21st Century Education Essay

We want stronger relationships with their teachers, with each other and with their communities locally, provincially, nationally and globally We want teachers to know how we learn, to take into account what we understand and what we misunderstand and use this knowledge as a starting place to guide our continued learning. We want to be able to work with others in the classroom, online and in our community. We want to be able to pick up our information anywhere, anytime We want indepth learning. We need feedback in time to help us learn and in time do something about it. This literary masterpiece has the best description of the students/learners of the 21st century. They have so many conditions and aspirations with regards to their learning process. This will also help the teachers of the 21st century to be ready and bear with these conditions of the leaners. TREATING MY STUDENTS I treat each of my students equally, giving them a chance to take responsibility for their own learning, express themselves, and learn at their own pace. I also encourage them to do collaboratively that can promote not only teamwork, but also healthy competition. I believe my biggest innovation is giving students a chance to show their abilities and to work in collaboration in a technology-integrated and cultural learning environment. I will also consider their individual learning styles. The following are some tips that should be consider in treating our students in a nice and good way. Let students choose their rewards. Create a list of acceptable rewards for excellent performance, either for individual students or the class as a whole, and let your students communally decide how they want to be rewarded. This will help make sure that the reward is an actual incentive, rather than just something you’ve pushed on them that doesn’t motivate them to work harder. Don’t see failure, see opportunity. When a student has made a mistake, don’t portray it that way. Don’t see it as a failure and don’t let them see it as a failure. Show them that it is a learning experience, a way for them to see how incorrect results are achieved. Let them try again and gently show them how to do it correctly. Remember, don’t say â€Å"wrong†. Say â€Å"close† or â€Å"good try†. Remember that a skill learned through trial and error will be much stronger than one which a student may simply get right on accident or through m eans they don’t fully understand. Make them feel unique and needed. Acknowledge and appreciate each student individually, for the qualities which make them unique and wonderful human beings. Encourage those qualities. You should also make each student feel like they have something to offer and contribute. This will raise their confidence and help them to find their proper path in life. Recognize their efforts. Even if students make only occasional, small efforts, those efforts need to be acknowledged and appreciated. Tell them when they’ve done a good job, individually, and mean it. Don’t be patronizing, be appreciative. If they’ve worked particularly hard, reward them. Give respect. It is extremely important to respect your students. It doesn’t matter if they’re graduate students working on a doctoral thesis or kindergartners: treat them like intelligent, capable human beings. Respect that they have ideas, emotions, and lives that extend beyond your classroom. Treat them with dignity and they will extend the same t o you. TEACHING MY STUDENTS â€Å"One can’t believe impossible things.† â€Å"I daresay you haven’t had much practice,† said the Queen. â€Å"When I was your age I always did it for half-an-hour a day. Why, sometimes I’ve believed as many as six impossible things before breakfast.† Lewis Carroll, Alice’s Adventures in Wonderland Your Assignment, Should You Choose to Accept It . . . Like Alice, many educators, policy makers and even the general public respond resoundingly with â€Å"That’s impossible!† when challenged to adopt a new paradigm of education for the 21st century. Most people today adhere to a paradigm of education that is strictly 19th century. But, like the Queen, a growing number of educators are believing in and accomplishing â€Å"the impossible†. Scott McLeod, in his blog, Dangerously Irrelevant, recently reminded us of a line from Mission Impossible, and we must apply that challenge to all of society. â€Å"Your assignment, should you choose to accept it† is to take education truly into the 21st century. It is not enough to say that we are already living there. Technically it is the 21st century, but our schools are not there, and our challenge now is to reinvent schools for the 21st century – for the sake of our children, our students and the welfare of our world. Making such a paradigm shift is not easy. After all, when any of us thinks of education, we usually think of what we knew as school – the way it has always been. That is how parents, policy makers, politicians and many students think of school. But we have to make the paradigm shift to 21st century education. So what is 21st century education? It is bold. It breaks the mold. It is flexible, creative, challenging, and complex. It addresses a rapidly changing world filled with fantastic new problems as well as exciting new possibilities. Fortunately, there is a growing body of research supporting an increasing number of 21st century schools. We have living proof, inspiring examples to follow, in schools across the United States. These schools vary, but are united in the fundamentals of 21st century education – see Critical Attributes of 21st Century Education and Multiple Literacies for the 21st Century. Scott McLeod has issued the challenge of creating a plan to get us from â€Å"here† to â€Å"there†. I feel that its about time that someone address’s the issues that face many students in the 21st century. The 21st century is a great place; a dynamic place that is evolving to the point where no one can predict what the world will be like in the years to come. Technology drives our planet and everyday we are getting closer and closer to finding the solutions to many of life’s problems. Society itself is changing in the sense that there is no longer one road to success. The opportunities that are out there make it possible for the everyday individual to make a difference in his community with nothing more than the laptop in his book back and the diligence to make his dreams possible. The success of these individuals is largely due to the connectivity and will of the everyday man. The Internet is an open network where people share information that they feel would make life easier, information that would break down the walls that stand in our way. The issue being with all this information and students in the 21st century is that we are still living in the good old days. Our schools train us to pass but not to excel. Things like funding prevent schools from exploring fields that are revolutionizing our world. Our students are the ones who pay the price for living in a world that believes we can live in a world that ignores the changes being made. That in good time our students will learn to adapt to the changes and handle it all on their own. But that isn’t the case. We are fighting two battles that are constantly racing to the top: one that promotes the simple life and the other that promotes change. Both sides have their pros and both sides have their cons. But something needs to be done. We have to find a way to teach our students the fundamentals while preparing them for a world that is driven by technology. Purpose and collaboration is all it will take to provide our students with the direction needed to be successf ul in the 21st century. It’s hard to believe but experiences is key to teaching students in the 21st century. As adults we can understand what these students are going through. We know what it feels like to be a student at that age and the adversities they face. Therefore wouldn’t it make more sense to teach these students not to make the same mistakes we made as students. To teach them how to confront the challenges we once faced and what to do differently when that time comes. But in a world where money restricts what we are able to accomplish, it seems almost impossible to do this. Funding prevents the everyday school from promoting classes in fields that are revolutionizing our world. Funding stops our schools from having up to date materials. And funding is what will cripple the world we live in. An efficient solution must be found that eliminate the dollar sign that stands in the way of these schools, in the way of these students. Technology is one solution to this problem. The main purpose of technology is to invent something that provides a new or better way of doing something; something that is cost efficient and provides room for expansion. These are the tools we should be equipping our students with. It would provide them with the same education they are getting from the textbooks they are so used to. The books will continue to exist but will no longer be the only resource our students are exposed to. The logic behind teaching students with technology in the 21st century is that technology appeals more to students in a world driven by technology. The average student knows what a computer is, is part of a social network of some sort, and has used technology to help them do something in their everyday lives. It would thus make perfect sense to use what they use so much as a teaching tool. Technology isn’t just entertaining; it’s also educational. Hundreds of tutorials are out there and everyday new and better programs are being created. The people themselves who make these programs made them with the sole purpose of provide an easier, better way of doing something. They are inventors, engineers, and they’re also teachers. They’re people who saw a problem and found a solution. These are the type of people we should be motivating our students to be like. We should be teaching our student not to accept things the way they are but the way they should be. Purpose is another crucial element when it comes to teaching students in the 21st century. The tools being used will have no effect if there is no purpose behind their use. Teaching in the 21st century is thus a dynamic process. There isn’t a simple answer in terms of how to teach in the 21st century. It requires creativity and resourcefulness not found in the simple lifestyle we are teaching our students to live in. The purpose behind teaching in the 21st century would be to find easier, more dynamic ways of teaching students with higher goals and expectations. Motivating students to be the best they can be and showing them how to work towards that goal. That things such as money, fear, and doubts shouldn’t be the reason to do the minimum but should instead remind us that as a student in the 21st century you should be well rounded and resourceful; ready to take whatever life throws at you. As a student in the 21st century you have to remember that you do not stand alone; that collaboration is a key and very powerful element in this idea of teaching students in the 21st century with technology. As a driving force the possibilities are endless. The community aspect and project-based learning that comes with teaching in the 21st century is what will provide the huge turnout in students who excel not only in the classroom, but also in life. Collaboration is what makes this window of opportunity possible. It teaches students how to work together and provides them with real world experience. Collaboration helps a student see that the life isn’t all about survival of the fittest but establishing connections and using the connectivity available to produce results and motivate change. This is what makes teaching in the 21st century with technology different from through the simple life and the belief that passing is more important than excelling. Neither idea is perfect. At the end of the day it all comes down to the students. The information we provide and the influence we are able to make is what will ultimately decide what our students are able to accomplish. The use of technology and the implication of 21st century skills in a world driven by technology is what open windows of opportunities to students all across the globe. Students in the 21st century are well aware of the adversities they face; so aware that they would fear taking a chance and pursing fields where they might not measure up. Our schools push this idea forward instead of persuading students to pursue these illustrious careers. What students in the 21st century need is direction and change. We need real world experience that proves to that there is a way and that accepting things the way they are is accepting defeat. If you want to see the future of education, don’t watch children in the average classroom. Watch children play a video game. You’ll see them engaged, excited, interacting, and learning—even if it’s only about how to get to the next level of the game. Because of their immersion in this computerized world, children absorb information differently from their parents. Instead of following information passively from beginning to end—as people tend to do with television shows, newspapers, and books—children interact with the new technologies. Schools now have an opportunity to apply the information technologies that are so effective outside the classroom for educational purposes. Taking advantage of these new technologies will require profound changes in the roles of teachers, students, and schools. Instead of being the repository of knowledge, teachers will be guides who help students to navigate through electronically accessible information. They will use the new technologies to build networks with each other, with parents and students, with academic and industrial experts, and with other professionals. Turning opportunity into reality requires four important changes: Industry must develop educational devices from comparatively low-price game hardware and software, thereby dramatically lowering the costs of educational technology. Communities and government should include technological change when setting the agenda for systemic change in education. Software-makers must tie the content of their products to quality information and to the national education standards as they are implemented. Teachers must receive extensive training in how to use emerging information technologies. Computers will not solve all the problems of education; many difficult issues will remain. But the new information technologies provide an unprecedented opportunity to reexamine how we educate our children.

Child and adolescent health Essay

The two most important factors influencing adolescent’s developments are psychological and environmental factors. As they grow, they are influenced by environmental factors such as religion, culture, Schools and religion. The psychological factors that influence their development includes cognitive and emotional factors (Hall & Braverman, 2014). In the western society, what is missing that would benefit health promotion for the adolescents is a focused attention on the diseases most adolescents experience, and the risk factors with their root causes. Moreover, another missing factor in the western society is emphasis on prevention since mostly they concentrate on curing or treatment than prevention, yet prevention is cost effective (Merrick, 2014). The health problems faced by the adolescents impact their health and wellness in several ways in their lifetime. An adolescent who uses tobacco, has unhealthy eating behavior, uses alcohol and other drugs, has inadequate exercise or engages in sexual behaviors that may result to sexually transmitted infections’ and unwanted pregnancy may negatively impact their lives (Hall & Braverman, 2014). Some of the effects of the health problems faced by the adolescents which may impact their health and wellness include lung cancer, obesity or underweight, high blood pressure, and even contracting the incurable HIV virus or being early mothers. There are several areas that must be addressed when taking sexual history of adolescents. According to Hal & Braverman, (2014), â€Å"5 Ps† are used as a general guide for taking the sexual history of adolescents. Partners- questions should ask the sex, number and concurrency, sex partners of the adolescents Practices-the nurse should explore sexual activity types that the adolescent pained engages in such as oral, anal and anal sex Protection- the questions should ask about the teenager’s use condoms and the circumstances making it easier or harder to use he condoms Past history of STD-the nurse should ask about the STD history of the teenager. These includes whether the teens has ever contracted the STDs in Pregnancy. Prevention-lastly, the nurse should ask the teenager whether they want to be pregnant and discuss the future and current contraceptives (Hall & Braverman, 2014). In conclusion, psychological and environmental factors are the two most important factors that influence adolescent’s developments. Focused attention on the diseases experienced by the adolescents and emphasis on prevention is lacking in the western society. Moreover, there are several health problems adolescents face that impact their health and wellness in several ways in their lifetime. Lastly, when taking sexual history, one need to consider the partners, practice, and protection, past history of STD and prevention. References Hall, C., & Braverman, P. K. (2014). Hot topics in adolescent health. man, P. K. (2014). Hot topics in adolescent health. Merrick, J. (2014). Child and adolescent health yearbook 2013. Source document

Essay On Online With Offline - 749 Words

Online With Offline There is no such thing as a â€Å"regular schedule† for any student in today’s high school. Between sports, work, family obligations, and church events, no day is exactly the same. One day might be so full, the student will not be able to go home until ten o’clock at night. However, there also might be a night were the student is completely free to do whatever is needed to be done. How can schools most effectively help a student reach success in a way that best fits them, but also helps prepare for higher education? The answer is found in online education. Some people worry about this type of curriculum wiping out the need for teachers, but this is just the opposite. The opportunity for students to access online†¦show more content†¦Just like college, the sooner independence is mastered, the better off the student. Some who oppose online education, namely teachers’ unions, claim that teachers will become irrelevant with online classes, but actually, they are needed to enhance students’ learning ( Orgill). â€Å"The Sloan study indicated that the best teaching often occurs under a blended model of online learning coupled with real face time.†(Orgill) Online education is supposed to help teachers, not take their place in the school. Directing a student on a subject, offering help when needed, building relationships, and grading assignments are things that we need teachers for. For example, Khan Academy’s purpose is to liberate teachers, giving them an opportunity â€Å"to engage in more creative and influential one-on-one mentoring.† (Orgill). Khan has also stated that it was created to â€Å"free up teachers to focus on higher level instruction for their students.† (What is the Role). Some schools divide the time between online and traditional learni ng to meet both needs. Helping teachers and students become more flexible and efficient in the classroom is the goal of online education. When one considers the flexibility and accessibility of online classes, plus the ability to prepare for higher education, there is no comparison. Why deny the students the use of online courses when today’s teachers have access to many online teaching tools? The belief that some seeShow MoreRelatedThe Retailing Industry Of The Australia1699 Words   |  7 Pages An Essay on the Retailing Industry of the Australia Kush Mahajan Ekm3050 Introduction This essay will explore the retail industry of the Australia. The nature of the market structure of the retail industry is oligopolistic. There are two major supermarkets in the retail industry of the economy, and they are playing the role of dominant firms of a prevailing price leadership model of the retail industry. 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Behaviorism And Social Learning Theory - 1531 Words

Behaviorism and social learning theory are examples of two mechanistic theories that focus on explaining children’s behavior. Social learning theory emphasizes observational learning and imitation. On the other hand, behaviorism is rooted in focusing on how the environment impacts development. The environment shapes the child’s development as the child strives to adapt to the environment. Both theories deal with explaining behavior and consist of similarities, but are composed of different elements of explaining behavior. While social learning theory emphasizes observational learning and imitation, behaviorism focuses on how the environment impacts development. Socialization, gender roles, and imitation are a few key elements that make up the social learning theory, while classical conditioning and operant conditioning are some key factors in behaviorism. One key element between both theories is that they both consist of reinforcement and punishment mechanisms in order to explain behavior. For social learning theory, children may be exposed to an aggressive environment, such as in the Bobo doll study, where they see an adult punching or engaging in aggressive behavior. If the adult is reinforced, the child will want to perform the behavior. If the adult is punished, the child will most likely not engage in the behavior. In behaviorism, however, behaviors may be reinforced or punished using operant conditioning, which will be explained later. Both the social learningShow MoreRelatedBehaviorism or Socia l Cognitive Learning Theory1429 Words   |  6 Pages Behaviorism and social cognitive theories are two great theories to use when setting up a behavior management plan in the classroom. They both offer reinforcements to get desired behaviors. 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Texas Medical Association Minority Scholarship Essay Samples for Dummies

Texas Medical Association Minority Scholarship Essay Samples for Dummies Definitions of Texas Medical Association Minority Scholarship Essay Samples The exhaustion of the preceding scholarship will end in the renewal application. The following suggestions will help you submit the best number of successful scholarship applications possible. A scholarship application template provides many added benefits. The New Fuss About Texas Medical Association Minority Scholarship Essay Samples As you've probably noticed, a number of the above scholarships are quite generous, national awards which will probably be very competitive. In the event of a lack of female candidates, the scholarships might be transferred to the male candidates of the exact same community. Minority scholarships are the most frequent awards within this category. They are not limited to United States residents. Scholarship committees aren't only searching for good students, they are often searching for an individual that suits their organizational objectives. Fund are devoted to assisting Hispanic and Latino students in regards to paying for college. Awarding for this program happened in mid-August of 2018, and recipients are notified. Scholarship Schemes annually. Essay writing is also excellent method to communicate with different individuals. Based on the writer, an essay can usually fall into a couple of the subsequent purposes (which you might have observed in some sample essay outline found inside this source). The essay is the ideal location to get this done. Essay writing gives people an opportunity to share their ideas through writing. Keep reading to find eight steps to help you compose a better scholarship essay so you can secure the money you must fund your international education. To acquire the comprehensive information kindly go through the entire article for assorted scholarship schemes. No matter the essay prompt, you may wish to make sure you incorporate the important and appropriate details about your experiences and background that makes you a perfect candidate for the scholarship award. For full particulars about the respective scholarships, read the comprehensive article. To acquire the scholarship first know you're eligible or not. The scholarship is supplied for the whole course i.e. one academic calendar year. The scholarship can be claimed just for the present year. All scholarships are competitionsto win the subsequent scholarships, however, you may need to go directly head-to-head with different students. The main purpose of the scholarship is to offer financial guidance to the capable students of minority class who can't afford their higher studies. The specifics of the quantity of the scholarship are outlined below. You will be qualified for a scholarship under the PMS scheme. The scholarship total is INR 20,000. In spite of the simple fact there are so many scholarships available, in addition, there are plenty of students vying for those awards. Based on the college, students could be accountable for payment until program funds are received. A student may apply for only 1 minority scholarship. However, these aren't ordinary students. The Characteristics of Texas Medical Association Minority Scholarship Essay Samples Essays have existed for who knows how long, expressing suggestions and opinions of unique people from all around the world. You're able to view this calendar year's topics here. For instance, the author addresses the manner that American history classes do not normally address about the Vietnam War, despite the fact that it happened just a limited time ago. Both examples manage the exact same theme (sick parent) but utilize various approaches. ScholarshipPortal is the ideal scholarship website for global students seeking to satisfy their financial needs. Our team at S tudent Loan Hero works hard to discover and recommend products and services which we believe are of top quality and will earn a positive influence in your life. Furthermore, you could branch out by yourself by searching online for scholarships in your region. Find Below complete particulars of the eligibility criteria for each scholarship scheme provided by TS ePASS. Whether this teaching commitment isn't fulfilled, the scholarship converts to a loan, and you need to repay the full amount plus interest. If your family income isn't sufficient to cover college expenditures, need-based scholarships may be great possibilities for you. Some scholarships need post-college work in some specific regions too, such as Native American communities and tribes. Additionally, it will give a living stipend as you're in school.

Management and Business Plan Outline free essay sample

Writing a business plan may sound simple enough, but it actually takes several dire and crucial steps. According to entrepreneur Darrell Zahorsky, the following steps are all essential in comprising a plan for one’s business: 1. â€Å"Audience Funding Type: When writing a business plan, you must determine who will be reading it. This decision will shape the business plan. Do you plan to go for debt or equity financing? Each form of funding for your business has pros and cons. For instance, the venture capital market can be very time consuming and competitive. Do you have the time to write the business plan for investor funding and to network within the community? Writing a business plan for investors is 15-30 pages with in-depth analysis and full details of facts and figures to support assumptions of the market. Writing a business plan for the bank is 10-15 pages and focused with the banks concern with risk. A venture plan presents the upside and potential return on investments, whereas a bank plan reduces the risks and sells the ability to repay the loan. † You must also â€Å"Determine the purpose of your business. Identify it on paper and go into as much detail as you can at this point. For instance, are you providing a service to the community? Perhaps you are selling a product. Write down what you want the focus to be†, says Jennifer Metz. 2. Business Plan Outline: Zahorsky identifies the next step as follows: â€Å"A business plan outline is the second most important starting point once youve pre-determined your audience. The business plan outline should be prepared before the actual research and writing of the business plan. † During this step, it is also pertinent for one to decide: â€Å"Who is your target consumer? Will it be men or women? Old or young? Individuals or businesses and corporations? Local consumers or long distance consumers? † 3. Research Information Collection: In this step, Zahorsky says â€Å"Once you have made the decision of the type of funding your business requires, it is time for the research. Business plan research covers several areas: -Insight from your experience working and observing the industry you will enter. This data will have to be backed but by the next two sources. -Published information from library, Internet, and paid database services will provide information on the market growth, overall industry perspective, and customer profiles. -Field research covers interviews with customers, suppliers, competitors, and industry experts. This provides the real insight behind all the published facts. † â€Å"Decide how to market to your target consumer. Will you use the Internet? Newspapers? Maybe you will make packets to deliver to local businesses and corporations in an effort to gain their business. You will need a clear understanding at this step of the purpose of your business and your target consumer. For instance, you will most likely not need to place a newspaper ad if you are providing corporate services, and you will probably not need a business packet if you are advertising to the general public. † 4. Collection Files: Mertz identifies this step as the point when one should decide the following: â€Å"Where will your business be based out of? Will you work from home, or do you need a location? Obviously if you are running a store, you will need a store front. Location is key so start researching now how much rents are in your desired location. You would want a high traffic, or easily accessible area for a store. Perhaps you are just selling stuff online, in which case you dont need a store, but either enough space in your home if you have inventory or a storage unit. If you are a service provider, you may or may not need a location outside of your home. These are all questions you need to answer to define your business structure. † Zahorsky adds: â€Å"The easiest way to go about collecting all your experiences, interviews, and research is to create files for each section of the business plan. These files can be: paper-based, computer files or set-up using business planning software. As you start the research and collection phase of planning, fill your files with notes and printouts. † 5. General Industry Overview: At the fifth step, one should: â€Å"Begin the research process with an overview of the industry; uncovering industry and association reports. By having a general understanding of the industry, you will avoid embarrassment in contacting experts with basic questions. Begin the field research once you have a good grasp of the industry fundamentals and need answers to the hard-to-find information. † This step is also the time where one would answer the following questions: â€Å"What kind of tangible items will you need to get your business started? Do you need inventory? You will most likely need an assortment of office supplies no matter what your business. Items such as a computer, printer, and fax machine are all typical office needs in today’s society. Do you need equipment? This is a good time to research what you may need in the way of equipment for your business. Make a detailed list so you can easily research costs for each. † 6. Analysis: â€Å"Once the bulk of the data has been collected, the process of analysis begins. Look at building a competitive profile, contingency plan, risk assessment, etc. † This is the point in the business plan where one should: â€Å"Create a chart to calculate costs. This is the step you perform all the research and write down the costs of everything in the above steps. Dont just guess, but do some actual research. This will include making telephone calls and doing internet searches as well. Creating a list will give you a good idea of what finances you will require in order to get started. Once you have that number calculated, add an additional 10% for incidentals. † 7. Financials: â€Å"Start the financials when you have found some average industry ratios for your business. Work closely with your accountant to develop realistic projections. Being overly optimistic will raise eyebrows with your investors or banker. † says Zahorsky. Mertz adds: â€Å"Draft your Action Step list. At this step, while looking over the first 6 steps, create your Action Step list, or your To Do list. This will and should be extensive. There are many things to do when starting a business. Once you have completed all seven steps, you are ready to move on. You may want to consider hiring a professional business plan writer, or at the very least, you may want to take a class in business plan writing. Other things to consider are consulting an attorney to answer your legal questions. Do you need a license? Should you incorporate? You should also visit an accountant who specializes in small businesses. He or she can give you great financial advice before you get started so you are aware of all the financial aspects and repercussions of starting a business. † 8. Executive Summary: The following tips from Zahorsky should be utilized in this step: â€Å"Save the first section for last. When you have thoroughly, completed all sections of the business plan, write the summary. Highlight the key points and include the return on investment or loan payback requirements†. 9. Review Editing: â€Å"Remember, you only have one shot at making a good impression. A well-written business plan that opens doors and wins the money is a plan that has been revised and reviewed. Do not forget this important step. Ask others for feedback. Make certain to edit, proofread, proofread, and proofread. Business planning is not easy but by following these critical steps to writing a business plan, you will ensure your business has a chance at funding and success in the future. †

Was the American Use of the Atomic Bomb against Japan in 1945 the Final Act of WW2 or the Signal That the Cold War Was about to Begin

Introduction Known as one of the world’s greatest bloodbath, the World War II is also notorious for the first use of an atomic bomb as a weapon of mass destruction. As a matter of fact, restricting the amount of choices concerning the reasons that made the United States government attack Japan would be an insult to the history of the world in general and the history of the relationships between Japan and the United States in particular.Advertising We will write a custom essay sample on Was the American Use of the Atomic Bomb against Japan in 1945 the Final Act of WW2 or the Signal That the Cold War Was about to Begin specifically for you for only $16.05 $11/page Learn More Therefore, to evaluate the reasons that guided the American government in their successful attempt at mass genocide of the residents of Hiroshima and Nagasaki, one must consider not only the political implications behind the actions of the U.S. government, but also the specifics of the relationships between the two states, the influence of the U.S. and Japan in the WWII, the peculiarities of the American and especially the Japanese culture, as well as the numerous details concerning the outbreak of the Cold War.1 Despite the ace that every single piece of the existing evidence points at the fact that the United States were either intending to stress their participation I the WWII or to display their military power to the USSR, it can be assumed that the reasons behind the notorious Hiroshima and Nagasaki attack was an attempt to eliminate the slightest possibility of having the WWII going any longer, which would have necessarily appeared in Japan due to the peculiarities of the Japanese culture unless a sudden attack would have distracted them. The Use of the Atomic Bomb as the Sign of the Cold War Considering the arguments â€Å"pro†: the plausibility There is no secret that there always was an element of competition in the relationships between th e USSR and the USA2. According to what Crockatt says, the fact that the U.S. dropped the bomb on Hiroshima and Nagasaki to prove their economic and political world dominance is clear-cut. As Crockatt explains, the means that the U.S. chose to prove their point were predetermined by the differences in which the two states fought for their dominance. According to Crockatt, the differences in the way that the two states envisioned their concept of power defined the specifics of the approaches that the two states undertook in order to seize the power over the economic space. While the USSR preferred to adopt a more localized approach, the USA tended to encompass the opportunities provided by the entire world, and the situation with Japan was one of these opportunities. Because of the differences in the attitudes towards Japan, the bellicose one of the United States and the peaceful one of the Soviet Union, the attack of Hiroshima and Nagasaki triggered the start of the Cold War between the USA and the USSR, as Crockatt explains: â€Å"The Soviet Union remained neutral towards Japan and declared war only after the dropping of the first atomic bomb on Hiroshima on 6 August 1945.†3 Indeed, there are a number of facts that indicate the willingness of the USA to demonstrate its power to the USSR. There could not be a better moment for showing the military strength of the United States, since the Soviet union was clearly in the process of healing its wounds after taking part in one of the greatest bloodsheds in the world history; America, meanwhile, was not harmed in the twists and turns of war, since, first, the USA only entered the war in 1945, as the war ended, and, second, was separated from Europe by the Atlantic Ocean and, therefore, could not become another battlefield.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More With that being said, the USA clearly had an opportunity to defeat the Soviet Union in their chase for the world economic dominance. The fact that the USA possessed the weapon of such power of destruction meant that the U.S. became the superior state whom the USSR would not be able to compete with: â€Å"The Soviets did not have the atom bomb, but the Americans did, and that caused insecurity.†4 According to the given point of view, the mere fact that the USA showed its martial potential was enough to start the Cold War5. The above-mentioned viewpoint has all rights to exist; moreover, seeing how the tension in the relationships between the United States and the Soviet Union escalated after the given incident,6 the version of the bombing of Hiroshima and Nagasaki as the pretext for starting the Cold war becomes especially plausible.7 It can be assumed that the USA failed to show their entire military strength in the course of the WWII, as they managed to enter the process only as the WWII was getting to an end – in contrast to the Soviet Union, which displayed its military potential to the full, and, needless to say, made a great impression on the rest of the world. Therefore, by dropping the atomic bombs on the Japanese cities, the United States technically showed that their military power was just as huge and threatening as the one of the USSR: â€Å"Sherwin demonstrates how the US decision to drop the atomic bomb on Japan frew out of the Anglo-American thinking about its use as a diplomatic tool in peacetime as well as a winning weapon in wartime.†8 Concerning the arguments â€Å"counter†: the doubt To address the hypothesis concerning the assassination of the Hiroshima and Nagasaki dwellers as an attempt to introduce the dominance of the USA into the USA–USSR relationships., it is necessary to consider the latter in detail. According to Boyle, the fight for the title of the superior nation has been lasting since both empires became powerful enough9. With all due respect to Boyleà ¢â‚¬â„¢s research, however, it must be admitted that his account of the specifics of the USSR policies leaves much to be desired in terms of accuracy. It seem that Boyle makes a typical mistake by considering each action of the U.S. government as the response towards the ones of the USSR.Advertising We will write a custom essay sample on Was the American Use of the Atomic Bomb against Japan in 1945 the Final Act of WW2 or the Signal That the Cold War Was about to Begin specifically for you for only $16.05 $11/page Learn More Therefore, Boyle’s interpretation can be easily questioned, which picks the question whether the Little Boy and the Fat Man were a response to the USSR policies. Nogee’s work, on the contrary, offers much more introspective into the way in which the Soviet Union operated. Even though Nogee’s focus is on the USSR instead of its relationships with the USA, and, moreover, on the USSR of the post-WWII period, Nogee manages to capture the specifics of the state’s policy quite well. According to Nogee, the USSR leader of the WWII era, Stalin never actually considered the United States’ demonstration of what an atomic explosion was capable of as an actual threat to the safety of Russia and the allied states.10 Moreover. Nogee makes it clear that starting a direct confrontation was more than undesirable for both states, since both the UA and the USSR were devastated after the WWII. When considering the numerous signals that showed the start of the Cold War, one has to mention that the attack of the Japanese cities as another attempt to re-state the obvious would have been rather useless.11 According to what the existing sources say, by the end of the WWII, it was clear that the Cold War was brewing and that the U.S. and the USSR were going to divide the world into their spheres of influence.12 The Use of the Atomic Bomb as the Signal of the End of the WWII The idea that the USA used atomic bomb as the means to bring the WWII to an end is another common interpretation of the incident. What speaks in favor of the hypothesis: Truman’s policy Despite the fact that at present, the interpretations of the USA assassination of the residents of Hiroshima and Nagasaki gears towards the idea that the given action can be interpreted as the attempt of the United States to declare the end of the World War II. When talking about the reasons for the United States to attack Japan, one must specify that on the given time slot, the reins of power were quickly passed over from Franklin Delano Roosevelt to Harry S. Truman, who had no other choice but to follow the track blazed by his predecessor. Meanwhile, in accordance with to the score of the Yalta Conference, the U.S. was waiting for the USSR to enter the Pacific War. In addition, a number of German cities were incinerated prior to the attacks of Hiroshima and Nagasaki in a vengeful attempt to make Germany feel the power of the Allies.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More To make the matters worse, the testing of the A-bombs in the USA has just ended by that point, which must have brought Truman to the conclusion that threatening Japan by wiping Hiroshima and Nagasaki off the face of the earth would be a logical ending to the WWII. Dukes states in a very straightforward manner that the bombing of Hiroshima and Nagasaki helped bring the victory day closer: The dropping of A-bombs on Hiroshima and Nagasaki on 6 and 9 August brought VJ Day more quickly than had been previously hoped and feared. There was just time for the Soviet Union to fulfil its promise of declaring war against Japan three months after VE Day.13 What speaks against it: the end of the War However, there is also enough evidence that shows the opposite to the aforementioned ideas. Indeed, the link between the fact of genocide in Hiroshima and Nagasaki and the end of the WWII can seem somewhat farfetched. Another interpretation of the hypothesis The traditional idea of seeing the USA ass assination of the Hiroshima and Nagasaki dwellers as an attempt to draw the line in the WWII can also be viewed in a different light. While it can be considered that the act of dropping atomic bombs on the cities can be interpreted as the way of showing the power and influence of the USA as the state that ended the World War II, there is also a different way of interpreting the given step. The latter, however, requires an introspective into the peculiarities of the Japanese culture. According to the existing sources, even as the outcome of a battle becomes clearly unfavorable for the Japanese, the bushido code of conduct does not allow the Japanese warriors to cease the fire and give up; on the contrary, according to the bushido principles, fighting until the last soldier falls dead is the most appropriate tactics. Therefore, it is logical to suppose that even after Hitler’s suicide, the war would have been going on as the code of bushido dictates. While the rest of the state s that the Tripartite Alliance consisted of surrendered with the leader of the Alliance having been killed, the Japanese soldiers would have been fighting until the very last of them would have fallen breathless. Therefore, the World War would have been even longer and bloodier than it was, which the rest of the world, including the USSR and the Allies, would have hardly take14n. As history shows, culture plays great role in developing and solving international conflicts. For instance, as Kegley and Wittkopf show, cultural specifics predetermine largely the economic relationships between such states as, say, USA and China.15 The same can be applied to the conflicts between the states. In the given case, the fact that the Japanese government would have not ceased their attempts at fighting the enemy so easily is brought to people’s attention. Indeed, according to bushido, the Japanese code of a warrior’s conduct, a soldier is supposed to fight till the end even when the opponent seems to be superior. Therefore, it can be assumed that, unless the USA had demoralized the Japanese, the WWII would have been continuing for quite long after the surrender of Germany. As a result, the consequences of the WWII would have been even more deplorable for the Allies, as well as for Germany, Japan and Italy. While Japan would have suffered most, the rest of the states would have also driven their economical and financial resources to an absolute zero. The U.S. and the Soviet Union: Sworn Friends or Sworn Enemies? While the two states have been maintaining moderately friendly relationship, there has always been some kind of tension between them, as if the two were constantly trying to win over the other one. Indeed, if considering the way in which the specifics of one culture is portrayed in the other state, it becomes obvious that each of the two countries have always been trying to take over the opponent. For instance, according to English, even in mass media o f each of the states, the portrayal of the other one was rather negative.16 For instance, in Russian media, the portrayal of the Capitalist USA world was far from being positive.17 The given attitude, however, had not grown into anything spectacular until the Cold War; it seemed that the two states realized that, once they clash, they might get harmed greatly; in the process. Therefore, it can hardly be considered that the bombing of Hiroshima and Nagasaki was a deliberate attempt at starting the Cold War; the U.S. should have known that, even after the WWII, the USSR would have still be able to rebuff the attack efficiently enough18. In fact, at certain point, the development of the notorious atomic bomb was planned as a joint attempt of the USA and the USSR to enhance their influence in the world, as McCauley explains.19 The given supposition can be supported by the fact that, according to some sources, the Soviet Union was the first to come up with an idea of a hydrogen bomb.20 C onclusion: In Search for the Truth Truly, it would be wrong to believe that nowadays, more than sixty years after the WWII was ended, it is possible to reconstruct the implications behind the actions of each of the states that took part in the WWII. However, by analyzing the factors that influenced these actions, as well as learning about the position that the U.S. took in the World War, one can possibly figure out if the action of dropping atomic bombs on Japan was the sign of the triumph of the Allies or the beginning of the Cold War. While some of the sources contradict each other, it is possible to learn the truth about the notorious Hiroshima and Nagasaki attack. Even though the connection between Hiroshima, Nagasaki and the Cold War might seem rather loose, it is necessary to admit that by dropping the bomb on these Japanese cities, the United States have shown their military strength, which was very timely in the light of the beginning of the Cold War. Even though there is li ttle to no evidence showing the effect that the given action had on the U.S. reputation in the Eastern Europe, one has to admit that the Hiroshima and Nagasaki incident was rather well-timed. Indeed, considering the consequences, one has to acknowledge the fact that the U.S. has shown its military potential, therefore, making it clear to the Soviet Union that the United States were able to fend for themselves. Meanwhile, the act of brushing millions of the Japanese off the face of the Earth could be viewed as the attempt of the American government to draw the line in the WWII and make it clear that the Allies won.21 Indeed, the given action can be translated as a manifestation of the end of the WWII and the fact that fascism was finally defeated. The reasons for the American government to undertake the given measure, on the other hand, are rather obscure; since it was not Japan, but Germany who was at the helm of the Tripartite Alliance, it would have been much more logical to use G ermany as the venue of their vengeful act. The role of Japan in the WWII could not be described as the definitive one; Italy had practically similar share of influence in the Axis Pact. The choice of the location for the Little Boy and the Fat Man was sporadic, which meant that the United States was going to draw the final line in the WWII. With that being said, it is reasonable to suggest that, even though the attack of Hiroshima and Nagasaki with an atomic bomb triggered an increase in the U.S. authority, the given effect was sporadic rather than planned; by attacking Japan, the U.S. clearly intended to show that it also had its share of the triumph that the victory triggered. Considering the policy of the American government at the time, one must admit that the idea of bombing Japan as the means to threaten the government of the Soviet Union seems much like a last-minute choice, which would have been rather untypical of the U.S. government. As the existing evidence says, making J apan surrender was crucial to the outcome of the WWII mostly because of the specifics of the Japanese culture; with its specific code of honor, the residents of the latter would have not seized their actions until they had lost each of their soldier. Demoralization seemed a viable strategy to adopt, which the USA did by using an atomic bomb. Bibliography Bell, PMH, The world since 1945, London, Hodder Arnold, 2001. Boyle, PG, American-Soviet relations, London, Routledge, 1993. Carlton, D and HM Levine, The Cold War debated, New York, McGraw Hill, 1988. Crockatt, R The fifty years war: the United States and the Soviet Union in world politics, 1941-1991, London, Routledge, 2002. Dobson, AP and S Marsh, US foreign policy since 1945, 2nd edn, London, Routledge, 2006. Dockrill, S Advances in Cold War history (ed.), London, Palgrave, 2006. Dockrill, S and G Hughes, Advances in Cold War history, Basingstoke, Palgrave Macmillan, 2006. Dukes, P, The superpowers. A short history, London, Rout ledge, 2000. English R D, Russia and the idea of the West, New York, Columbia University Press, 2000. Gaddis, JL, The Cold War, Harmondsworth, Penguin, 2007. Kegley, C and ER Wittkopf, World politics: trend and transformation, 9th edn, Belmont, CA, Wadsworth, 2003. Kennedy-Pipe, C, Russia and the world, 1917-1991, London: Arnold, 1998. Leffler, MP and DS Painter, The origins of the Cold War (ed.), London, Routledge, 2002. Light, M, The Soviet theory of international relations, Brighton, Wheatsheaf Books, 1988. Lightbody, B, The Cold War, London, Routledge, 1999. McCauley, M, The origins of the Cold War, London, Longman, 1995. McCauley, M, Russia, America the Cold War 1949-1991, London, Longman, 1998. Nogee, JL and RH Donaldson, Soviet foreign policy since WW2, Oxford, Pergamon, 1984. Painter, DS, The Cold War: an international history, London, Routledge, 2002. Roberts, G, The Soviet Union in world politics, London, Routledge, 1999. Stephen, EA and DG Brinkley, Rise to globalism, 8t h edn, Harmondsworth, Penguin, 1997. Zubok, VM, A failed empire: the Soviet Union in the Cold War from Stalin to Gorbachev, Chapel Hill, University of North Carolina Press, 2007. Footnotes 1. Carlton, D and HM Levine, The Cold War debated, New York, McGraw Hill, 1988, 4. 2. Light, M, The Soviet theory of international relations, Brighton, Wheatsheaf Books, 1988, 11. 3. R Crockatt, The fifty years war: the United States and the Soviet Union in world politics, 1941-1991, London, Routledge, 2002, 40. 4. A P Dobson and S Marsh, US foreign policy since 1945, 2nd edn, London, Routledge, 2006, p. 20. 5. Dockrill, S and G Hughes, Advances in Cold War history, Basingstoke, Palgrave Macmillan, 2006, 5. 6. Stephen, EA and DG Brinkley, Rise to globalism, 8th edn, Harmondsworth, Penguin, 1997, 11. 7. Lightbody, B, The Cold War, London, Routledge, 1999, 7. 8. Leffler, MP and DS Painter, The origins of the Cold War (ed.), London, Routledge, 2002, 4. 9. Boyle, PG, American-Soviet relations, London, Routledge, 1993. 10. Nogee, JL and RH Donaldson, Soviet foreign policy since WW2, Oxford, Pergamon, 1984. 11. Zubok, VM, A failed empire: the Soviet Union in the Cold War from Stalin to Gorbachev, Chapel Hill, University of North Carolina Press, 2007, 19. 12. Gaddis, JL, The Cold War, Harmondsworth, Penguin, 2007, 7. 13. Dukes, P, The superpowers. A short history, London, Routledge, 2000, p. 72. 14. Dockrill, S Advances in Cold War history (ed.), London, Palgrave, 2006, 4. 15.Kegley, C and ER Wittkopf, World politics: trend and transformation, 9th edn, Belmont, CA, Wadsworth, 2003, 3. 16. English R D, Russia and the idea of the West, New York, Columbia University Press, 2000, 6. 17. Kennedy-Pipe, C, Russia and the world, 1917-1991, London: Arnold, 1998, 5. 18. McCauley, M, Russia, America the Cold War 1949-1991, London, Longman, 1998., 9. 19. McCauley, M, The origins of the Cold War, London, Longman, 1995, 127. 20. Painter, DS, The Cold War: an international history, London, Routl edge, 2002, 41. 21. Bell, PMH, The world since 1945, London, Hodder Arnold, 2001, 3. 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