting on the condition of tools and equipment within each of the classes. Below is a recommended list of equipment that should be issued to each classroom area within the workshop: * A lecturers locker would enable the secure storage of student folders, lesson notes, specialist, valuable or loaned equipment, etc. * 12-16 lockers for students personal effects * 1x Workbench per vehicle bay * 1x black drip tray for oil per work bay * 2x 3 litre oil filling jugs * 1x green drip tray for coolant/water per bay * 1x vehicle jack per work bay * 4x axle stands per work bay * 1x wheel braces per work bay * 1x watering can per class * 1x wash bucket per bay * 1x dust pan and brush per bay * 2x mop and mop bucket per class * 1x Bench vice per work bay * 1x desk per classroom for diagnostic work; paperwork, laptop citing, projector etc. * 1x rubbish bin per class * 1x shelving unit to store tools and equipment * 1x fault report book 4.4 Technician work area As part of the workshops reorganisation and to assist the technicians with fault rectification and preparation work it is recommended that the motor vehicle technicians be given a vehicle bay as a designated work area; this work area should be situated in the corner of the workshop and allow for easy access into the technicians workroom. This designated bay will enable vehicles, which require work to be done, to be taken out of the class room area and worked on without disruption to students, lecturers and the technicians. This work bay should be screened off, preferably by welding screens, to prevent access by non authorised personnel, to reduce disturbances to both classes and technicians and to allow welding tasks etc. to be carried out at any time of the day. The technicians work bay should be equipped independently of the rest of the workshop with equipment such as: * 1x jack * 4x axle stands * 1x complete tool kit in roller cabinet * 1x complete set of air tools * 1x set of power tools (grinder, drill, etc) * MIG welder and associated equipment * Oxy-Acetylene welding equipment * 1x oil drip tray * 1x coolant drip tray * 1x metal bench with vice * 1x watering can * 1x rubbish bin * 1x soft brush and dust pan * 1x shelving unit to store tools and equipment 4.5 Identifying and Controlling Equipment To help identify and control tools and equipment within the six workshop areas it is recommended that each classroom is designated a colour. All equipment that is issued to and contained within each of the classroom areas should be painted the colour that has been designated to that classroom for ease of identification. All classroom equipment that is able to be shelved should be stored on a colour coded shelving unit. The shelving unit should be labelled with the equipment that is to be stored upon it and a laminated sheet attached as a guide for students as to where each item of equipment should be stored and its quantities. Colour coding will assist both staff and students with daily equipment checks, locating equipment and will improve the reporting of equipment faults or losses. Classroom equipment should only be used within its designated classroom area. Student locker keys should be stored in the main store room in a colour coded container. This will ensure that all lecturers have the ability to issue a locker to each student in their class wherever they are working in the workshop. Lecturers will collect keys from the main store at the start of the morning or afternoon period when work bays are identified and will be returned to the store complete at the end of each slot. Locker keys will be issued to students in exchange for a valid student ID card. Student ID cards will be returned to each student when lecturers are happy that all tools signed out have been returned to the main store and when the locker has been emptied and the key returned, this will accurately identify students that have not returned tools to the store or returned locker keys and will also ensure that student ID cards are brought to college. 4.6 Mezzanine Area The area below the mezzanine should be separated into designated work or storage areas to better utilise the workshop floor space. The individual work areas should be separated by a barrier or partition wall of some kind to act as a clear boundary to make work space housekeeping easier to manage and as somewhere to place posters/instructions/diagrams etc. Work areas should consist of a tyre fitting bay, a bench fitting area, a storage area for removed vehicle parts, a storage area for large shared resources and a recycling/waste area. The tyre fitting bay should contain the workshops tyre removal machine and wheel balancing equipment. Both these items should be secured to the floor to prevent them from moving or tipping whilst students work on them, the items should also be permanently wired into the workshop electrical supply to reduce the risk of electrocution from coming into contact with a 240v mains supply. This area should also be fitted with a dedicated tyre shelving unit to provide a storage solution for the tyre clutter that amasses regularly on the upper mezzanine area. Storing the tyres at ground level will eliminate the need to visit the upper mezzanine area, will allow the tyres to be better managed and reduce the risk of fire. A dedicated bench fitting area will provide students with a place to take components stripped from vehicles to be examined or worked on. It will provide lecturers with a suitable space to teach and develop students basic metal fitting skills prior to working on vehicles. The area should contain workbenches and vices for an entire class to work productively, a bench mounted grinder should be located in this area along with a floor mounted pillar drill and a floor mounted hydraulic press. The pillar drill and hydraulic press should be secured to the floor to prevent them from

Teaching Philosophy Statement :: Education Educational Educating Essays

Teaching Philosophy Statement When I came to State College, I debated on a major, trying to find a career that would be satisfying for the rest of my life, or at least until retirement. I often wondered if I would ever find a career in which I could direct all of my energy. After much pondering, I decided that education is the right path for me. I now find that not only do I want to apply all of my energy, but also my passion toward helping and teaching children. Education is a very important part of today's society. Teaching is a way of making society a better place for today's generation and our children. Teaching may not seem like a very important career to some people, but when I think back to some of my own teachers, I realize what an important role that they played in my life. Even today, in college, many of these Professors will never know the impact they have made on my life. Many people have the desire to be a teacher from the time that they are children. They play school with siblings and role playing leads them to a career. My career choice was quite different. I had never considered a career in education because of all the bad things that you hear that they have to go through, and how little they got paid for it. Now I believe that knowing that you have impacted one child's life; that makes you more wealthy that all of the money in the world. This was my viewpoint until my sophomore year of high school. I had English Honors with Coach McCall, a true inspiration. Suddenly, I found myself in great anticipation of class and craving more knowledge. It wasn't until I had Coach McCall again my senior year that I decided that I wanted to motivate people the way that he did. I wanted to see their eyes light up when they have reached a certain level of comprehension. More than anything, I wanted to inspire kids to learn. It was that year that I realized that the reward for teaching is much greater than money.

How to Say Nothing in Five Hundred Word Essay

Paul McHenry Roberts (1917-1967) taught college English for over twenty years, first at San Jose State College and later at Cornell University. He wrote numerous books on linguistics, including Understanding Grammar (1954), Patterns of English (1956), and Understanding English (1958). Freshman composition, like everything else, has its share of fashions. In the 195Os, when this article was written, the most popular argument raging among student essayists was the proposed abolition of college football. With the greater social consciousness of the early ’60s, the topic of the day became the morality of capital punishment. Topics may change, but the core principles of good writing remain constant, and this essay as become something of a minor classic in explaining them. Be concrete, says Roberts; get to the point; express your opinions colorfully. Refreshingly, he even practices what he preaches. His essay is humorous, direct, and almost salty in summarizing the working habits that all good prose writers must cultivate. — Editors’ note from JoRay McCuen & Anthony C. Winkler’s Readings for Writers , 3rd ed., Harcourt Brace Jovanovich, 1980 It’s Friday afternoon. and you have almost survived another week of classes. You are just looking forward dreamily to the weekend when the English instructor says: â€Å"For Monday you will turn in a five hundred-word composition on college football.† Well, that puts a good hole in the weekend. You don’t have any strong views on college football one way or the other. You get rather excited during the season and go to all the home games and find it rather more fun than not. On the other hand, the class has been reading Robert Hutchins in the anthology and perhaps Shaw’s â€Å"Eighty-Yard Run,† and from the class discussion you have got the idea that the instructor thinks college football is for the birds. You are no fool. You can figure out what side to take. After dinner you get out the portable typewriter that you got for high school graduation. You might as well get it over with and enjoy Saturday and Sunday. Five hundred words is about two double -spaced pages with normal margins. You put in a sheet of paper, think up a title, and you’re off: WHY COLLEGE FOOTBALL SHOULD BE ABOLISHED College football should be abolished because it’s bad for the school and also for the players. The players are so busy practicing that they don’t have any time for their studies. This, you feel, is a mighty good start. The only trouble is that it’s only thirty-two words. You still have four hundred and sixty-eight to go, and you’ve pretty well exhausted the subject. It comes to you that you do your best thinking in the morning, so you put away the typewriter and go to the movies. But the next morning you have to do your washing and some math problems, and in the afternoon you go to the game. The English instructor turns up too, and you wonder if you’ve taken the right side after all. Saturday night you have a date, and Sunday morning you have to go to church. (You can’t let English assignments interfere with your religion.) What with one thing and another, it’s ten o’clock Sunday night before you get out the typewriter again. Y ou make a pot of coffee and start to fill out your views on college football. Put a little meat on the bones. WHY COLLEGE FOOTBALL SHOULD BE ABOLISHED In my opinion, it seems to me that college football should be abolished. The reason why I think this to be true is because I feel that football is bad for the colleges in nearly every respect. As Robert Hutchins says in his article in our anthology in which he discusses college football, it would be better if the colleges had race horses and had races with one another, because then the horses would not have to attend classes. I firmly agree with Mr. Hutchins on this point, and I am sure that many other students would agree too. One reason why it seems to me that college football is bad is that it has become too commercial. In the olden times when people played football just for the fun of it, maybe college football was all right, but they do not play college football just for the fun of it now as they used to in the old days. Nowadays college football is what you might call a big business. Maybe this is not true at all schools, and I don’t think it is especially true here at State, but certainly this is the case at most colleges and universities in America nowadays, as Mr. Hutchins points out in his very interesting article. Actually the coaches and alumni go around to the high schools and offer the high school stars large salaries to come to their colleges and play football for them. There was one case where a high school star was offered a convertible if he would play football for a certain college. Another reason for abolishing college football is that it is bad for the players. They do not have time to get a college education, because they are so busy playing football. A football player has to practice every afternoon from three to six and then he is so tired that he can’t concentrate on his studies. He just feels like dropping off to sleep after dinner, and then the next day he goes to his classes without having studied and maybe he fails the test. (Good ripe stuff so far, but you’re still a hundred and fifty-one words from home. One more push.) Also I think college football is bad for the colleges and the universities because not very many students get to participate in it. Out of a college of ten thousand students only seventy-five or a hundred play football, if that many. Football is what you might call a spectator sport. That means that most people go to watch it but do not play it themselves. (Four hundred and fifteen. Well, you still have the conclusion, and when you retype it, you can make the margins a little wider.) These are the reasons why I agree with Mr. Hutchins that college football should be abolished in American colleges and universities. On Monday you turn it in, moderately hopeful, and on Friday it comes back marked â€Å"weak in content† and sporting a big â€Å"D.† This essay is exaggerated a little, not much. The English instructor will recognize it as reasonably typical of what an assignment on college football will bring in. He knows that nearly half of the class will contrive in five hundred words to say that college football is too commercial and bad for the players. Most of the other half will inform him that college football builds character and prepares one for life and brings prestige to the school. As he reads paper after paper all saying the same thing in almost the same words, all bloodless, five hundred words dripping out of nothing, he wonders how he allowed himself to get trapped into teaching English when he might have had a happy and interesting life as an electrician or a confidence man. Well, you may ask, what can you do about it? The subject is one on which you have few convictions and little information. Can you be expected to make a dull subject interesting? As a matter of fact, this is precisely what you are expected to do. This is the writer’s essential task. All subjects, except sex, are dull until somebody makes them interesting. The writer’s job is to find the argument, the approach, the angle, the wording that will take the reader with him. This is seldom easy, and it is particularly hard in subjects that have been much discussed: College Football, Fraternities, Popular Music, Is Chivalry Dead?, and the like. You will feel that there is nothing you can do with such subjects except repeat the old bromides. But there are some things you can do which will make your papers, if not throbbingly alive, at least less insufferably tedious than they might otherwise be. AVOID THE OBVIOUS CONTENT Say the assignment is college football. Say that you’ve decided to be against it. Begin by putting down the arguments that come to your mind: it is too commercial, it takes the students’ minds off their studies, it is hard on the players, it makes the university a kind of circus instead of an intellectual center, for most schools it is financially ruinous. Can you think of any more arguments, just off hand? All right. Now when you write your paper, make sure that you don’ t use any of the material on this list. If these are the points that leap to your mind, they will leap to everyone else’s too, and whether you get a â€Å"C† or a â€Å"D† may depend on whether the instructor reads your paper early when he is fresh and tolerant or late, when the sentence â€Å"In my opinion, college football has become too commercial,† inexorably repeated, has bought him to the brink of lunacy. Be against college football for some reason or reasons of your own. If they are keen and perceptive ones, that’s splendid. But even if they are trivial or foolish or indefensible, you are still ahead so long as they are not everybody else’s reasons too. Be against it because the colleges don’t spend enough money on it to make it worthwhile, because it is bad for the characters of the spectators, because the players are forced to attend classes, because the football stars hog all the beautiful women, because it competes with baseball and is therefore un-American and possibly Communist-inspired. There are lots of more or less unused reasons for being against college football. Sometimes it is a good idea to sum up and dispose of the trite and conventional points before going on to your own. This has the advantage of indicating to the reader that you are going to be neither trite nor conventional. Something like this: We are often told that college football should be abolished because it has become too commercial or because it is bad for the players. These arguments are no doubt very cogent, but they don’t really go to the heart of the matter. Then you go to the heart of the matter. TAKE THE LESS USUAL SIDE One rather simple way of getting into your paper is to take the side of the argument that most of the citizens will want to avoid. If the assignment is an essay on dogs, you can, if you choose, explain that dogs are faithful and lovable companions, intelligent, useful as guardians of the house and protectors of children, indispensable in police work — in short, when all is said and done, man’s best friends. Or you can suggest that those big brown eyes conceal, more often than not, a vacuity of mind and an inconstancy of purpose; that the dogs you have known most intimately have been mangy, ill-tempered brutes, incapable of instruction; and that only your nobility of mind and fear of arrest prevent you from kicking the flea-ridden animals when you pass them on the street. Naturally personal convictions will sometimes dictate your approach. If the assigned subject is â€Å"Is Methodism Rewarding to the Individual?† and you are a pious Methodist, you have really no choice. But few assigned subjects, if any, will fall in this category. Most of them will lie in broad areas of discussion with much to be said on both sides. They are intellectual exercises, and it is legitimate to argue now one way and now another, as debaters do in similar circumstances. Always take the that looks to you hardest, least defensible. It will almost always turn out to be easier to write interestingly on that side. This general advice applies where you have a choice of subjects. If you are to choose among â€Å"The Value of Fraternities† and â€Å"My Favorite High School Teacher† and â€Å"What I Think About Beetles,† by all means plump for the beetles. By the time the instructor gets to your paper, he will be up to his ears in tedious tales about a French teacher at Bloombury High and assertions about how fraternities build character and prepare one for life. Your views on beetles, whatever they are, are bound to be a refreshing change. Don’t worry too much about figuring out what the instructor thinks about the subject so that you can cuddle up with him. Chances are his views are no stronger than yours. If he does have convictions and you oppose him, his problem is to keep from grading you higher than you deserve in order to show he is not biased. This doesn’t mean that you should always cantankerously dissent from what the instructor says; that gets tiresome too. And if the subject assigned is â€Å"My Pet Peeve,† do not begin, â€Å"My pet peeve is the English instructor who assigns papers on ‘my pet peeve.†Ã¢â‚¬Ëœ This was still funny during the War of 1812, but it has sort of lost its edge since then. It is in general good manners to avoid personalities. SLIP OUT OF ABSTRACTION If you will study the essay on college football [near the beginning of this essay], you will perceive that one reason for its appalling dullness is that it never gets down to particulars. It is just a series of not very glittering generalities: â€Å"football is bad for the colleges,† â€Å"it has become too commercial,† â€Å"football is big business,† â€Å"it is bad for the players,† and so on. Such round phrases thudding against the reader’s brain are unlikely to convince him, though they may well render him unconscious. If you want the reader to believe that college football is bad for the players, you have to do more than say so. You have to display the evil. Take your roommate, Alfred Simkins, the second-string center. Picture poor old Alfy coming home from football practice every evening, bruised and aching, agonizingly tired, scarcely able to shovel the mashed potatoes into his mouth. Let us see him staggering up to the room, getting out his econ textbook, peering desperately at it with his good eye, falling asleep and failing the test in the morning. Let us share his unbearable tension as Saturday draws near. Will he fail, be demoted, lose his monthly allowance, be forced to return to the coal mines? And if he succeeds, what will be his reward? Perhaps a slight ripple of applause when the thirdstring center replaces him, a moment of elation in the locker room if the team wins, of despair if it loses. What will he look back on when he graduates from college? Toil and torn ligaments. And what will be his future? He is not good enough for pro football, and he is too obscure and weak in econ to succeed in stocks and bonds. College football is tearing the heart from Alfy Simkins and, when it finishes with him, will callously toss aside the shattered hulk. This is no doubt a weak enough argument for the abolition of college football, but it is a sight better than saying, in three or four variations, that college football (in your opinion) is bad for the players. Look at the work of any professional writer and notice how constantly he is moving from the generality, the abstract statement, to the concrete example, the facts and figures, the illustrations. If he is writing on juvenile delinquency, he does not just tell you that juveniles are (it seems to him) delinquent and that (in his opinion) something should be done about it. He shows you juveniles being delinquent, tearing up movie theatres in Buffalo, stabbing high school principals in Dallas, smoking marijuana in Palo Alto. And more than likely he is moving toward some specific remedy, not just a general wringing of the hands. It is no doubt possible to be too concrete, too illustrative or anecdotal, but few inexperienced writers err this way. For most the soundest advice is to be seeking always for the picture, to be always turning general remarks into seeable examples. Don’t say, â€Å"Sororities teach girls the social graces.† Say, â€Å"Sorority life teaches a girl how to carry on a conversation while pouring tea, without sloshing the tea into the saucer.† Don’t say, â€Å"I like certain kinds of popular music very much.† Say, â€Å"Whenever I hear Gerber Sprinklittle play ‘Mississippi Man’ on the trombone, my socks creep up my ankles.† GET RID OF OBVIOUS PADDING The student toiling away at his weekly English theme is too often tormented by a figure: five hundred words. How, he asks himself, is he to achieve this staggering total? Obviously by never using one word when he can somehow work in ten. He is therefore seldom content with a plain statement like â€Å"Fast driving is dangerous.† This has only four words in it. He takes thought, and the sentence becomes: In my opinion, fast driving is dangerous. Better, but he can do better still: In my opinion, fast driving would seem to be rather dangerous. If he is really adept, it may come out: In my humble opinion. though I do not claim to be an expert on this complicated subject, test driving, in most circumstances, would seem to be rather dangerous in many respects, or at least so it would seem to me. Thus four words have been turned into forty, and not an iota of content has been added. Now this is a way to go about reaching five hundred words, and if you are content with a â€Å"D† grade, it is as good a way as any. But if you aim higher, you must work differently. Instead of stuffing your sentences with straw, you must try steadily to get rid of the padding, to make your sentences lean and tough. If you are really working at it, your first draft will greatly exceed the required total, and then you will work it down, thus: It is thought in some quarters that fraternities do not contribute as much as might be expected to campus life. Some people think that fraternities contribute little to campus life. The average doctor who practices in small towns or in the country must toil night and day to heal the sick. Most country doctors work long hours. When I was a little girl, I suffered from shyness and embarrassment in the presence of others. I was a shy little girl. It is absolutely necessary for the person employed as a marine fireman to give the matter of steam pressure his undivided attention at all times. The fireman has to keep his eye on the steam gauge. You may ask how you can arrive at five hundred words at this rate. Simple. You dig up more real content. Instead of taking a couple of obvious points off the surface of the topic and then circling warily around them for six paragraphs, you work in and explore, figure out the details. You illustrate. You say that fast driving is dangerous, and then you prove it. How long does it take to stop a car at forty and at eighty? How far can you see at night? What happens when a tire blows? What happens in a head-on collision at fifty miles an hour? Pretty soon your paper will be full of broken glass and blood and headless torsos, and reaching five hundred words will not really be a problem. CALL A FOOL A FOOL Some of the padding in freshman themes is to be blamed not on anxiety about the word minimum but on excessive timidity. The student writes, â€Å"In my opinion, the principal of my high school acted in ways that I believe every unbiased person would have to call foolish.† This isn’t exactly what he means. What he means is, â€Å"My high school principal was a fool.† If he was a fool, call him a fool. Hedging the thing about with â€Å"in-myopinion’s† and â€Å"it-seems-to-me’s† and â€Å"as-I-see-it’s† and â€Å"at-least-from-my-point-ofview’s† gains you nothing. Delete these phrases whenever they creep into your paper. The student’s tendency to hedge stems from a modesty that in other circumstances would be commendable. He is, he realizes, young and inexperienced, and he half suspects that he is dopey and fuzzyminded beyond the average. Probably only too true. But it doesn’t help to announce your incompetence six times in every paragraph. Decide what you want to say and say it as vigorously as possible, without apology and in plain words. Linguistic diffidence can take various forms. One is what we call euphemism. This is the tendency to call a spade â€Å"a certain garden implement† or women’s underwear â€Å"unmentionables.† It is stronger in some eras than others and in some people than others but it always operates more or less in subjects that are touchy or taboo: death, sex, madness, and so on. Thus we shrink from saying â€Å"He died last night† but say instead â€Å"passed away,† â€Å"left us,† â€Å"joined his Maker,† â€Å"went to his reward.† Or we try to take off the tension with a lighter clichà ©: â€Å"kicked the bucket,† â€Å"cashed in his chips,† â€Å"handed in his dinner pail.† We have found all sorts of ways to avoid saying mad: â€Å"mentally ill,† â€Å"touched,† â€Å"not quite right upstairs,† â€Å"feebleminded,† â€Å"innocent,† â€Å"simple,† â€Å"off his trolley,† â€Å"not in his right mind.† Even such a now plain word as insane began as a euphemism with the meaning â€Å"not healthy.† Modern science, particularly psychology, contributes many polysyllables in which we can wrap our thoughts and blunt their force. To many writers there is no such thing as a bad schoolboy. Schoolboys are maladjusted or unoriented or misunderstood or in the need of guidance or lacking in continued success toward satisfactory integration of the personality as a social unit, but they are never bad. Psychology no doubt makes us better men and women, more sympathetic and tolerant, but it doesn’t make writing any easier. Had Shakespeare been confronted with psychology, â€Å"To be or not to be† might have come out, â€Å"To continue as a social unit or not to do so. That is the personality problem. Whether ’tis a better sign of integration at the conscious level to display a psychic tolerance toward the maladjustments and repressions induced by one’s lack of orientation in one’s environment or — † But Hamlet would never have finished the soliloquy. Writing in the modern world, you cannot altogether avoid modern jargon. Nor, in an effort to get away from euphemism, should you salt your paper with four-letter words. But you can do much if you will mount guard against those roundabout phrases, those echoing polysyllables that tend to slip into your writing to rob it of its crispness and force. BEWARE OF PAT EXPRESSIONS Other things being equal, avoid phrases like â€Å"other things being equal.† Those sentences that come to you whole, or in two or three doughy lumps, are sure to be bad sentences. They are no creation of yours but pieces of common thought floating in the community soup. Pat expressions are hard, often impossible, to avoid, because they come too easily to be noticed and seem too necessary to be dispensed with. No writer avoids them altogether, but good writers avoid them more often than poor writers. By â€Å"pat expressions† we mean such tags as â€Å"to all practical intents and purposes,† â€Å"the pure and simple truth,† â€Å"from where I sit,† â€Å"the time of his life,† â€Å"to the ends of the earth,† â€Å"in the twinkling of an eye,† â€Å"as sure as you’re born,† â€Å"over my dead body,† â€Å"under cover of darkness,† â€Å"took the easy way out,† â€Å"when all is said and done,† â€Å"told him time and time again,† â€Å"parted the best of friends,† â€Å"stand up and be counted,† â€Å"gave him the best years of her life,† â€Å"worked her fingers to the bone.† Like other clichà ©s, these expressions were once forceful. Now we should use them only when we can’t possibly think of anything else. Some pat expressions stand like a wall between the writer and thought. Such a one is â€Å"the American way of life.† Many student writers feel that when they have said that something accords with the American way of life or does not they have exhausted the subject. Actually, they have stopped at the highest level of abstraction. The American way of life is the complicated set of bonds between a hundred and eighty million ways. All of us know this when we think about it, but the tag phrase too often keeps us from thinking about it. So with many another phrase dear to the politician: â€Å"this great land of ours,† â€Å"the man in the street,† â€Å"our national heritage.† These may prove our patriotism or give a clue to our political beliefs, but otherwise they add nothing to the paper except words. COLORFUL WORDS The writer builds with words, and no builder uses a raw material more slippery and elusive and treacherous. A writer’s work is a constant struggle to get the right word in the right place, to find that particular word that will convey his meaning exactly, that will persuade the reader or soothe him or startle or amuse him. He never succeeds altogether – sometimes he feels that he scarcely succeeds at all — but such successes as he has are what make the thing worth doing. There is no book of rules for this game. One progresses through everlasting experiment on the basis of ever-widening experience. There are few useful generalizations that one can make about words as words, but there are perhaps a few. Some words are what we call â€Å"colorful.† By this we mean that they are calculated to produce a picture or induce an emotion. They are dressy instead of plain, specific instead of general, loud instead of soft. Thus, in place of â€Å"Her heart beat,† we may write, â€Å"her heart pounded, throbbed, fluttered, danced.† Instead of â€Å"He sat in his chair,† we may say, â€Å"he lounged, sprawled, coiled.† Instead of â€Å"It was hot,† we may say, â€Å"It was blistering, sultry, muggy, suffocating, steamy, wilting.† However, it should not be supposed that the fancy word is always better. Often it is as well to write â€Å"Her heart beat† or â€Å"It was hot† if that is all it did or all it was. Ages differ in how they like their prose. The nineteenth century liked it rich and smoky. The twentieth has usually preferred it lean and cool. The twentieth century writer, like all writers, is forever seeking the exact word, but he is wary of sounding feverish. He tends to pitch it low, to understate it, to throw it away. He knows that if he gets too colorful, the audience is likely to giggle. See how this strikes you: â€Å"As the rich, golden glow of the sunset died away along the eternal western hills, Angela’s limpid blue eyes looked softly and trustingly into Montague’s flashing brown ones, and her heart pounded like a drum in time with the joyous song surging in her soul.† Some people like that sort of thing, but most modern readers would say, â€Å"Good grief,† and turn on the television. COLORED WORDS Some words we would call not so much colorful as colored — that is, loaded with associations, good or bad. All words — except perhaps structure words — have associations of some sort. We have said that the meaning of a word is the sum of the contexts in which it occurs. When we hear a word, we hear with it an echo of all the situations in which we have heard it before. In some words, these echoes are obvious and discussible. The word mother, for example, has, for most people, agreeable associations. When you hear mother you probably think of home, safety, love, food, and various other pleasant things. If one writes, â€Å"She was like a mother to me,† he gets an effect which he would not get in â€Å"She was like an aunt to me.† The advertiser makes use of the associations of mother by working it in when he talks about his product. The politician works it in when he talks about himself. So also with such words as home, liberty, fireside, contentment, patriot, tenderness, sacrifice, childlike, manly, bluff, limpid. All of these words are loaded with associations that would be rather hard to indicate in a straightforward definition. There is more than a literal difference between â€Å"They sat around the fireside† and â€Å"They sat around the stove.† They might have been equally warm and happy around the stove, but fireside suggests leisure, grace, quiet tradition, congenial company, and stove does not. Conversely, some words have bad associations. Mother suggests pleasant things, but mother-in-law does not. Many mothers-in-law are heroically lovable and some mothers drink gin all day and beat their children insensible, but these facts of life are beside the point. The point is that mother sounds good and mother-in-law does not. Or consider the word intellectual. This would seem to be a complimentary term, but in point of fact it is not, for it has picked up associations of impracticality and ineffectuality and general dopiness. So also such words as liberal, reactionary, Communist, socialist, capitalist, radical, schoolteacher, truck driver; operator, salesman, huckster, speculator. These convey meaning on the literal level, but beyond that — sometimes, in some places — they convey contempt on the part of the speaker. The question of whether to use loaded words or not depends on what is being written. The scientist, the scholar, try to avoid them; for the poet, the advertising writer, the public speaker, they are standard equipment. But every writer should take care that they do not substitute for thought. If you write, â€Å"Anyone who thinks that is nothing but a Socialist (or Communist or capitalist)† you have said nothing except that you don’t like people who think that, and such remarks are effective only with the most naive readers. It is always a bad mistake to think your readers more naive than they really are. COLORLESS WORDS But probably most student writers come to grief not with words that are colorful or those that are colored but with those that have no color at all. A pet example is nice, a word we would find it hard to dispense with in casual conversation but which is no longer capable of adding much to a description. Colorless words are those of such general meaning that in a particular sentence they mean nothing. Slang adjectives like cool (â€Å"That’s real cool†) tend to explode all over the language. They are applied to everything, lose their original force, and quickly die. Beware also of nouns of very general meaning, like circumstances, cases, instances, aspects, factors, relationships, attitudes, eventualities, etc. In most circumstances you will find that those cases of writing which contain too many instances of words like these will in this and other aspects have factors leading to unsatisfactory relationships with the reader resulting in unfavorable attitudes on his part and perhaps other eventualities, like a grade of â€Å"D.† Notice also what etc. means. It means â€Å"I’d like to make this list longer, but I can’t think of any more examples.†

Contact Sports

Introduction: According to the oxford dictionary a â€Å"Contact sport† is a sport in which participants necessarily come into bodily contact with one another, this includes football, rugby, hockey and la cross. Children and parents must be warned of the mental, physical and social risk factors that are associated with contact sports before being able to participate in them, doing so will lead to less children taking unnecessary risk. One factor that parents should be aware of is the increased risk and occurrence of injuries in children at such a young age.Many injuries such as concussions go unnoticed therefore prolonging and escalating the severity of injuries, in some cases leading to death. For example, second impact syndrome occurs when an athlete returns to a sport too early after suffering from an initial concussion and obtains another concussion shortly after. This often causes fatal effects. Several concussions go undetected because of the difficulty in diagnosing whe ther one is present or has fully healed.Although death from a sports injury is rare, the leading cause of death from a sports-related injury is a brain injury. According to stats Canada about 4. 27 million Canadian aged 12 or older suffered an injury sever enough to limit their usual activities in 2009-2010. (MAYBE CHANGE IT TO A CONTACT SPORT STAT) In more recent years there has been a discovery associated with multiple concussions known as CTE. Chronic traumatic encephalopathy (CTE) caused by cumulative, long term neurological consequences of repetitive concussions and hits to the brain.This causes cognitive and neuropsychiatric impairment which include depression, suicide attempts, insomnia, paranoia, and impaired memory. Another issue that parents needs to be aware of is the increase in violence and aggression that is common in contact sports. Children are often rewarded for being aggressive which can lead to aggression and violence off the playing field. It makes it difficult f or children to draw the line between what is acceptable aggression and unacceptable and may lead to violent behavior.According to a study found results strongly suggest that participation in powered sports actually leads to an increase of enhancement of anti social involvement in the form of elevated level of violence(Participation in power sports and antisocial involvement in preadolescent and adolescent boys. Research Center for Health Promotion (HEMIL), University of Bergen, Norway) . So not only does this lead to children being violent in day to day life but also being dangerously violent in sports adding to an increase in injuries.The glorification of violence and aggression in sports leads to kids focusing more to use their bodies rather than skill in the game, In a Dutch population-based study on 1818 school children aged 8 to 17 years showed that Over a period of 7 months, 399 sports injuries were reported in 324 youngsters. The most common types of injuries were contusions (43%) and sprains (21 %). Medical attention was needed in 25% of all cases. This is problematic because it puts children at an unfair playing field and reduces enjoyment of the game for smaller and non athletic children.In addition coaches may unknowingly promote stereotypes such as homophobia and gender roles. It seems to be more amplified in contact sports where aggression is considered to be a more masculine trait. This can severely affect the child’s ideas and concepts during the prime learning age. Discourse surrounding contact sports coming from coaches, even parents and fan tends to encourage the common stereotypes and leads violent behavior this view is supported by an article called (THE SPORT BEHAVIOUR OF CHILDREN PARENTS AND COACHES THE GOOD THE BAD THE UGLY by david light shields uni of missouri , st. ouis ). Overall there are several factors that children are exposed to during contact sports that can lead to mental, physical and social risk factors. Many of these issues are unknown and unclear to parents and its our job to warn them. These factors not only harm the children themselves, it can also be detrimental to their growing process and even friends and families associated with them

The Miranda Debate Essays - Eminent Domain, Free Essays, Term Papers

The Miranda Debate Essays - Eminent Domain, Free Essays, Term Papers The Miranda Debate The Miranda Debate Miranda is one of the best-known cases in the history of the Supreme Court. It represents the Court's determination to treat even the lowliest of criminals with the same dignity and respect as the wealthiest celebrity. This case established the Fifth Amendment right of the accused to be informed of their right to counsel and their right not to answer questions. In The Ethical and Policy Debate Regarding Miranda, Section II questions: First, can Mirandas approach to regulating the interrogation process be justified as a reading of the Fifth Amendment, on either constitutional or policy grounds?.. In summarizing this question, there are several considerations supporting the recommendation that the Miranda should be overruled. First, if the Miranda is continued, it violates the constitutional separation of powers and basic principles of federalism. In its current state, it sets a code of procedure for interrogations based on fictions and arguments. Secondly, Miranda impairs the ability of the Government to protect the public by impeding the prosecution of crime. Using the Miranda reduces the willingness of suspects to respond to police questioning. In most criminal cases, the defendants statements are necessary in prosecution, without these statements, criminals can go free. Third, the Miranda is damaging to public confidence, as well as, resulting in injustices to crime victims. It can result in cases where known criminals are released and the victims of these crimes can go through years of pain and insecurity. The Miranda system has handcuffed the judicial system and not allowed a better way of dealing with criminals to be implemented. In my opinion, the Miranda would be unnecessary as long as we abide by the Fifth Amendment rules. Second, what would replace Miranda if it were overruled? It is recommended that the department of justice develop a set of rules or guidelines that carry out interrogations and implement these rules with the renewal of a litigation challenge to Miranda. It is suggested that interrogations be video taped or recorded. The desire for additional guidelines restricting and prohibiting deceptive practices during interrogation should be implemented. Abolishing the Miranda would open the way for comprehensive consideration of pretrial interrogation and related areas of self-incrimination. Third, if Miranda is not overruled, can it be improved and, if so, in what ways?... In The Report to the Attorney General, in chapter 7, states: There are several considerations supporting the recommendation that we should see to have Miranda overruled. Its quoted that We have at our disposal a uniquely set of circumstancesseveral resent decisions by the Supreme Court holding in effect, that Miranda is unsound in principle and a statute 18 U.S.C. 3501, that is specifically designed to overrule it. It is difficult to see how we could fail in making our case. In my opinion, we should go back to following the Fifth Amendment instead of using Miranda as our guideline. Criminals should have the right to a fair trial, but law-abiding citizens should have a right to a feeling of security.

The Moonstone essays

The Moonstone essays Thomas Collins in The Moonstone begins his novel with the traditional portrayal of India; a place filled with adventure, booty, mysticism, savageness, and treachery. There seems to be a pervasive fear through out the British folk through out his novel; a fear of mixing of races, of moral corruption, of a savages disregard for human life, and a fear of them lurking in the shadows. However this not what Collins wishes this to be the final impression of India for his audience. What Collin instead creates a noble portrait of India filled with piety, ancient duty, and of sacrifice through his effective portrayal of the good Ezra Jennings, subtle description of the final resting place of the Moonstone, the revelation of the true nature of Godfrey Ablewhite, and the subtle hypocrisy of all the British prejudices towards the Indians. In the beginning of the novel we get an account of the history of the Moonstone up till John Herncastle becomes in possession of it. It is told by a reliable and trusted family member, the cousin of John Herncastle, who has no interest in relating this tale in a falsely negative light for it reflects badly upon everyone in his family. Although it is never explicitly written that John Herncastle murdered the sacred priests for this jewel; it is meant for us to infer this. We hear the dying words of the Indian Brahmin in his native tongue as his blood drips of dagger held in Herncastles hand: The Moonstone will have its vengeance yet on you and yours! (58). However despite this damning evidence the dying utterance of an Indian is not enough to even utter an accusation against a British officer. We can see his true feelings towards the guilt of his cousin John Herncastle. After watching the Indian die he questions Herncastle for an explanation of this shocking bloody scene. He w ithholds the knowledge that he understood the dying Indians last words because his first instinc...

Bebop Jazz and its Influence

Bebop was a revolutionary sound that captivated the audience due largely to the new found creative freedom of musical expression allowed by extensive improvisation. According to John Andrews (1998), Bop marked the point at which both the musicians and their audience came widely conscious that Jazz was an art form. Andrews also goes on to mention that bebops mall focus was for people to seriously listen, instead of dancing. After bebop other styles of Jazz developed, such as progressive Jazz, cool jazz, and hard bop. These three styles of Jazz, In the pollen of many people, imparted a substantial influence on current jazz, and will likely impact future generations as well. Bebop is a style of Jazz developed in the early sass as a means to revolt against big band music. Big band music required large groups of players. As a consequence, the musicians were required to follow simpler, highly structured, written arrangements. At the time, many musicians resented the lack of freedom to improvise and the reliance upon written arrangements, so they created bebop, a new style of Jazz. Bebop was vastly deferent than swing band music. It had faster tempos, complex harmonies, elaborate melodies and a rhythm section. According to _Americas Musical Landscape-? a typical bebop combo consisted of a trumpet, saxophone, double bass, piano, and percussion. Due in part to the smaller number of performing Caucasians, bebop music allowed for more freedom of expression and imagination than in big band music.Improvisation was a key feature. While much of big band music was designed to indulge the audiences desire to dance, bebop Jazz is for people who want to sit down and listen to the music. At first, many people enjoyed listening to bebop simply because it was something new and exciting. However, many people, particularly musicians, prefer bebop because of its sophistication and complexity. Some Jazz musicians felt they needed something different and preferred to play bebop Instead of swing Jazz to demonstrate their improvisational skills.Musicians such as saxophonist, Dizzy Gillespie; trumpeter, Charlie Parker; and plants, Theologies Monk; stand out as examples of creative giants who through their virtuosity, were able to achieve an innovative sound that wound into their musical presentations, more important than dancing or chatting ove r simple background music. In a way, bebop was a new genre unto itself, more akin to Jazz than big band music. Because it is essentially the basis for most contemporary Jazz styles, listeners will hear the enduring influence of bebop in most Jazz forms that have followed it.Progressive Jazz, cool Jazz, and hard bop are three styles to have evolved from bebop jazz. It is likely that these three Jazz styles, as well as others, embedded with the underlying roots of bebop will have an ongoing influence on future Jazz musicians. No one can speak for all musicians, many may prefer to play older well-established, classic Jazz, but certainly there are a substantial number of musicians that prefer playing the avian-garden styles, who will carry the flag of bebop for future generations.Bebop was a revolutionary and exciting sound that changed the world of Jazz in the asss and continues to influence Jazz styles today. At its advent, bebop was a way for jazz musicians to break away from the confines of big band music, wh ich did not allow for much improvisation or freedom of musical expression. Bebop pioneers such as Charlie Parker, Dizzy Gillespie, and Theologies Monk helped pave the way for other jazz musicians, allowing them to shed their restrictive chains of structured big band music and to elevate the level of improvisational genius that bebop allows.

Language Assessment for Korean High school students learning English Essay

Language Assessment for Korean High school students learning English - Essay Example Once the correct techniques and tools are adopted, the learning of English language, like any other language, becomes extremely easy and an effortless exercise. Not only learning a language but testing the skills acquired by learners, is also paramount in achieving the goal of teaching English to students from the non-speaking English background. It is seen that there has been a tendency among social class to attach social values and prejudices to different types of language use, depending on the circumstances they are exposed to. Language socialization is a newly emerging area of study that concerns the process in which a language learner, either a child or an adult, acquires the communicative competence of a target language, and function of the language in that process (Hymes, 1972). In the language socialization perspective, the relationship between the caregivers or teachers and children or students is critical, where the language is the key means of socialization. The major international routine of foreign language classrooms focuses on the initiation, response, and follow-up (IRF), where initiations turn could be a greeting, a question or a drill prompts; a response turn may elucidate an answer or response: and a follow-up turns an evaluation or comment. (Mehan, 1985; Ohata, 1994: van Lier, 1988).  As we have seen, th e need for the English language as the global language for any transaction is often emphasized and the proficiency in the English language communication is a must in the development of individuals, thereby of the global economy. According to Wentworth (1980), the socio-cultural meaning is constantly created and reformed through social interaction between the members and novices of society, and language plays a great role in this process.  

Emergency Management - Risk Management Article Example | Topics and Well Written Essays - 750 words

Emergency Management - Risk Management - Article Example Apart from being efficient, it is community-based and gives the locally affected residents to have a voice and directly contribute towards the mitigation efforts. At the same time, Holcombe and Malcolm argue in favor of the community-based landslide hazard mitigation measure since it is cost-effective. It is less cheap as compared with the conventional methods that require a lot of resources to finance. Therefore, it can be done by the available finances availed by the government and all other financiers. Moreover, it is faster and requires a little time to materialize. Therefore, these authors say that it can be relied upon for providing long term mitigation measures for landslides which has been causing a lot of agonies to so many people. It is a good initiative that brings together several players to at least make their contributions towards its implementation. However, for it to be successful, the strategy needs to be appropriately used as planned. First, it should actively involve the support of the residents. If it is supported by the affected communities, it will definitely succeed. This is guaranteed because their contribution makes the initiative to appeal to them. All the other concerned stakeholders such as the government and financiers should be actively involved in the entire process. They are major players whose contributions can not be overlooked. It is for such reasons that these scholars assert that MoSSaiC is much better than the conventional mitigation measures. Actually, this article is properly written. Its depth indicates that it was written by professionals who have got sound research skills to gather information and disseminate it to the users. This is evidenced in the manner the article captures all the important information about the subject. For instance, rather than stating the issue, they go ahead to examine how efficient the new strategy has been in mitigating landslides in different

U.S War on Afghanistan Term Paper Example | Topics and Well Written Essays - 750 words

U.S War on Afghanistan - Term Paper Example Americans truly understand that the question concerning Afghanistan is not about winning the war but whether it leads to national security. The Obama administration should speed up troop withdrawal and turn over combat to the Afghan Army. The Obama administration should speed up troop withdrawal and turn over combat to the Afghan Army. Getting rid of al Qaeda does not need a large scale and long term military presence in Afghanistan for several reasons. First and foremost, we must bear in mind that the military does very well in killing bad people, bombing command centers, destroying enemy troop formations, but not able to find hidden killers. The close cooperation with agencies that enforce foreign law and the scalpel of intelligence sharing has done more in rounding up suspected terrorists as compared to the military force. Whether we choose to stay or withdraw, al Qaeda can capitalize on our choice to remain victorious. If we happen to withdraw, we may appear weak despite the fact that the U.S is responsible for about a half of the military spending in the world. Its power can be projected to the most unreachable places in the word and come up with one of the largest nuclear arsenals globally. The United States of America also seems to be weak if it remains in Afghanistan for a longer period of time. Our military will appear weak, with aimless strategies and irrespective of our efforts; continued military operations will kill more Afghan civilians thus reducing the support we have among the population. Our policy towards Afghanistan has undermined the main U.S. interests in Pakistan. Operations have managed to kill quite a number of high value targets, and this may have gravely degraded al Qaeda’s international capabilities. Unfortunately, our policies are pushing the region’s jihadist insurgency over the boundary into Pakistan. In the year 2007, tribal based groups referred to as the Taliban started emerging in the Pakistan border region in re sponse to frequent Pakistan army incursions. The current U.S. policy is continuously pushing militants into Pakistan cities, thus strengthening the jihadist forces that we are seeking to defeat, therefore, pressing the nuclear armed country into war (Adam 34). Nevertheless, the most terrible thing we can do is concentrate in this region entirely. This is the same thing we did some time back when we funded the mujahedeen, but there were costs for being in the region for a long time. We accomplished very little but gave al Qaeda the chance to push the conflict into Pakistan. America should speed up troop withdrawal; continue with open relations and sharing of intelligence with all countries of the region. It should also deploy Special Forces for operations against particular targets and engage in rigorous surveillance (Schmitt 25). For the last few years, violence in Afghanistan has been dubbed an â€Å"insurgency† which requires the application of a counterinsurgency strategy. This has risen to prominence in the U.S defense force and national security thinking that relies on theology. Counterinsurgency has become common in the present and future wars. It has thus become a new way of war for the Americans. The challenge of counterinsurgency theory and doctrine is that it hinders our ability to apprehend the nature of our predicament in Afghanistan accurately. This theory gives emphasis on the population meeting its needs, developing economies and establishing governmental legitimacy (Cooley 72). According to the theory, most of the population is not sure on whose side they should be on, we should capitalize on this to influence them to choose us. The U.S should withdraw its troops from Afghanistan by using a public timetable. They should negotiate with the government of Afghanistan and other key partners. The U.S public is against the war in Afghanistan thus the war should be brought to an end. Even

Medical Marijuana Essay Example | Topics and Well Written Essays - 750 words - 1

Medical Marijuana - Essay Example According to the essay the Food and Drug Administration (FDA) in the United States has approved the use of chemicals extracted from marijuana known as cannabinoids. The endorsement was made after scientific studies conducted on chemical components of the drug. Further, pharmaceutical drugs have been developed using marijuana chemicals for therapeutic purposes at the same time removing chemicals that have been causing side effects and highness.This study declares that medical marijuana laws MML have was passed in states like Maryland to remove penalties imposed on users of marijuana whenever they are got in possession of or using marijuana. According to medical marijuana laws, doctors are expected to provide approval to patients regarding the use of marijuana for medical benefits. The approval given to patients will render them immune to any prosecution by states when they are got in possession or using marijuana.  Marijuana use has been associated with increased motor vehicle accid ents and increasing burden on healthcare. Longer use of the drug has contributed to brain damage, cognitive impairment and respiratory damage when smoked. Other heath related risks associated with the use of marijuana includes bronchitis, lung cancer, heart attack and wheezing.  Use of marijuana for a long time is likely to cause severe implications stated above. Those against the use of marijuana for medical purpose explain that marijuana has two chemical components  that are harmful to human.

How Race Specific Regiments in WWII Influenced Modern Day U.S Research Paper

How Race Specific Regiments in WWII Influenced Modern Day U.S. Military - Research Paper Example The presence of racial segregation in the United States armed forces depicted the widespread segregation mostly in the Black-American south. They were banned from visiting white dominated regions and had to attend inferior schools. Attempts to fight for their rights was met by terrorism and lynching such as the Ku Klux Klan. Nevertheless, the outbreak of the Second World War and deficiency of manpower led to enrollment of other races in the army such as the Africans, Mexicans, and Japanese. Their contribution and the success of wars led to recognition and desegregation by other leaders and American citizens. To evaluate the contribution of these individuals in the Army, this paper will analyze the Navajo code talkers, Buffalo soldiers, and the 442nd Japanese unit regiment. Buffalo Soldiers Most of the United State history centers on The Gold Rush, Gunfights, Indians, and Cowboys. However, the contribution of the black in the West expansion was of little knowledge. This is based on th e fact that enslavement and racism was at a higher rate despite the insinuation that it was a Free State. In regards to this perception, enslavement was more of a mental than physical aspect (Fioner, 1965). The Black Americans contribution was realized in several areas of U.S development such as commerce, wars and in the ranches. Unlike the prevailing misconception that the present Americans achievement is founded on the accomplishments of the Caucasians, Blacks had immense contribution than the natives. The misconception is based on imprisonment of the blacks and the little efforts they made were met with less credit (Katz, 1967). In America, Blacks were thought to be inferior thus hindering their advances if they could have been given a chance. Despite the presence of many obstacles, Blacks were able to struggle in aiding the America west expansion. The wars offered the Blacks with an opportunity to explore America and make their way out from the South and at large to break the so cial situation of racism. Though United States approved Blacks enlisting in the war, they were not protected from the Indians since they were placed in the war fronts (Fioner, 1965). As a result, Blacks’ residents and forts were abandoned. Racism was at its highest order since the Easterners and Southern U.S population despised the presence of Negro soldiers in their community or their neighborhood. Similarly, Blacks were excluded from general employment prospects. Therefore, the enrollment in the military was welcomed since they were sure of pension, shelter, medical attention, steady pay, and education once recruited in the forces. Though initial recruitment was dedicated to filling quotas regardless of the recruits’ soldiering skills and capability, constant replacements at the place of work called for recruitment of enlightened and educated Blacks. Black soldiers in the U.S war against Indians, fought with the zeal to win and devoted their lives in wars in regard t o their own personal believes. They perceived to gain equality and respect they had suffered under slavery. Nevertheless, United States development that was based on enslavement could not grant this component of freedom through devotion to war. Life and death struggles characterized the Blacks’ efforts in the hostile environments that they were constantly relocated. Their loyalty to United States

John R. Dilworth Animator Research Paper Example | Topics and Well Written Essays - 2000 words

John R. Dilworth Animator - Research Paper Example Within the spectrum of animation a number of prominent artists have emerged who have revolutionized the genre or simply create meaningful and unique content. One such animation artist is John R. Wilworth. This essay constitutes a broad ranging investigation of Wilworth’s background and professional development and analyzes some of his prominent films in the context of his oeuvre and the animation tradition. Analysis John R. Dilworth was born February 14, 1963 in New York City, New York. Growing up he had been interested in arts and animation and notes that he spent countless hours watching Disney films and attempting to replicate characters such as Donald Duck and Mickey Mouse for his high school art projects. He came to recognize that he had both a talent and inclination for this variety of artistic expression and resolved to pursue a career in arts and animation. He attended the School of Visual Art in New York. While he avidly pursued his scholastic pursuit, he also has not ed that, â€Å""You can't rely on a school to teach you what you believe you should know. You need to take the responsibility† (Miller, 1999). ... The position was lucrative for Dilworth, especially after recently graduating from college. Still, he recognized that working as an art director was not his true passion in life and longed for a full-time career in animation. Pursuing a career in animation became Dilworth’s primary driving impulse. Using his salary at Baldi, Bloom and Whelan Advertising Dilworth began funding his own animated projects. Among the most prominent pursuits during this time was he work on what he refers to as his magnum opus The Limited Bird. For two and a half years every night after work Dilworth would go home and work on this film. After completing the film Dilworth was able to shop it to potential employers as a means of beginning his career in animation. In these regards, Dilworth began working for a variety of animations studios as an assistant or cel painter. While he was not creating his own work, the experience was crucial in his development as it allowed Dilworth to further enhance his an imation skills as well as gain an understanding of the structural dimensions of the animation business. During this period Dilworth worked for a number of prominent animation studios, perhaps most prominent Nickelodeon where he worked on the original version of the popular Doug cartoon. As Dilworth’s gained further experience with the animation studios he gradually took on greater responsibility. In these regards, he completed work on When Lilly Laney Moved In (1991), as well as Psyched for Snuppa (1992). While Dilworth’s career responsibilities were gradually increasing he began to further refine his perspective on style and artistic production. He notes that during this period he came to recognize to, â€Å"see

How Race Specific Regiments in WWII Influenced Modern Day U.S Research Paper

How Race Specific Regiments in WWII Influenced Modern Day U.S. Military - Research Paper Example The presence of racial segregation in the United States armed forces depicted the widespread segregation mostly in the Black-American south. They were banned from visiting white dominated regions and had to attend inferior schools. Attempts to fight for their rights was met by terrorism and lynching such as the Ku Klux Klan. Nevertheless, the outbreak of the Second World War and deficiency of manpower led to enrollment of other races in the army such as the Africans, Mexicans, and Japanese. Their contribution and the success of wars led to recognition and desegregation by other leaders and American citizens. To evaluate the contribution of these individuals in the Army, this paper will analyze the Navajo code talkers, Buffalo soldiers, and the 442nd Japanese unit regiment. Buffalo Soldiers Most of the United State history centers on The Gold Rush, Gunfights, Indians, and Cowboys. However, the contribution of the black in the West expansion was of little knowledge. This is based on th e fact that enslavement and racism was at a higher rate despite the insinuation that it was a Free State. In regards to this perception, enslavement was more of a mental than physical aspect (Fioner, 1965). The Black Americans contribution was realized in several areas of U.S development such as commerce, wars and in the ranches. Unlike the prevailing misconception that the present Americans achievement is founded on the accomplishments of the Caucasians, Blacks had immense contribution than the natives. The misconception is based on imprisonment of the blacks and the little efforts they made were met with less credit (Katz, 1967). In America, Blacks were thought to be inferior thus hindering their advances if they could have been given a chance. Despite the presence of many obstacles, Blacks were able to struggle in aiding the America west expansion. The wars offered the Blacks with an opportunity to explore America and make their way out from the South and at large to break the so cial situation of racism. Though United States approved Blacks enlisting in the war, they were not protected from the Indians since they were placed in the war fronts (Fioner, 1965). As a result, Blacks’ residents and forts were abandoned. Racism was at its highest order since the Easterners and Southern U.S population despised the presence of Negro soldiers in their community or their neighborhood. Similarly, Blacks were excluded from general employment prospects. Therefore, the enrollment in the military was welcomed since they were sure of pension, shelter, medical attention, steady pay, and education once recruited in the forces. Though initial recruitment was dedicated to filling quotas regardless of the recruits’ soldiering skills and capability, constant replacements at the place of work called for recruitment of enlightened and educated Blacks. Black soldiers in the U.S war against Indians, fought with the zeal to win and devoted their lives in wars in regard t o their own personal believes. They perceived to gain equality and respect they had suffered under slavery. Nevertheless, United States development that was based on enslavement could not grant this component of freedom through devotion to war. Life and death struggles characterized the Blacks’ efforts in the hostile environments that they were constantly relocated. Their loyalty to United States