The Events of September 11 Attacks Research Paper

The Events of September 11 Attacks - Research Paper Example In Hamburg, most of the secondary planners and pilots became radical and better equipped to attack. In the morning of September 11, 2001, four planes were hijacked by 19 militants said to be mostly of the Saudi Arabia origin who subscribe to the ideals of Al Qaeda, undertook attacks targeting the US. They used four California-bound flights, taking control soon after their take-off. Some of the terrorists took charge of two commercial airliners and crashed them into the World Trade Center’s twin towers at about 8.45am. Another airliner was crashed into the Pentagon by another group of terrorists at 9.45am. Another group took charge of yet another commercial airliner that was headed to the White House, Washington DC but it crashed in Pennsylvania at 10.10am after the terrorists were overpowered by passengers. It is believed that the perpetrators were involved in a holy act aimed at killing as many westerners as possible considered to be enemies. The then President George W. Bush was shuttled around the country due to security concerns and was only back to the White House at about 7pm and addressed the nation and indeed the world at 9pm to restore confidence in America’s sovereignty. Operation Enduring Freedom was hatched to oust Taliban regime and destroy the terrorist network of Osama (Bodden, 2007). Arrival of first responders Immediately the World Trade Center, WTC was attacked, there was a concentrated response by emergency services. According to Flood (2011), over 100 emergency medical service, EMS units together with many dozens of private ambulances arrived at the site, setting up triage centers from where the injured would be ferried to hospitals. Over 2,000 Port Authority and NYPD police officers enforced security in the area, ransacked the twin towers and assisted in rescuing survivors. Being a five-alarm fire situation, 214 FDNY units, much more than the required 44 units responded to the emergency with 58 ladder trucks, 112 engines, seve n squad companies, five rescue companies, dozens of chiefs, four marine units and massive support, communication and command units. Unfortunately, many of these first responders were also killed in the process. Why the Attacks? The question of what caused the 9/11 attacks remains elusive but has been largely attributed to the failed foreign policy as was applied in the Middle East. According to Bodden (2007) and Seessel (2003), the US had attracted hostility due to its support for Israel, a Jewish state, to be established and sustained. The Palestinians had for over 60 years raised their plight of being homeless and brutalized but no one, not even the US paid attention to their woes. This support for Israel caused anger among Islamic nations thus causing the radical Islamists to call for the withdrawal of the US from the region. Other initiators of the attacks have been cited as the presence of US troops in Saudi Arabia and the economic sanctions that were imposed against Iraq in 19 90. Therefore, Islamic fundamentalists called on supporters of radical Islam to declare war against the government and citizens of the US.

Rose :: Personal Narrative Drawing Art Papers

Rose I am accustomed, now, to being in a room with seven men who are drawing my pubic hair. I have been on the other side of the drawing board, and I know that bodies are reduced to shape, distance, and shadow: hold up the pencil. This is how far the nipple is from the armpit. Squint. It is not even a nipple anymore, not to them, though my nipple has not changed any since I took off my clothing. The first time I posed naked in the basement of the man whose ad I answered there were only two artists. The host would grimace and then relax his face in quick succession like a broken smile doll while he sketched. The other rubbed my shoulders over the thick blue robe during a break. The music was incredible: blues, and old music from 1940's Japan. Bad luck for the band, my host comments, because then Hiroshima happened. I found something to focus on so my body would hold still and steady. One time it was a finished drawing. Something about the light on the woman's breast made it look like the shape bread dough takes before rising. When I arrived I asked for the bathroom. Perhaps because I come from a place where basements and attics are rare I love them, and his basement smelled pleasant and damp, pastel and cardboard everywhere, with a cat who wound round the artist's legs. But the kitchen and bathroom betrayed the smell of the five cats who live there total. I have five cats also, but they spend their time outside accruing foxtails. The wife had headphones on and didn't look at me as she hurried into the car he had taken to pick me up from campus. He spoke to her as if he didn't know she had tuned him out. I stood bare under the hot lamp unsure of whether I was welcome, holding onto the curtain so my arm would catch the light, staring into the face of the clock until it became an object representative of nothing important, bread, an elbow, skin, scattered records. I do not know why there are no women in this group. I wonder sometimes if I would feel differently about shedding my clothing for a woman. I do no t think I would; though I am using my naked body in a way a man dictates, I have sanctioned this and am making forty dollars in three hours.

PTLLS Unit 012 Principles of Assessment in Lifelong Learning Essay

Produce 1 Written Rationale of 1000 words for all areas of research in 1 to 3. 1.1 Analyse how types of assessment are used in lifelong learning: â€Å"Assessments should be a regular process; it might not always be formalised, but you should be observing what your learners are doing, asking questions and reviewing their progress throughout their time with you†. Gravells A. Page 113. Assessments are used to track not only learner but tutor progress. Below I have documented some utilised in my everyday teaching life: Initial Assessment Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations. Ideally this identifies prior knowledge, individual learner’s current levels and any special requirements. Undertaken using a combination of the following: * Observations * One-to-one evaluation ‘Is the learner is on the right course’ ‘Will they successfully complete all requirements to pass this course’. * Competency tests (Functional Skills). Is there is any weakness? Additional modules to aid the learner. Formative Assessment An on-going process taking place during sessions taking the form of: * Quizzes and puzzles. Helps ascertain knowledge absorption. * Verbal question and answers. Helps see if the learners comprehend the topic. * Journals. To help the record feelings, what went right and what can be improved on. This helps me assess teaching to the correct level or beneficial I adjustments to my plan and methods. * Observations. I can walk around the room and observe the learner’s work. Summative Assessments Carried out at the end of a course to measure how much has been retained usually through: * End of course formal tests or exams. To see what they have learnt. * Portfolio: This is a collect ion of the learners work throughout the course. 1.2 Analyse how assessment methods are used in lifelong learning: To identify what prior knowledge a learner has, I would create a self-assessment questionnaire that requires specific answers, (tick boxes). I would then build this into my session plans. Diaries or Learning Journals are used to document on-going learning from each session. Progress is measured and any gaps in teaching or learning addressed. Simulation is used to see if learners are able to understand instructions and reproduction of what they have seen or heard in everyday life situations. Assignments evaluate how well learners are able to research particular subjects then put their findings into words. Discussions are a good vehicle for assessment and understanding when other methods may be difficult to manage. Peer feedback where fellow learners give their comments and ask questions for clarity. 1.3 Evaluate strengths and limitations of assessments methods to meet individual leaner needs: Quizzes and puzzles can be used informally to assess if learning is taking place. However if the purpose is to measure individual learning the questions need to be varied. The most effective way is to have the assessment computer generated though this is not always possible if the correct software or facility is not available. Diaries aid literacy and language skills. The learner would also be able to reflect back on what they have learnt; building their confidence to self-assess. In order for this to work, there needs to be clear aims and objectives. A portfolio is a formal way to gather evidence produced over a period of time covering all topics taught. This needs to be checked for things such as plagiarism and if information used is current and correctly referenced. Role play is another assessment method. The learners are given a scenario from their lesson which they have the opportunity to act out linking theory to practice. There needs to be clear explanation given, this can be time consuming and not all learners may feel comfortable playing roles. Examinations can assess what learners have retained by just recalling information. The down side of this is that learners may have only been taught what is needed to pass the exam and not retain any of the other theories they may need at a later stage. 2.1 Evaluate how to involve learners in the assessment process: As a tutor I will carry out various methods of assessment to maintain continuous improvement; I also involve my learners in the process. By giving my learners clear guide lines they undertake peer to peer assessments, where they give verbal feedback to each other. This stimulates focus on the subject being taught; encourages communication skills and the discovery of common ground. Sometimes comments coming from a peer can be better received than from the tutor. Checking their own work and progress through self-assessment is useful as this gives learners an opportunity to step back and reflect on their objectives and whether they’ve attained them. I also conduct one to one tutorials in an informal manner where we discuss objectives, progress and development. This demonstrates positive and individual inclusion. As stated by Wilson L. (2009). page112 â€Å"Assessment is a term given to checking that learning has occurred. It may happen at any stage during the learner’s progress through their qualification†. Assessments are also a tool to motivate and boost the confidence of learners. 2.2 Analyse the role of peer and self –assessment in the assessment process: Peer assessments are a good means of confirming and sharing ideas. During teaching sessions I am able to describe my observations and justify how I reached conclusions. My peers may agree or get me to look at what I’ve expressed in a different way thus through discussion we come to a consensus. Looking at peer assessment on my micro-teach session. I was pleased with the feedback. It clearly showed what I am confident in; what I need to improve on and what I should consider for future delivery. Their feedback was encouraging and it has confirms I have made the correct decision career-wise. I found putting into practice what I already know with what I have learnt over the past few weeks very useful. There were some challenges I had when creating my own micro-teach session, this is all part of the learning process for me. Both during but predominately as session come to an end I to do a mental self- assessment leading to putting down my own thoughts on paper to aid improvement going forward. 3.1 Explain the need to keep records of assessment learning: Assessments should be documented create evidence of learning, how it is evaluated and progress made. Records also serve for the purpose of verification for audits, for quality assurance and for regulatory bodies. * Assessment tracking can be used to show development and learners requirements being met. * Feedback and action records are used to show that a learner has had feedback, what was agreed and when it is carried out. * Learning styles results will aid with inclusiveness when reviewing or creating session plans. * Enrolment forms to confirm the learner’s details, emergency contact, whether they are permitted to study and what the learner signed up for. 3.2 Summarise requirements for keeping records in an organisation: All government, legal and organisational guidelines should be followed and regularly audited. Confidentiality must be maintained at all times by any persons holding/using personal data in line with the ‘Data Protection’ and ‘Freedom of Information’ Acts. Records should be accurate, legible and current with specific rules regarding storage, access and removal of obsolete information. All methods should be to an agreed standard irrespective of who, whom and how undertaken. WORDCOUNT: 1089 Bibliography Gravells A. (2012) Preparing to Teach in the Lifelong Learning Sector 5th Edition, London: Learning Matters Wilson L. (2009) Practical Teaching A Guide to PTLLS & DTLLS. Cengage Learning EMEA

Propagand Propaganda And Propaganda - 1544 Words

â€Å"The essence of propaganda consists in winning people over to an idea so sincerely, so vitally, that in the end they succumb to it utterly and can never escape site from it† wrote Joseph Goebbel; a statement that Hitler strongly agreed with (Trueman). When Nazi Germany came to power in 1933, Goebbel was a master propagandist of the â€Å"Nazi regime and dictator of its cultural life for 12 years†. With Goebbles as a propaganda leader, Germany was able to develop an organized propaganda designed to to manipulate â€Å" a cynic, devoid of inner devotions† and â€Å" orchestrate a pseudo religious cult† (â€Å"Joseph Goebbels†). Subliminal propaganda proved to be a more valuable weapon than artillery and man power combined. Propaganda played a key part in every nation s war effort; though, none were as efficacious as Nazi Germany. Germany knew the power that could be harnessed from propaganda and carefully cultivated, and molded their message to become one of the most dangerous countries in the world. In 1944, a propaganda poster entitled â€Å"The Liberators† magnifies malicious American culture and epitomizes many frequent reoccurring flaws as understood by the German Leaders. Although the poster was primarily published by Dutch SS-Strom magazine and originally owned by a radical wing of the National Socialist Movement in the Netherlands, this classic anti-Americanism propaganda has become commonly associated with Nazi Germany and is, arguably one of the most effective posters of the 20th centuryShow MoreRelatedNazi Propagand How The Nazi Party Used Propaganda Images And Rhetorical Strategies During The Second Reich1733 Words   |  7 PagesThis analysis of Nazi propaganda will examine how the Nazi Party used propaganda images and rhetorical strategies during the â€Å"Third Reich†. I will examine the propaganda cartoons titled, â€Å"The Rhine and the Ruhr†, â€Å"The Vampire in the Ruhr Area† and â€Å"Jewish Conspiracy Against Europe†. I wi ll use two quotations from Burkes essays, the first being, â€Å"[†¦] whereby the â€Å"Aryan† is elevated above all others by the innate endowment of his blood, while other â€Å"races† in particular Jews and Negroes, are innately