After the war the soldier’s whole lives were changed. They were changed in many ways through all the trauma they went through going to war. Today many soldiers’ lives are similarly messed up like they were back in World War 1.
It not only affects the soldier but there whole family. Because deaths affected everyone .World War 1 killed around 20 million people. Death has always been the biggest affect from the war. Not only soldiers but it also affected civilians. Most of the soldiers that survived the war ended up having shell shock. Shell shock had a huge affect on the soldiers going home after the war especially since it was hard to adapt to there old lives. Going to the war they were trained to be killers and there heads had been screwed up.
So because they had adapted to the army they couldn’t have the ability to find other jobs. The war also left many wounded soldiers. In 1917 just about 5.5 million soldiers had been wounded, killed or taken prisoner. Around 8.5 millions soldiers died in the war. In addition 21 million were wounded. The war caused countless deaths of civilians by the way of starvation disease, and slaughter. It was a tragedy. Not only that but there was a major economic impact on Europe, the cost of the war was at the hundreds of billions. The war also had destroyed tons of acres of farmland, villages and towers.
Allot of people came out of that war with terrible injuries, not only physically but mentally. Belief in progress and reason were wide spread prior to World War 1. After the war liberal democratic gradualism was not working. Mostly all of the people in that war were in the working class. All those working people were the people getting butchered. The myth of progress gave way to the age of revolution.
In 1919 after the World War 1 returning vets and other working people were united to take power in Russia and other European countries and actually took state power from the bourgeoisie. The upper classes of all imperialist nations in 1919 joined to try and strangle the infant communism in its cradle.
Returning vets suffered many life long injuries as well as shell shock which is today called Post Traumatic Stress Disorder (P.T.S.D). Whole generations in many countries were taken. Returning vets had difficulty finding employment. Some 20 million people died in WW1. The overwhelming majority were workers. The workers no longer believed the propaganda of the ruling class. In the age of revolution the international capitalist system was being challenged like never before by the working class globally.
Sunday, March 18, 2007
Saturday, January 6, 2007
Teaching Methods for Dyslexic Students
I sent this article to my sons teachers because he himself has Dyslexia. If your kid or student has Dyslexia or any other learning disability then its good to let your teachers know.
Most classrooms are still using traditional methods for teaching students. This usually involves lecturing to the children while they sit and try to stay focused on the information being relayed to them.
Following this, a worksheet of some kind is typically given to the children for them to complete in some limited time frame. Any dyslexic child must sit in horror waiting for the dreaded worksheet to arrive.
There could be nothing worse for them to deal with; new information, a voice droning on and on, then a paper filled with words they probably cannot read, then to make matters worse, a time constraint to make them feel pressurized.
A multi-sensory approach
The most effective teaching method for all children, particularly those exhibiting signs of a learning difficulty, is a multi-sensory approach. In fact, this is imperative for dyslexic students.
Using a multi-sensory approach to teaching would not only alleviate anxiety from the situation mentioned above, but also help their brains absorb the information being conveyed to them.
Some teachers express reluctance to change their ways of teaching, but just making a few changes in the classroom can be so beneficial to the students.
Multi-sensory teaching is exactly as it sounds, utilizing all the senses to relay information to students.
As adults, we go to exhibitions, presentations, even church, where we are exposed to multi-sensory experiences. We hear music as well as voices, see, touch, sometimes taste and smell all kinds of stimulating things at these events.
Why not offer this to our children? It obviously works for advertisers trying to make us purchase their wares.
Dyslexic children are so different from each other that it is important to incorporate all of the senses to give them the opportunity to learn. Their visual or auditory processing may be impaired. A child may pass a hearing or vision test with flying colors, yet not be able to process the information she sees or hears in order to store this in her memory.
It is important, therefore, to utilize all of the child’s senses, particularly touch and movement. The brain may respond to tactile and kinetic memories if it has a problem with visual and auditory ones.
For young children this could involve something as simple as writing letters on carpet so they can feel them with their finger. Making clay letters, singing the sounds of the alphabet, this way they are seeing, feeling and hearing the letters.
The lesson outline
Before a lesson begins with a dyslexic student it is a good idea to briefly go through what areas will be covered. Break down the lessons into smaller units so that the child does not feel overwhelmed with what has to be done.
Dyslexic children often have a problem reading from a shiny white board or overhead transparencies.
Assignments
If an assignment must be written on the board, and it is not possible to make an individual copy for any dyslexic children in the class, try to leave the information for as long as is necessary for the child to copy it down.
Write each assignment in a different color, or highlight important points in text to draw attention to them. Write homework assignments on the board in the morning, in the same spot each day, if possible leave it there all day. Check with the student to see that they have copied it down and understand it before they leave.
Try to take a minute or two to go through what they need to take home, or remind them of projects due etc.
Often dyslexic children have a problem with organization, this coupled with a memory issue can be very hard on them regarding independent assignments. Assign all the children a “phone buddy” so that they can always call each other for information.
If all the class do this, the dyslexic student will not feel singled out.
Whenever possible try to avoid making a fuss over any modifications or accommodations that are made for the student. Being humiliated by her classmates needs to be avoided. It is important to be aware of the child’s emotions. After possibly years of negative experiences with learning, the child will almost always have issues with self-esteem.
Seating
Do not sit the dyslexic student at the back of the class or next to any particularly distracting students. It may be hard for them to concentrate with interruptions, others talking or fidgeting constantly.
Do not put time constraints on the student. It is hard enough for them to concentrate on the work without the added pressure of a ticking clock.
When grading, avoid marking down for mistakes not directly associated with the work. If a student is writing a paragraph when working on punctuation for example, it is not necessary to “red pen” every spelling error, or criticize handwriting. Just let them focus on one task at a time.
The student should be receiving a grade of 85% or better, if not, drop the level of the work down a little, even if this means giving the dyslexic child a slightly modified paper. Success breeds success remember.
Homework
Be careful how much homework is assigned. These children are usually working twice as hard as their peers all day long. As is common with some teachers, don’t burden them with huge amounts of homework as well as all uncompleted assignments from school that day.
Break down lessons into smaller, easier to understand units. In all subjects introduce lessons sequentially, and practice.
A dyslexic student may benefit from being allowed to implement any technology at their disposal, such as, calculators, word processors; even audio tape recorders to tape and listen to lectures at their own pace later.
Keep communication open with the student. Ask them if methods implemented are working for them. Ask them what they might think will work.
Be patient. Try to incorporate some things into the classroom that the student excels at. Inject some humor, play non-competitive games.
Give the dyslexic student certificates for effort and other areas of achievement, be it artistry, dancing or manners!
Most classrooms are still using traditional methods for teaching students. This usually involves lecturing to the children while they sit and try to stay focused on the information being relayed to them.
Following this, a worksheet of some kind is typically given to the children for them to complete in some limited time frame. Any dyslexic child must sit in horror waiting for the dreaded worksheet to arrive.
There could be nothing worse for them to deal with; new information, a voice droning on and on, then a paper filled with words they probably cannot read, then to make matters worse, a time constraint to make them feel pressurized.
A multi-sensory approach
The most effective teaching method for all children, particularly those exhibiting signs of a learning difficulty, is a multi-sensory approach. In fact, this is imperative for dyslexic students.
Using a multi-sensory approach to teaching would not only alleviate anxiety from the situation mentioned above, but also help their brains absorb the information being conveyed to them.
Some teachers express reluctance to change their ways of teaching, but just making a few changes in the classroom can be so beneficial to the students.
Multi-sensory teaching is exactly as it sounds, utilizing all the senses to relay information to students.
As adults, we go to exhibitions, presentations, even church, where we are exposed to multi-sensory experiences. We hear music as well as voices, see, touch, sometimes taste and smell all kinds of stimulating things at these events.
Why not offer this to our children? It obviously works for advertisers trying to make us purchase their wares.
Dyslexic children are so different from each other that it is important to incorporate all of the senses to give them the opportunity to learn. Their visual or auditory processing may be impaired. A child may pass a hearing or vision test with flying colors, yet not be able to process the information she sees or hears in order to store this in her memory.
It is important, therefore, to utilize all of the child’s senses, particularly touch and movement. The brain may respond to tactile and kinetic memories if it has a problem with visual and auditory ones.
For young children this could involve something as simple as writing letters on carpet so they can feel them with their finger. Making clay letters, singing the sounds of the alphabet, this way they are seeing, feeling and hearing the letters.
The lesson outline
Before a lesson begins with a dyslexic student it is a good idea to briefly go through what areas will be covered. Break down the lessons into smaller units so that the child does not feel overwhelmed with what has to be done.
Dyslexic children often have a problem reading from a shiny white board or overhead transparencies.
Assignments
If an assignment must be written on the board, and it is not possible to make an individual copy for any dyslexic children in the class, try to leave the information for as long as is necessary for the child to copy it down.
Write each assignment in a different color, or highlight important points in text to draw attention to them. Write homework assignments on the board in the morning, in the same spot each day, if possible leave it there all day. Check with the student to see that they have copied it down and understand it before they leave.
Try to take a minute or two to go through what they need to take home, or remind them of projects due etc.
Often dyslexic children have a problem with organization, this coupled with a memory issue can be very hard on them regarding independent assignments. Assign all the children a “phone buddy” so that they can always call each other for information.
If all the class do this, the dyslexic student will not feel singled out.
Whenever possible try to avoid making a fuss over any modifications or accommodations that are made for the student. Being humiliated by her classmates needs to be avoided. It is important to be aware of the child’s emotions. After possibly years of negative experiences with learning, the child will almost always have issues with self-esteem.
Seating
Do not sit the dyslexic student at the back of the class or next to any particularly distracting students. It may be hard for them to concentrate with interruptions, others talking or fidgeting constantly.
Do not put time constraints on the student. It is hard enough for them to concentrate on the work without the added pressure of a ticking clock.
When grading, avoid marking down for mistakes not directly associated with the work. If a student is writing a paragraph when working on punctuation for example, it is not necessary to “red pen” every spelling error, or criticize handwriting. Just let them focus on one task at a time.
The student should be receiving a grade of 85% or better, if not, drop the level of the work down a little, even if this means giving the dyslexic child a slightly modified paper. Success breeds success remember.
Homework
Be careful how much homework is assigned. These children are usually working twice as hard as their peers all day long. As is common with some teachers, don’t burden them with huge amounts of homework as well as all uncompleted assignments from school that day.
Break down lessons into smaller, easier to understand units. In all subjects introduce lessons sequentially, and practice.
A dyslexic student may benefit from being allowed to implement any technology at their disposal, such as, calculators, word processors; even audio tape recorders to tape and listen to lectures at their own pace later.
Keep communication open with the student. Ask them if methods implemented are working for them. Ask them what they might think will work.
Be patient. Try to incorporate some things into the classroom that the student excels at. Inject some humor, play non-competitive games.
Give the dyslexic student certificates for effort and other areas of achievement, be it artistry, dancing or manners!
Woman, 92 dies in shootout with police
I got this in my email a while back.. thought people would like to read it.
Woman, 92, dies in shootout with police Wed Nov 22, 7:25 AM ETATLANTA - A police official said narcotics officers were justified inreturning fire on a 92-year-old woman they shot to death after she shotthem as they tried to serve a warrant at her house.Neighbors and relatives said it was a case of mistaken identity. Butpolice said the woman, identified as Kathryn Johnston, was the onlyresident in the house at the time and had lived there for about 17years. Assistant Chief Alan Dreher said the officers had a legalwarrant and "knocked and announced" before they forced open the door. Hesaid they were justified in shooting once they were fired upon. As theplainclothes Atlanta police officers approached the house about 7 p.m.,a woman inside started shooting, striking each of them, said Officer JoeCobb, a police spokesman. One was hit in the arm, another in a thighand the third in a shoulder. The officers were taken to a hospital fortreatment, and all three were conscious and alert, police said. SarahDozier, identified as a niece of the woman, told WAGA-TV that there werenever any drugs at the house. "My aunt was in good health. I'm sureshe panicked when they kicked that door down," Dozier said. "There wasno reason they had to go in there and shoot her down like a dog." Rev.Markel Hutchins, a civil rights leader, said Johnston's family deservesan apology. "Of the police brutality cases we've had, this is the mostegregious because of the woman's age," Hutchins said. Hutchins said hewould try to meet with Atlanta Police Chief Richard Pennington and wouldalso meet with lawyers.
Woman, 92, dies in shootout with police Wed Nov 22, 7:25 AM ETATLANTA - A police official said narcotics officers were justified inreturning fire on a 92-year-old woman they shot to death after she shotthem as they tried to serve a warrant at her house.Neighbors and relatives said it was a case of mistaken identity. Butpolice said the woman, identified as Kathryn Johnston, was the onlyresident in the house at the time and had lived there for about 17years. Assistant Chief Alan Dreher said the officers had a legalwarrant and "knocked and announced" before they forced open the door. Hesaid they were justified in shooting once they were fired upon. As theplainclothes Atlanta police officers approached the house about 7 p.m.,a woman inside started shooting, striking each of them, said Officer JoeCobb, a police spokesman. One was hit in the arm, another in a thighand the third in a shoulder. The officers were taken to a hospital fortreatment, and all three were conscious and alert, police said. SarahDozier, identified as a niece of the woman, told WAGA-TV that there werenever any drugs at the house. "My aunt was in good health. I'm sureshe panicked when they kicked that door down," Dozier said. "There wasno reason they had to go in there and shoot her down like a dog." Rev.Markel Hutchins, a civil rights leader, said Johnston's family deservesan apology. "Of the police brutality cases we've had, this is the mostegregious because of the woman's age," Hutchins said. Hutchins said hewould try to meet with Atlanta Police Chief Richard Pennington and wouldalso meet with lawyers.
Quote Seattle 6th of January, 2007
"Today's so called "self made man" in the 21st century has responsibility."
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