Battle of Leyte Gulf in World War II

Battle of Leyte Gulf in World War II The Battle of Leyte Gulf was fought October 23-26, 1944, during World War II (1939-1945) and is considered the conflicts largest naval engagement. Returning to the Philippines, Allied forces began landing on Leyte on October 20. Responding, the Imperial Japanese Navy launched plan Sho-Go 1. A complex operation, it called for multiple forces to strike the Allies from several directions. Central to the plan was luring away the American carrier groups that would be protecting the landings. Moving forward, the two sides clashed in four distinct engagements as part of the larger battle: Sibuyan Sea, Surigao Strait, Cape Engaà ±o, and Samar. In the first three, Allied forces won clear victories. Off Samar, the Japanese, having been successful in luring away the carriers, failed to press their advantage and withdrew. In the course of the Battle of Leyte Gulf, the Japanese suffered heavy losses in terms of ships and were unable to mount large-scale operations for the rest of the war. Background In late 1944, after extensive debate, Allied leaders elected to begin operations to liberate the Philippines. The initial landings were to take place on the island of Leyte, with ground forces commanded by General Douglas MacArthur. To assist this amphibious operation, the US 7th Fleet, under Vice Admiral Thomas Kinkaid, would provide close support, while Admiral William Bull Halseys 3rd Fleet, containing Vice Admiral Marc Mitschers Fast Carrier Task Force (TF38), stood further out to sea to provide cover. Moving forward, the landings on Leyte commenced October 20, 1944. Admiral William Bull Halsey. US Naval History and Heritage Command The Japanese Plan Aware of American intentions in the Philippines, Admiral Soemu Toyoda, commander of the Japanese Combined Fleet, initiated plan Sho-Go 1 to block the invasion. This plan called for the bulk of Japans remaining naval strength to put to sea in four separate forces. The first of these, Northern Force, was commanded by Vice Admiral Jisaburo Ozawa, and was centered on the carrier Zuikaku and the light carriers Zuiho, Chitose, and Chiyoda. Lacking sufficient pilots and aircraft for battle, Toyoda intended for Ozawas ships to serve as bait to lure Halsey away from Leyte. With Halsey removed, three separate forces would approach from the west to attack and destroy the US landings at Leyte. The largest of these was Vice Admiral Takeo Kuritas Center Force, which contained five battleships (including the super battleships Yamato and Musashi) and ten heavy cruisers. Kurita was to move through the Sibuyan Sea and the San Bernardino Strait, before launching his attack. To support Kurita, two smaller fleets, under Vice Admirals Shoji Nishimura and Kiyohide Shima, together forming Southern Force, would move up from the south through the Surigao Strait. Japanese battleships at Brunei, Borneo, in October 1944, photographed just prior to the Battle of Leyte Gulf. The ships are, from left to right: Musashi, Yamato, a cruiser and Nagato. US Naval History and Heritage Command Fleets Commanders Allies Admiral William HalseyVice Admiral Thomas Kinkaid8 fleet carriers8 light carriers18 escort carriers12 battleships24 cruisers141 destroyers and destroyer escorts Japanese Admiral Soemu ToyodaVice Admiral Takeo KuritaVice Admiral Shoji NishimuraVice Admiral Kiyohide ShimaAdmiral Jisaburo Ozawa1 fleet carrier3 light carriers9 battleships14 heavy cruisers6 light cruisers35 destroyers Losses Allies - 1 light carrier, 2 escort carriers, 2 destroyers, 1 destroyer escort, approx. 200 aircraftJapanese - 1 fleet carrier, 3 light carriers, 3 battleships, 10 cruisers, 11 destroyers, approx. 300 aircraft Sibuyan Sea Beginning on October 23, the Battle of Leyte Gulf consisted of four primary meetings between Allied and Japanese forces. In the first engagement on October 23-24, the Battle of the Sibuyan Sea, Kuritas Center Force was attacked by the American submarines USS Darter and USS Dace as well as Halseys aircraft.  Engaging the Japanese around dawn on October 23, Darter scored four hits on Kuritas flagship, the heavy cruiser Atago, and two on the heavy cruiser Takao. A short time later, Dace hit the heavy cruiser Maya with four torpedoes.  While Atago and Maya both sank quickly, Takao, badly damaged, withdrew to Brunei with two destroyers as escorts. Battle of the Sibuyan Sea, 24 October 1944 Japanese battleship Yamato is hit by a bomb near her forward 460mm gun turret, during attacks by U.S. carrier planes as she transited the Sibuyan Sea. US Naval History and Heritage Command Rescued from the water, Kurita transferred his flag to Yamato. The next morning, Center Force was located by American aircraft as it moved through the Sibuyan Sea. Brought under attack by aircraft from 3rd Fleets carriers, the Japanese quickly took hits to the battleships Nagato, Yamato, and Musashi and saw the heavy cruiser MyÃ… kÃ…  badly damaged. Subsequent strikes saw Musashi crippled and drop from Kuritas formation. It later sank around 7:30 PM after being hit with at least 17 bombs and 19 torpedoes. Under increasingly intense air attacks, Kurita reversed his course and retreated. As the Americans withdrew, Kurita again changed course around 5:15 PM and resumed his advance towards the San Bernardino Strait. Elsewhere that day, the escort carrier USS Princeton (CVL-23) was sunk by land-based bombers as its aircraft attacked Japanese air bases on Luzon. Surigao Strait On the night of October 24/25, part of the Southern Force, led by Nishimura entered the Surigao Straight where they were initially attacked by Allied PT boats. Successfully running this gauntlet, Nishimuras ships were then set upon by destroyers which unleashed a barrage of torpedoes. In the course of this assault USS Melvin hit the battleship  FusÃ…  causing it to sink. Driving forward, Nishimuras remaining ships soon encountered the six battleships (many of them Pearl Harbor veterans) and eight cruisers of the 7th Fleet Support Force led by Rear Admiral Jesse Oldendorf. USS West Virginia (BB-48) firing during the Battle of Surigao Strait, 24-25 October 1944. US Naval History and Heritage Command Crossing the Japanese T, Oldendorfs ships used radar fire control to engage the Japanese at long range. Pounding the enemy, the Americans sank the battleship Yamashiro and the heavy cruiser Mogami. Unable to continue their advance, the remainder of Nishimuras squadron withdrew south.  Entering the strait, Shima encountered the wrecks of Nishimuras ships and elected to retreat. The fighting in the Surigao Strait was the last time two battleship forces would duel. Cape Engaà ±o At 4:40 PM on the 24th, Halseys scouts located Ozawas Northern Force. Believing that Kurita was retreating, Halsey signaled Admiral Kinkaid that he was moving north to pursue the Japanese carriers. By doing so, Halsey was leaving the landings unprotected. Kinkaid was not aware of this as he believed Halsey had left one carrier group to cover the San Bernardino Straight. At dawn on October 25, Ozawa launched a 75-plane strike against Halsey and Mitschers carriers. Easily defeated by the American combat air patrols, no damage was inflicted. Countering, Mitschers first wave of aircraft began attacking the Japanese around 8:00 AM.  Overwhelming the enemy fighter defense, the attacks continued through the day and ultimately sank all four of Ozawas carriers in what became known as the Battle of Cape Engaà ±o. Samar As the battle was concluding, Halsey was informed that the situation off Leyte was critical. Toyodas plan had worked. By Ozawa drawing away Halseys carriers, the path through the San Bernardino Straight was left open for Kuritas Center Force to pass through to attack the landings. Breaking off his attacks, Halsey began steaming south at full speed. Off Samar (just north of Leyte), Kuritas force encountered the 7th Fleets escort carriers and destroyers.   Launching their planes, the escort carriers began to flee, while the destroyers valiantly attacked Kuritas much superior force. As the melee was turning in favor of the Japanese, Kurita broke off after realizing that he was not attacking Halseys carriers and that the longer he lingered the more likely he was to be attacked by American aircraft. Kuritas retreat effectively ended the battle. Aftermath In the fighting at Leyte Gulf, the Japanese lost 4 aircraft carriers, 3 battleships, 8 cruisers, and 12 destroyers, as well as 10,000 killed. Allied losses were much lighter and included 1,500 killed as well as 1 light aircraft carrier, 2 escort carriers, 2 destroyers, and 1 destroyer escort sunk. Crippled by their losses, the Battle of Leyte Gulf marked the last time the Imperial Japanese Navy would conduct large-scale operations during the war. The Allied victory secured the beachhead on Leyte and opened the door for the liberation of the Philippines. This in turn cut off the Japanese from their conquered territories in Southeast Asia, greatly reducing the flow of supplies and resources to the home islands. Despite winning the largest naval engagement in history, Halsey was criticized after the battle for racing north to attack Ozawa without leaving cover for the invasion fleet off Leyte.

Sweeney Tod1 essays

Sweeney Tod1 essays Sweeney Todd: The Demon Barber of Fleet Street Sweeney Todd is based on the 19th century melodrama about a London criminal. Todd is sort of portrayed as a noble figure driven to crime when Judge Turpin takes his wife and child from him. He is unjustly imprisoned and vows revenge not only to the judge, but also to all the people of London. The theater production began with an awesome staging of eeriness to further the mood of the title itself. My attention was captured as soon as the play began. The thick mist gives way to an entire underworld of Londoners. They come out with their gutter costumes and worn-looking faces. In cut-off laconic phrases they sing verses of the Sweeney Todd ballad. The ballad is important to the play. Every time I heard it, it just reminded me of the evil that was on stage. I think this was the purpose of the songto keep the audiences attention focused on the insanity surrounding Sweeneys killing spree. The band of beggars and street people advance toward the audience in rags and in anger. They are very important in showing Sweeneys personality early in the show. To complete the actors purpose, Sweeney Todd himself rises from the pits below. His face has evil and revenge written all over it. Sweeney Todd was very convincing with his role. He has one of the most inspired roles, yet it is filled with dark humor. In on scene where he is proceeding to slit throat after throat, a customer comes in with his family. Sweeney just looks on in irritation and frustration. It is hilarious. Sweeney allows the audience to experience several emotionsfrom horror and disbelief to sympathy and compassion. Although Sweeney is committing murderous acts, he is acting out of the love of his family. His daughter has been stolen from him and his wifes life has been ruined (although he thinks she is dead). Sweeney makes his rage more frightening with the baritone...

Techno Music in Detroit Essay Example | Topics and Well Written Essays - 1000 words

Techno Music in Detroit - Essay Example Techno, although seen as the voiceless, computerized machine-music of the 1990s, actually originated in the mid-1980s in Detroit and Chicago where avant garde disco DJs were experimenting with minimalist ‘industrial’ sounds (Reynolds 1998: 2), influenced in parts by disco, Philly soul, and European synth-pop (Hoffmann), Few people associate techno with its African American origins yet the three individuals most closely associated with the birth of Detroit techno as a genre are the "Belleville Three", Juan Atkins, Kevin Saunderson and Derrick May. These three African American high school friends from Detroit learned and mastered the art of ‘mixing’ electronic music (Reynolds 1998: 2). They soon found to their surprise that their basement music was in dance floor demand, thanks in part to a Detroit radio personality known as The Electrifying Mojo (Reynolds 1998: 2). Mojo not only played their early home grown techno tracks, but also influenced the new sound by playing electronic music from pioneers like Kraftwerk who were based in DÃ ¼sseldorf, Germany. The band Kraftwerk was masterminded by Ralf HÃ ¼tter and Florian Schneider, and have been widely accredited as the major influence on Detroit techno. In particular, their albums `Autobahn` from 1975, `Transeuropa Express` from 1977 and `Die Mensch-Maschine` from 1978, contributed to their reputation as the ‘Godfathers of Techno’ (Reynolds 1998: 2). ... Though, Detroit had a larger African American population, the chcago area, which had segregated black neighbourhoods, produced DJs who had their own individualistic styles. Party holders took advantage of these styles and organised their down town gatherings by inviting the best DJs from both the Westside and the Southside neighbourhoods. These events usually housed up to 5000 young people from both Chicago and Detroit. This meant that the Chicago DJs had more structure and were cutting more than the Detroit DJs (Hoffmann). Eventually Detroit DJs started working on their own tracks and giving it to Chicago's 'Hot Mix people' who started playing it in the various clubs and on radio stations, calling it "the 'house' sound of Detroit". By linking this new sound to Chicago, its DJs controlled how much influence was given to Detroit owing to intense competition and a need to keep the music culture strong in Chicago alone (Hoffmann). However, there were many DJs who were happy to help DJs Juans and Derricks by playing their tracks tracks which were created by mixing and blending music, creating a smoother music compared to the Chicago DJs who had a different beat and a different vocal every eight bars. Although producers in both cities used the same hardware and even collaborated on projects and remixes together, Detroiters traded the choir-friendly vocals of House with metallic clicks, robotic voices and repetitive hooks reminiscent of an automotive assembly line. It is this characteristic of the genre that provides the argument by authors such as Williams (2001: 158) who suggests that Detroit techno was a soundtrack for the evisceration of

Assignment Example | Topics and Well Written Essays - 500 words - 139

Assignment Example In St. John, people hung out their clothes to dry as compared to Calgary where people use washers and dryers in their households (DeWolf , 2007). The use of clear examples and illustrations in the essay into drawing a conclusion about the topic makes it qualify as an inductive essay. According to the essay, the Christopher uses examples in different cities such as Calgary, St. John, Montreal, and St. Michael to demonstrate the significance of clotheslines. Apart from the aesthetic picture brought about by clothes hanging on the lines, there are a vast range of benefits associated with hanging clothes in the lines (DeWolf , 2007). According to La Presse, the sun is eradicates odours and removes stains from clothes in en effective manner as compared to dryers. There is a wide range of advantages of having clothesline apart from being fashionable, and aesthetic outstanding. The presence of clothesline in various regions brings out traditional aspect of hanging clothes in the open. According to research studies, the sun plays an imperative role in the elimination of odours and stains as compared to the use of dryer. Drying of clothes in the sun is sometimes associated with poverty and class. On this perspective, some governments have implemented legislations that ban individuals from hanging clothes in lines. On the contrary, Ontario environment minister has brought up the idea to eliminate clothesline ban in the region. Clotheslines have myriad benefits to people and the environment in general. According to Christopher, clotheslines have a beautiful and romantic outlook to the surrounding. During the author’s visit at different cities, he observed various aesthetic outlook of clothesline. Clotheslines have traditional and more fashionable way of drying clothes in the open sun. On the other hand, the sun has a crucial role in the elimination of bad smell and stains on clothes. There have been myriad legislations

New Venture Creation Project Essay Example | Topics and Well Written Essays - 2000 words

New Venture Creation Project - Essay Example This is because it influences the manner in which they interact with their peers, and the manner in which they conduct their business operations. For instance, the current century is shaped by the emergence of the social media. People look for friends and associations in sights such as facebook, web2.0, and twitter (Pakroo and Marcia, 20). A large percentage of people access these sights by using the computers. Business men on the other hand peruse through the internet in search of information concerning their business activities (Murthy, 23). Murthy (25) further denotes that business organizations cannot achieve their objectives without using computers. Basing on this background, there is a ready market for computer products. On this note, it is advisable to invest in this sector, and to do this, an entrepreneur must have a business plan. A plan will help in raising funds for the business enterprise, and therefore set directions for the business. For instance, this plan identifies t he computer services and products my business intends to offer, and the location of the business establishment. It identifies the scope of the business operations, and the managerial personnel. It also identifies the marketing strategies of the business establishment, its growth plan, and the expected sales revenues. It also identifies the capital required and whether there is a need for an investor. Products and Services offered: The computer products for sale are all computers hardware and software. This includes hardware components such as central processing units (CPUs), tfts, monitors, and a computer key board. The business also sells products such as Kaspersky’s; an anti-virus. The business concerns itself with the repair of broken computer parts, and the designing of websites for companies, and individual people. A central processing unit is a computer hardware whose main function is to carry the instructions of a computer program through logical and arithmetic operati ons of a computer system (Murthy, 34). It is a core requirement for a computer system to be complete. On this note there, these hardware’s will form a majority of the computer products that my organization will sell. Other products are the TFTS, the monitors, and the computer keyboards. My organization can also assemble these parts for purposes of producing a complete computer system. But this service will only depend on the requirements of the customer. Computer systems are also under attack from viruses, and other computer malwares. On this basis therefore, a computer system needs to have software’s that protects it from such kind of attacks. Basing on this need, my organization will seek to sell anti-virus and anti-malwares software such as Kaspersky. Kaspersky is effective in protecting computer systems from malware and virus attack (Murthy, 27). Basing on this notion, Kaspersky’s is a much sought after computer software, and it will prove to be profitable i f we trade in it. The business establishment will also have a repair unit, composed of highly trained individuals on all manner computer maintenance and repairs (Perryer, 28). I believe this service is essential considering the nature of our business. For example, a customer might buy a product from us, and it becomes defective. The proper way is to repair the product, instead of returning back his or her cash. The business will also concern itself with the designing of websites, for individuals and corporate organizations. In the current

Application of Learning Theories to Teaching

Application of Learning Theories to Teaching THEORIES AND PRINCIPLES FOR PLANNING AND ENABLING LEARNING TASK 1 Learning Styles Learning styles impact on every aspect of our lives: how we gather information, how we use it and how we link it together are all determined by our learning style. Nicholls Le Versha 2003, p. 57 Learning styles, or cognitive styles, refer to how individuals learn in different ways and are of particular importance to teachers who wishes to create inclusive and effective learning situation. Learning styles are divided primarily, but not exclusively, into the three groups of visual learners, aural learners and kinesthetic learners. Whilst the first group learns best by seeing information, such as on the board or visually demonstrated, the second group takes in information aurally and needs to hear what is happening. The third group understands best in a hands-on, tactile manner such as holding the materials or practicing working with them. The importance of catering for learning styles links to the importance of understanding how best to cater for cognitive development. Learning style research has its roots in the humanistic social constructivism generated by Vygotsky and his follows. Here the stress is on the interaction of socio-cultural factors in the development of the indi vidual and it is easy to see how necessary it is to make information available to students at a number of levels and thereby take into account their individual approach to learning. Motivation Motivation is a complex area and can have a huge impact on learner achievement and behavior which means that motivational teaching strategies need to be carefully considered. Extrinsic motivation is essentially a behaviourist concept in that certain behaviours are encouraged by rewards, ranging from praise to money. The use of extrinsic motivation in teaching corresponds to Pavlov and Skinner’s early work in that the reward is used to induce certain behaviours, such as praise for completing a test resulting in a positive approach to the next text. Intrinsic motivation is more of an internal driving force that may come from factors as diverse as curiosity to enjoyment. It could be argued that promotion of the former concept tends towards competition whilst the latter is more focused on individual achievement through improvement. Competition is often seen as a negative and seen as ‘undermining student motivation’ (p. 275) in that it de-motivates those who consistent ly fail as well as providing little incentive for those who already make the grade. Therefore, to encourage and inclusive approach means providing sources of motivation that best suit the student but always aim to achieve intrinsic, progress based achievement. Low Literacy At a more pragmatic level, the impact of low literacy (and numeracy) upon student’s confidence and learning can be enormous. Whatever the cause, be it students with English as a second language, or those struggling with work that is beyond their emotional age or cognitive stage, it is essential for the teacher to assess literacy levels through a diagnostic assessment and plan accordingly. It may be that students metalinguistic (how language works) awareness can be built up using the subject, such as working through an understanding of acids and alkali’s as they relate to beauty treatment. The use of IT as well as text to develop literacy has also stimulated a vast body of research (e.g. Larson Marsh 2005). This area deserves far more attention than the brief mention given here, but it is also an area that may benefit from an action research approach whereby the literacy strategies of the class are assessed, observed, analysed and acted upon in an ongoing reflective cyc le. Classroom Environment The learning environment and its impact upon students have also generated a considerable body of literature. Whilst Maslow’s Hierarchy of Human Needs (1970) looked at a generic sequence of responses to environments, a more holistic understanding of the environments that affect a student’s learning have been studied by those such as Bronfenbrenner (1998) who conceptualized a variety of ecological systems, from the micro to the macro. The microsystem involves the individual’s direct interactions with other individuals whilst the macrosystems take into account the socio-cultural values and ‘norms’ (Krause et al. 2003, p. 264) . The classroom environment not only needs to provide a safe, secure and supportive atmosphere, it also needs to provide an inclusive setting for all individuals which means taking factors such as gender, race, ethnicity, age and stage etc into consideration. Alongside these runs the teachers own teaching styles – permissive , authoritative or authoritarian (Whitton et al. 2004, 185) – and how they respond to the students. Effective Planning and Intelligence If the goal of teaching is to provide learning environments that work for all students, then clearly planning is an integral element. To take one part of the teaching cycle, planning, is to look at one aspect of this vast area. In a constructivist paradigm, planning needs to both develop knowledge and play to students strengths. Rather than look at this structurally, as in planning using cooperative groups, whole class or individual working, this section considers interpretations of intelligence such as Gardner’s multiple intelligences (Krause et al 2003, p. 201) and Sternberg’s triarchic model of intelligence (ibid p. 202). As with learning styles, failure to plan effectively in order to encourage a range of cognitive strengths may act as disincentive. Sternberg differentiated between analytic, creative and practical intelligences and suggested applying these to the curriculum. They provide a useful strategy for inclusive teaching. TASK 2 Engagement Theory Whilst this has its roots in distance learning and the use of IT (Kearlsey Shneiderman 1999), the premises upon which it is based appear particularly useful to effective, inclusive planning. One of the primary principles is to plan for authentic learning through student interaction and provision of meaningful tasks. Secondly, this is essentially a constructivist approach aimed at enabling the individual’s translation and internalization of knowledge through guided progression to various zones of proximal development. Thirdly, in common with situated learning, engagement theory is underpinned by a wish to create learning experiences that intrinsically motivate through exposing students to real-world problem solving situations. The levels of engagement also relates to inclusive planning for learning styles and multiple intelligences. With regard to planning for engagement, lessons need to include a range of teaching strategies such as questioning, reasoning, analysing, creating and judging. This involves creating practical, curriculum linked situations and designing the lesson around them. For example, one lesson may involve a scenario, analysis of that scenario, role play of the events, creating alternatives and assessing final comprehension. This methodology allows for an inclusive approach designed to allow information to be made available to students in a variety of ways and formats. Principles of Empowerment This is also a somewhat generic principle yet it applies to teaching very successfully. One of the underlying goals is to set students up for success by ensuring the tasks are age and stage appropriate and that they stretch the student towards their zones of proximal development whilst ensuring successful outcomes. Another aspect of this principle is that students take responsibility for their learning. Ownership of one’s development has been shown to be a powerful motivator and motivation is recognised a key element to learning. Motivation resides entirely in the person motivated. It can be inspired and encouraged by others but not given. Leamnson 1999, p. 54 A third element of this principle refers to student choice. Whilst the learning requirements remain the same, the choice of learning strategy, resource use and methodology may be used to allow students to choose their favored approach. Planning to empower students and therefore engage them in their learning once again means catering for all learning styles and planning for choice. Working in the area of Beauty therapy allows for considerable choice of approach and lends itself to practical training. This does mean that resources and activities have to be well structured and planned before implementation but it also means students can find a number of ways of achieving the required learning. A criticism is that students will not be required to use their less favoured approach and thereby develop areas they feel less confident in. TASK 3 Reflection I find that catering for all learning styles is a far more complex area that needs more consideration. For example, at one level catering for learning styles means providing information in a way that an individual can take in. However, at another level, it also requires a more holistic overview that takes into consideration the students socio-cultural values and ‘norms’. Therefore, integrating this overview within my planning cycle requires several considerations. For example, it requires the allowing of space and consideration for analysing and assessing the student’s background knowledge, understandings and value systems. This will strengthen my understanding of how best to communicate with individual students and support their own sense of value and security within the classroom. It is anticipated that this approach will allow for a better consideration of student comfort and perceptions of security through providing familiar formats and establishing a comfort zone. As Maslow’s Hierarchy of Human Needs showed, it is difficult for students to function psychologically at a higher level if they do not feel safe and secure within their environment. Therefore, when planning, I intend to not only cover the various learning styles but to integrate this with socio-culturally and linguistically inclusive practice. Depending on the situation, this can be as diverse as providing materials in more than one language or selecting cooperative groups with common understandings. This is not to say that the expectations will be lessened. These need to be clearly established and provide the working format for the students. For example, they will be expected to achieve certain goals and be able to effectively communicate or demonstrate their learning. Catering for learning styles is an inclusive strategy as is that of catering for different students cognitive strengths. Consideration of practical application of strategies that include the diversity of multiple intelligences appears to be somewhat over-whelming. Sternberg’s triarchic model (Krause et al. 2003, p. 202) simplifies this into a planning procedure that endows each subject with an analytic, creative and practical component. This is particularly helpful for the beauty industry as it encourages an all round interaction both with the information, the practice and the people concerned. As a practical vocation, beauty requires strong communication and practical skills and the tendency is to stress this practical element. However, Sternberg reminds us that a triarchic approach is more inclusive and works better for a wider range of people. I would like to bear this in mind when planning my lessons and appreciate that this will demand constant assessment and reflection i n order to be at its most effective. Professional development The following is a professional development plan involving some of the primary issues looked at in this essay. It is very much an overview and the course titles are purely to provide direction rather than actual titles. It is anticipated that this will change as the reality of working within specific scenarios provides the benefit of experience. This table is also specific to the area of inclusivity and its associated planning. There are many other areas that would also benefit my practice. Professional Development Plan GOALS COURSES EXAMPLE THEORIES PROVIDERS DATE Improve Instructional Process Theory into Practice Learning styles Engagement and Motivation Improve inclusive planning Cultural inclusivity Curriculum links How to Apply Theory to Improved Practice Catering for Learning Styles How to Empower and Motivate Students Planning to include cultural diversity – setting expectations and treating diversity positively Assessment for Planning Curriculum correspondence with inclusive teaching practice SOCIAL CONSTRUCTIVISM HUMANISM AND BEHAVIOURISM Vygotsky’s social constructivism Piaget’s age and stage theories Gardner’s theory of multiple intelligences Sternberg’s triarchic model of intelligence Weiner’s attribution theory Bandura’s behavioural theories of learning Maslow’s hierarchy of human needs Bronfenbrenner’s ecological systems theory Erikson’s psychosocial development stages NB there is considerable interaction between the theories/principles listed here and the list is by no means exclusive. References Bronfenbrenner, U. Morris, P (1998) ‘The ecology of developmental processes’ in R M Lerner (Ed) Handbook of Child Psychology, Vol. 1. Theoretical models of human development, 5th Ed., pp. 535-584, Wiley: New York Kearsley, G. Shneiderman, B (1999) ‘Engagement Theory: A framework for technology-based teaching and learning’, accessed 28th September 2008, http://home.sprynet.com/~gkearsley/engage.htm Krause, K-L., Bochner, S. Duchesne, S (2003) Educational Psychology for teaching and learning, Thomson: Southbank, VIC. Larson, J. Marsh, J (2005) Making Literacy Real: Theories and Practices for Learning and Teaching, Sage: London Leamnson, R (1999) Thinking about Teaching and Learning, Stylus Maslow, A (1970) Motivation and Personality, 2nd Ed., Harper Row: New York Nicholls, G. Le Versha, L (2003) Teaching at Post-16: Effective Teaching in the A-Level, AS and GNVQ Curriculum, Kogan Page: London Pressley, M. McCormick, C (2007) Child and Adolescent Development for Educators, Guildford Press: New York Whitton, D., Sinclair, C., Barker, K., Nanlohy, P. Nosworthy, M (2004) Learning for Teaching, Teaching for Learning, Thomson: Southbank, VIC.

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â€Å"There’s no magic bullet; there’s no pill that you take that makes everything great and makes you happy all the time. I’m letting go of those expectations, and that’s opening me up to moments of transcendent bliss. But I still feel the stress over ‘Am I thin enough? Am I too thin? Is my body the right shape?† –Anne Hathaway. It seems as if every young girl’s desire is to become a model. Eating disorders affect an increasingly large number of people, especially young women, in today’s modern societies. One study even found that some girls are more afraid of being fat, than of a nuclear war or getting cancer. The most common types of this disorder are anorexia, bulimia, and purging, each having a discrete effect on different people. Right now, one percent of all American women- our sisters, mothers, and daughters, are starving themselves to death. â€Å"I will not eat cakes or cookies or food. I will be thin, thin, pure. I will be pure and empty. Weight dropping off. Ninety-nine... ninety-five... ninety-two... ninety. Just one more to eighty-nine. Where does it go? Where in the universe does it go?†-Francesca Lia Block. Anorexia nervosa is a serious potentially life threatening eating disorder characterized by self-starvation and excessive weight loss. 90-95% of anorexia sufferers are girls and women. It is one of the main psychiatric diagnoses and is the third most common chronic illness among adolescents. We believe that we have to be a certain weight and ideal beauty in America; it’s pretty much the main priority for teens and college students. Anorexia is mainly caused by a low self-esteem, stress, and cultural influence. Intense fear of gaining weight, loss of menstrual period, denial of food, and excessive workout are only a han... ...ological, psychological, social, and cultural factors. Many individuals with bulimia, anorexia, or binge eating disorder, do not seek help until they reach their thirties or forties when their eating is deeply ingrained and more difficult to change. Bulimia is often treated more successfully that anorexia, partly because bulimia patients usually want to be treated. Aside from interpersonal issues, such as depression and OCD, eating disorders are strongly provoked by television, electronic devices, and in some cases because of the influences presented by one's parents or friends. Many are unaware of the harm media causes toward its targeted audience. Overall, the media has completely taken over our lifestyle and continues to gain more control every day. Eating disorders don’t belong to a specific face, race, or shape. Anybody can fall victim to these sicknesses.