The Natural Order Hypothesis Essay

The Natural Order Hypothesis Essay In 1977, Tracy Terrell, a teacher of Spanish in California, outlined a proposal for a new philosophy of language teaching which [he] called the Natural Approach (Terrell 1977; 1982: 121). This was an attempt to develop a language teaching proposal that incorporated the naturalistic principles researchers had identified in studies of second language acquisition. The Natural Approach grew out of Terrells experiences teaching Spanish classes. Since that time Terrell and others have experimented with implementing the Natural Approach in elementary- to advanced-level classes and with several other languages. At the same time he has joined forces with Stephen Krashen, an applied linguist at the University of Southern California, in elaborating a theoretical rationale for the Natural Approach, drawing on Krashens influential theory of second language acquisition. Krashen and Terrells combined statement of the principles and practices of the Natural Approach appeared in their book, The Natur al Approach, published in 1983. Krashen and Terrells book contains theoretical sections prepared by Krashen that outline his views on second language acquisition (Krashen 1981; 1982), and sections on implementation and classroom procedures, prepared largely by Terrell. Krashen and Terrell have identified the Natural Approach with what they call traditional approaches to language teaching. Traditional approaches are defined as based on the use of language in communicative situations without recourse to the native language and, perhaps, needless to say, without reference to grammatical analysis, grammatical drilling, or to a particular theory of grammar. Krashen and Terrell note that such approaches have been called natural, psychological, phonetic, new, reform, direct, analytic, imitative and so forth (Krashen and Terrell 1983: 9). The fact that the authors of the Natural Approach relate their approach to the Natural Method has led some to assume that Natural Approach and Natural Method are synonymous terms. Although the tradition is a common one, there are important differences between the Natural Approach and the older Natural Method, which it will be useful to consider at the outset. The Natural Method is another term for what by the turn of the century had become known as the Direct Method. It is described in a report on the state of the art in language teaching commissioned by the Modern Language Association in 1901. In its extreme form the method consisted of a series of monologues by the teacher interspersed with exchanges of question and answer between the instructor and the pupil all in the foreign language A great deal of pantomime accompanied the talk. With the aid of this gesticulation, by attentive listening and by dint of much repetition the learner came to associate certain acts and objects with certain combinations of the sounds and finally reached the point of reproducing the foreign words or phrases Not until a considerable familiarity with the spoken word was attained was the scholar allowed to see the foreign language in print. The study of grammar was reserved for a still later period. (Cole 1931: 58) The term natural, used in reference to the Direct Method, merely emphasized that the principles underlying the method were believed to conform to the principles of naturalistic language learning in young children. Similarly, the Natural Approach, as defined by Krashen and Terrell, is believed to conform to the naturalistic principles found in successful second language acquisition. Unlike the Direct Method, however, it places less emphasis on teacher monologues, direct repetition, and formal questions and answers, and less focus on accurate production of target language sentences. In the Natural Approach there is an emphasis on exposure, or input, rather than practice; optimizing emotional preparedness for learning; a prolonged period of attention to what the language learners hear before they try to produce language; and a willingness to use written and other materials as a source of comprehensible input. The emphasis on the central role of comprehension in the Natural Approach link s it to other comprehension-based approaches in language teaching. Approach Theory of language Krashen and Terrell see communication as the primary function of language, and since their approach focuses on teaching communicative abilities, they refer to the Natural Approach as an example of a communicative approach. The Natural Approach is similar to other communicative approaches being developed today (Krashen and Terrell 1983: 17). They reject earlier methods of language teaching, such as the Audiolingual Method, which viewed grammar as the central component of language. According to Krashen and Terrell, the major problem with these methods was that they were built not around actual theories of language acquisition, but theories of something else; for example, the structure of language (1983: 1). Unlike proponents of Communicative Language Teaching (Chapter 5), however, Krashen and Terrell give little attention to a theory of language. Indeed, a recent critic of Krashen suggests he has no theory of language at all (Gregg 1984). What Krashen and Terrell do describe about the nature of language emphasizes the primacy of meaning. The importance of the vocabulary is stressed, for example, suggesting the view that a language is essentially its lexicon and only inconsequently the grammar that determines how the lexicon is exploited to produce messages. Terrell quotes Dwight Bolinger to support this view: The quantity of information in the lexicon far outweighs that in any other part of the language, and if there is anything to the notion of redundancy it should be easier to reconstruct a message containing just words than one containing just the syntactic relations. The significant fact is the subordinate role of grammar. The most important thing is to get the words in. (Bolinger, in Terrell 1977: 333). Language is viewed as a vehicle for communicating meanings and messages. Hence Krashen and Terrell state that acquisition can take place only when people understand messages in the target language (Krashen and Terrell 1983: 19). Yet despite their avowed communicative approach to language, they view language learning, as do audiolingualists, as mastery of structures by stages. The input hypothesis states that in order for acquirers to progress to the next stage in the acquisition of the target language, they need to understand input language that includes a structure that is part of the next stage (Krashen and Terrell 1983: 32). Krashen refers to this with the formula I + 1 (i.e., input that contains structures slightly above the learners present level). We assume that Krashen means by structures something at least in the tradition of what such linguists as Leonard Bloomfield and Charles Fries meant by structures. The Natural Approach thus assumes a linguistic hierarchy of structural complexity that one masters through encounters with input containing structures at the 1 + 1 level. We are left then with a view of language that consists of lexical items, structures, and messages. Obviously, there is no particular novelty in this view as such, except that messages are considered of primary importance in the Natural Approach. The lexicon for both perception and production is considered critical in the construction and interpretation of messages. Lexical items in messages arc necessarily grammatically structured, and more complex messages involve more complex grammatical structure. Although they acknowledge such grammatical structuring, Krashen and Terrell feel that grammatical structure does not require explicit analysis or attention by the language teacher, by the language learner, or in language teaching materials. Theory of learning Krashen and Terrell make continuing reference to the theoretical and research base claimed to underlie the Natural Approach and to the fact that the method is unique in having such a base. It is based on an empirically grounded theory of second language acquisition, which has been supported by a large number of scientific studies in a wide variety of language acquisition and learning contexts (Krashen and Terrell 1983: 1). The theory and research are grounded on Krashens views of language acquisition, which we will collectively refer to as Krashens language acquisition theory. Krashens views have been presented and discussed extensively elsewhere (e.g., Krashen 1982), so we will not try to present or critique Krashens arguments here. (For a detailed critical review, see Gregg 1984 and McLaughlin 1978). It is necessary, however, to present in outline form the principal tenets of the theory, since it is on these that the design and procedures in the Natural Approach are based. THE ACQUISITION/LEARNING HYPOTHESIS The Acquisition/Learning Hypothesis claims that there are two distinctive ways of developing competence in a second or foreign language. Acquisition is the natural way, paralleling first language development in children. Acquisition refers to an unconscious process that involves the naturalistic development of language proficiency through understanding language and through using language for meaningful communication. Learning, by contrast, refers to a process in which conscious rules about a language are developed. It results in explicit knowledge about the forms of a language and the ability to verbalize this knowledge. Formal teaching is necessary for learning to occur, and correction of errors helps with the development of learned rules. Learning, according to the theory, cannot lead to acquisition. THE MONITOR HYPOTHESIS The acquired linguistic system is said to initiate utterances when we communicate in a second or foreign language. Conscious learning can function only as a monitor or editor that checks and repairs the output of the acquired system. The Monitor Hypothesis claims that we may call upon learned knowledge to correct ourselves when we communicate, hut that conscious learning (i.e., the learned system) has only this function. Three conditions limit the successful use of the monitor: 1. Time. There must be sufficient time for a learner to choose and apply a learned rule. 2. Focus on form. The language user must be focused on correctness or on the form of the output. 3. Knowledge of rules. The performer must know the rules. The monitor does best with rules that are simple in two ways. They must be simple to describe and they must not require complex movements and rearrangements. THE NATURAL ORDER HYPOTHESIS According to the Natural Order Hypothesis, the acquisition of grammatical structures proceeds in a predictable order. Research is said to have shown that certain grammatical structures or morphemes are acquired before others in first language acquisition of English, and a similar natural order is found in second language acquisition. Errors are signs of naturalistic developmental processes, and during acquisition (but not during learning), similar developmental errors occur in learners no matter what their mother tongue is. THE INPUT HYPOTHESIS The Input Hypothesis claims to explain the relationship between what the learner is exposed to of a language (the input) and language acquisition. It involves four main issues. First, the hypothesis relates to acquisition, and not to learning. Second, people acquire language best by understanding input that is slightly beyond their current level of competence: An acquirer can move from a stage I (where I is the acquirers level of competence) to a stage I +1 (where I + 1 is the stage immediately following I along some natural order) by understanding language containing I + 1. (Krashen and Terrell 1983: 32) Clues based on the situation and the context, extra linguistic information, and knowledge of the world make comprehension possible. Third, the ability to speak fluently cannot be taught directly; rather, it emerges independently in time, after the acquirer has built up linguistic competence by understanding input. Fourth, if there is a sufficient quantity of comprehensible input, I + 1 will usually be provided automatically. Comprehensible input refers to utterances that the learner understands based on the context in which they are used as well as the language in which they are phrased. When a speaker uses language so that the acquirer understands the message, the speaker casts a net of structure around the acquirers current level of competence, and this will include many instances of I + 1. Thus, input need not be finely tuned to a learners current level of linguistic competence, and in fact cannot be so finely tuned in a language class, where learners will be at many different levels of competence. Just as child acquirers of a first language are provided with samples of caretaker speech, rough-tuned to their present level of understanding, so adult acquirers of a second language are provided with simple codes that facilitate second language comprehension. One such code is foreigner talk, which refers to the speech native speakers use to simplify communication with foreigners. Foreigner talk is characterized by a slower rate of speech, repetition, restating, use of Yes/No instead of Who- questions, and other changes that make messages more comprehensible to persons of limited language proficiency. THE AFFECTIVE FILTER HYPOTHESIS Krashen sees the learners emotional state or attitudes as an adjustable filter that freely passes, impedes, or blocks input necessary to acquisition. A low affective filter is desirable, since it impedes or blocks less of this necessary input. The hypothesis is built on research in second language acquisition, which has identified three kinds of affective or attitudinal variables related to second language acquisition. 1. Motivation. Learners with high motivation generally do better. 2. Self-confidence. Learners with self-confidence and a good self-image tend to be more successful. 3. Anxiety. Low personal anxiety and low classroom anxiety are more conducive to second language acquisition. The Affective Filter Hypothesis states that acquirers with a low affective filter seek and receive more input, interact with confidence, and are more receptive to the input they receive. Anxious acquirers have a high affective filter, which prevents acquisition from taking place. It is believed that the affective filter (e.g., fear or embarrassment) rises in early adolescence, and this may account for childrens apparent superiority to older acquirers of a second language. These five hypotheses have obvious implications for language teaching. In sum, these are: 1. As much comprehensible input as possible must be presented. 2. Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure. 3. The focus in the classroom should be on listening and reading; speaking should be allowed to emerge. 4. In order to lower the affective filter, student work should center on meaningful communication rather than on form; input should be interesting and so contribute to a relaxed classroom atmosphere. Cognitive Theories Psychologists and psycholinguists viewed second language learning as the acquisition of a complex cognitive skill. Some of the sub-skills involved in the language learning process are applying grammatical rules, choosing the appropriate vocabulary, following the pragmatic conventions governing the use of a specific language (McLaughlin, 1987:134). These sub-skills become automatic with practice (Posner Snyder, 1975). During this process of automatisation, the learner organizes and restructures new information that is acquired. Through this process of restructuring the learner links new information to old information and achieves increasing degrees of mastery in the second language (McLaughlin, 1987, 1990a). This gradual mastering may follow a U-shaped curve sometimes (Lightbown, Spada, Wallace, 1980) indicating a decline in performance as more complex internal representations replace less complex ones followed by an increase again as skill becomes expertise (McLaughlin, 1990b). From the cognitivists point of view language acquisition is dependent in both content and developmental sequencing on prior cognitive abilities and language is viewed as a function of more general nonlinguistic abilities (Berman, 1987:4). Evidence against the cognitivist theory is provided by Felix (1981) who describes the general cognitive skills as useless for language development (Felix, 1981). The only areas that cognitive development is related to language development is vocabulary and meaning, since lexical items and meaning relations are most readily related to a conceptual base (Felix, 1981). Base in cognitive theory is also claimed by the interactivist approach to second language learning (Clahsen, 1987). The language processing model proposed by the interactivist approach assumes an autonomous linguistic level of processing and contains a general problem solver mechanism (GPS) that allows direct mappings between underlying structure and surface forms, thus short-circuiting the grammatical processor (Clahsen, 1987:105). The language acquisition theories based on a cognitive view of language development regard language acquisition as the gradual automitization of skills through stages of restructuring and linking new information to old knowledge. However, the differences between the various cognitive models makes it impossible to construct a comprehensive cognitive theory of second language acquisition and furthermore, as Schimdt (1992) observes: there is little theoretical support from psychology on the common belief that the development of fluency in a second language is almost exclusively a matter of the increasingly skillful application of rules (Schmidt, 1992:377). The last two theories dealt with in this paper, the Multidimensional Model and the Acculturation/Pidginization Theory, refer mainly to the acquisition of a second language by adults in naturalistic environments. In second/foreign language teacher education, humanistic theory leads to considerable innovation, with greater emphasis on co-operative development (Edge, 1992). The basis for this change is the new respect for the teachers personal autonomy. The teacher educators role is one of supporter and facilitator, with the adoption of counselling models of intervention. An additional important factor is the recognition of the emotional dimension to learning. Within this framework, relationships between supervisors and student teachers are emphasised in pre-service education programmes. In in-service programmes, counselling models are adapted with syllabi containing not only subject matter knowledge, but also skills for self-directed development. Moreover, self-assessment and group-work are determined where feelings, relationships and learning can be inexorably linked. Examples of second/foreign language teacher education practices adopted on a basis of humanistic principles include work by Freeman and Richards (1996), Gebhard (1999) and Woodward (1991). Constructivist Approach Constructivism puts an emphasis on the ways in which individuals bring personal meaning to their world. Early researchers such as Piaget focused on the individual construction of knowledge. Bruner on the other hand, placed a greater emphasis on the interaction of the learner with curriculum materials, the teacher, and other significant factors. Similarly, Vygotsky and Feuerstein criticised Piagets view concerning the individual view of knowledge and suggested that, living as we do in a social world, learning occurs through interactions with other people (Williams and Burden, 1997). The author examines constructivism in relation to teacher education, from both the individual and social aspect as follows: Social Constructivist Approach Based on the work carried out by Vygotsky, Bruner and Feurstein, social interactionism sees the individual as born into a social world, and thus learning occurs through social interactions with other people (Dmitri, 1986). This is in contrast with the views of the individual constructivist approach expressed by Piaget and others. A claim is made that our mental representations are not only internal but also dependent on the mental representations of others and rules and restrictions that society imposes on the roles a person can adopt (McMahon, 1997). Therefore, learning to teach is not an internally constructed process with a set of techniques and some specialist knowledge but rather a social process, involving the adoption of a social role. For teachers, this means that they selectively acquire the values and attitudes, interests, skills and knowledge of their professional group. This implies a need for teachers to assess the relationship between their work and wider social conditions (Roberts, 1998, p.44). Thus, the teachers context is not perceived as a constraint but rather as a challenge within which appropriate methodologies need to be evaluated. Evidently, the application of social constructivism in the field of second/foreign language teacher education reveals that social constructivism focuses on the importance of knowledge constructed within and with the help of the group. This is supplemented with teachers sharing and contrasting ideas, agreeing and disagreeing, etc. The group of teachers in question may also be widened by joining forces with other participants in the education system, in the form of a wider learning community (Gredler, 1997). The recognition of dialogue as central to teacher learning is not new. The experiential learning cycle and the humanistic perspectives also recognise the importance of talk in learning. However, according to Roberts (1998, p.45), within a social constructivist framework, dialogue is seen as particularly valuable, in that it is collaborative, task-focused and offers teachers the chance to clarify their own personal theories and social relationships. Activities which help promote social interaction and construction include awareness raising tasks, e.g. problem-solving, which involves past experience, current beliefs and knowledge, direct personal experience in the form of microteaching and teaching practice with opportunities for reflection in and on these activities through structured observations, journal writing, etc. Within this approach, as within the other person-centred approaches, there is apparently a shift in emphasis from that of training to that of development.

Band of Brothers by Stephen Ambrose

This book report is written in fulfillment of the requirements for (class subject e. g. Hist. 108) under Professor (professor’s name). Band of Brothers is a novel based on the events of World War II, emphasizing more on the lives of the soldiers, particularly the paratroopers of Easy company, 506 regiment of the 101st Airborne Division of the United States Army. Paratroopers are trained soldiers launched into battle by parachute into areas inaccessible by aerial bombing.Written by Stephen Ambrose and published by Simon and Schuster in 2001, Band of Brothers, has been an all time best seller which was made into a mini series by HBO in association with Dreamworks, edited by Billy Fox and directed by Phil Alden Robinson. Life in the military has always been a fascination of many young men. All the amazing weapons and gears that they use in battle, the handsome uniforms, not to mention the recognition and accolade that one can receive sounds like a promising career. A priceless ho nor which brings pride that lasts beyond your lifetime.If one decides to pursue a career in the armed forces, one must be ready to make all the adjustments and face the challenges, not only that of a rigorous training, but a life in the battle field. A soldier’s life, activity and relationships literally changes the moment training commences. The armed forces is a stratified society full of rigidity. A soldier has to understand the hierarchy and chain of command and must learn to obey first before complaining (not that one is allowed to complain). The inability to perform a particular duty, due to whatever reason, is inexcusable, therefore punishable. A soldier’s life is full of misconceptions.Civilians mostly view them as fortunate individuals who enjoy a lot of privileges both from the government and the private sector. Stephen Ambrose used a lot of characters to portray the lives of soldiers in Easy company. Captain Herbert M. Sobel was the commanding officer of Eas y company in the 2nd battalion 506th parachute infantry regiment of the 101st airborne division. He was very strict and usually rude, squeezing the energy of his soldiers during training. He doesn’t tolerate anything that he feels like not tolerating to the point of just simply finding errors on his soldiers just for the heck of it.Although disliked by most of his soldiers, his attitude towards training and his ways of implementing training schedule and activities helped in the honing of his soldiers’ skills and intelligence. In the mini series, David Schwimmer played the role of Captain Sobel. Lt. Richard D. Winters, played by actor Damian Lewis, was the second in command of Captain Sobel. Lt. Winters outdo Captain Sobel in the field. Although a Jew, he was respected and well-liked by the soldiers. Scott Grimes played the role of technical sergeant Donald Malarkey who was refused admission to the Marines due to dental issues.He also tried Army Air Corps, but due to ma th requirements, still he was not admitted. He only became a member of E company (Easy company) when he volunteered to be a part of the paratroops of the United States Army. He was awarded the Bronze star medal for his participation on D-Day’s Brecourt Manor Assault in Normandy. Captain Ronald Speirs was initially company D’s (Dog company) platoon leader. During the end of the Battle of the Bulge in Bastogne, Captain Speirs was reassigned to command Easy company. 2nd Lt. Clifford Carwood Lipton a. k. a Lip, joined E company in 1942.From Private he was promoted to company first sergeant, then to second lieutenant. Band of Brothers is a historical documentary novel telling the story of the lives and experiences of airborne soldiers during World War II. 1942 marked the year when the United States Army Airborne Division formed the second battalion of the 506th parachute infantry regiment in Toccoa, Georgia (Ambrose 2001). The story began in Toccoa, Georgia when the U. S. a rmy is preparing for battle against the Germans. Under the command and rigid training of Captain Herbert M.Sobel, the soldiers of E company endured rigorous and severe training. Their company was known to be the best in the regiment and Captain Sobel prided himself on that; and because of their reputation, they were always given the toughest assignments. E company trained for ninety days which included lectures, physical exercises, obstacle courses and field simulations after which, they were deployed to England on board a ship in preparation for the invasion of Hitler’s Third Reich. Their task is to penetrate enemy lines and subjugate German Artillery.On June 6, 1944 in Normandy, the soldiers had their first jump which did not go as planned. Due to heavy firing on the ground, planes carrying the paratroopers flew at high speeds with only a short distance from the ground (Ambrose 2001). One of the planes got hit, went on fire and crash to the ground. Nevertheless, the troop w as able to arrive at Carentan, gained control of the area then they flew back to Aldbourne. On September 17, 1944, the troops made their second jump in Holland which was executed perfectly. After completing their mission in the area, they also fought in the Battle of the Bulge.The paratroopers arrived in Germany on the second day of April, 1945 where the enemies finally surrendered. They celebrated their victory in Austria where they drank alcohol and took a lot of things from the Germans like jewelry and lugers. When the war was over, they parted ways and took different paths. As often as possible, a reunion is made in New Orleans where they all could catch up while remembering the years they spent at war. My impression on the book is positive. Stephen Ambrose was able to make World War II a more relatable event to ordinary people.He was able to show two perspectives of the story – officers’ point of view and the soldiers’ point of view. The story was able to s how that an army officer is not perfect. He might be very good at one thing, but he still has his flaws, like Captain Sobel who was very good at training men but performs poorly on the field. Soldiers are also human beings who feel fear, stress, anxiety and bleeds inside out; but the important thing is ones ability to endure whatever hardships that one has to face in carrying out his duty to the country and the people. They are always together and yet, they feel alone in the battle field.War means death, and these men had to psyche themselves up to be ready in all aspects – physically, emotionally, spiritually and mentally. Focusing on one particular battalion like Easy company, the author was able to present the lives of soldiers in the battlefield. Their ‘humanness’ were more felt and their bond as brothers in their cause was strongly established. However, Ambrose’s exposure of their ‘humanness’ can be a downside as this could lead to debate s and issues regarding the deployment of soldiers to war in support of allied nations under fire.But then again, the personal approach employed by Ambrose in writing the story made the events of World War II more relevant in the lives of people. Band of Brothers enabled us to understand, at a deeper level, the struggles and hardships that soldiers face. True, recognitions and accolades are given, but such can only be enjoyed by them if they are lucky to be alive. Bibliography Stephen Ambrose (2008). â€Å"Band of Brothers. † 123 Helpme. com. 04 January 2006. 05 January 2008. . Stephen E. Ambrose (2001). â€Å"Band of Brothers. † Simon and Schuters. ISBN: 0743216385 Band of Brothers by Stephen Ambrose Airborne Division of the United States Army was formed in Toccoa, Georgia. They were trained under Capt. Sorbel.. Members of the battalion voluntered for the job for the money, thrill, honor and to be the best among the ordinary infantry men. Because the Band of Brothers was narrated from the points of view of the soldiers of Company E or the Easy Company, the story is unique for the narration was so vivid that a reader would feel that he is there fighting with the band of brothers. Because of the physical requirements during the training only few made it to their graduation day.Here the story is significant for a soldier because the story is about the everyday life of a soldier in the boot camp and in the field—not a story about generals and admirals usually made by most movie companies. It tells a soldier that even how much he has suffered while training it doesn’t guarantee that he would survive in war. From Toccoa the company was sent to Fort Benning for their jumpi ng course. Their earlier training at the boot camp hardened them physically that they even outlasted the physical fitness trainers at the fort.This is the reality about soldiery. There are soldiers who are better than the trainers themselves. After only five jumps, ironically they were made as parachutists, and after nine months of training were sent to England on board a transport ship to prepare themselves for the invasion against the Third Reich of Hitler. The writer narrates the daily regimen of the company while in training in England. The narration was from the points of view from both the officers and men of the Easy Company.Both the movie and the book depict the confusion, heroism and struggle during the time the company jumped into the countryside where they were separated from each other. Many landed on buildings, trees, farm houses, fences, carts, houses, rafters and in the middle of enemies since they jumped behind enemy lines at dawn. There was chaos all around but many maintain their composure as hardened soldiers of Easy Company. Their job was to silence the German artillery and neutralize the enemy soldiers guarding the guns. They effectively put their hard training into practice.The highlight of the Band of Brothers is how Lt. Richard Winters achieved the mission. The book narrates: â€Å" By this time, about 0700, E company consisted of two light machine guns, one bazooka (no ammunition), one 60 mm†¦. † But with less than 100 men from the original 139 jumpers, Lt. Winters’s men were able to accomplish the mission. The mission was done without heroic deeds of a few. They fought as a team and with the right maneuvers attacked the German platoon guarding the battery emplacement. This is also about the best aspect on soldiery.As a soldier, you have also to protect not your life but also your brothers in arms. In this kind of situation, a soldier usually has to consider that everyone in his group as his brother. Why? Because the y shed blood and tears together or suffer pain together. They are blood brothers, so to speak. The book quotes one of the men: â€Å" We fought as a team†¦we were like machine†¦We knocked it out or made it withdraw by maneuver and teamwork†¦We were smart†¦we had learned that heroics was the way to get killed without getting the job done†¦.† Easy Company continued to fight in Normandy until it was pulled out and deployed to Utah beach. They were about 139 when they exited from the plane’s door. And ended the battle with only 79 remaining men. In the movie, you can feel the struggle of private Albert Blithe. He has to overcome fear, as every soldier has experienced fear. Winters, on his part, has suffered anguish after he shot a German teenage soldier. The company jumped into Holland under Operation: Market Garden and fought until November 1944.The company also heroically defended Bastogne almost to the last man. . In the movie, the German Army s ent couriers to relay offer the message of the German commander of Bastogne for them to surrender or perish. Winters made a succinct reply: â€Å"Nuts. † They held their trenches until reinforcements arrived. Then the men of Company E fought in the famous Battle of the Bulge, which marked the defeat of the German Panzer division. Winters’ men continued fighting and were the first to occupy Hitler’s mountain retreat known as the Eagle’s Nest.From Austria the battalion was redeployed to a town near Paris and on November 30, 1945, the 101st Airborne Battalion was deactivated. What’s the significance of the story to a plain infantry man? I can say that the Band of Brothers is one of the few stories written from the testimonies of actual combatants without fanfare or garnishment for use in movies. The book tells the story of leadership amid blood, guts and tears and about overcoming fear by soldiers and officers alike. It tells the credo of an American general who says â€Å" The more you sweat in peace and less you bleed in war. † But many die in war.

Black Like Me a Cultural Book Report - 910 Words

John Howard Griffin was a journalist and a professional on race issues. After publication, he became a leading advocate in the Civil Rights Movement and did much to promote awareness of the racial situation sand pass legislature. He was middle aged and living in Mansfield, Texas at the time of publication in 1960. His desire to know if Southern whites were racist against the Negro population of the Deep South, or if they really judged people based on the individual s personality as they said. Because of this he felt that they had encouraged him to cross the color line and write Black Like Me. Plot: Black Like Me is the story of a man named John Howard Griffin, who underwent a series of medical treatments to change his skin color†¦show more content†¦And last, but not least, he showed us a sense of hope, because no matter what, even in the darkest times, he would still keep at least a small bit of hope in him. Cultural Insights: The things that I ve learned about white people and black people is that things aren t always what they seem to be. A white person could be the nicest person to you at first if you are white, but the next they could hate you for being black if you are a black person. But not every white person is like this. Universal Insight: In Montgomery, Alabama, Griffin decided it was time for him to reenter white society, but he also wanted to gain information of the area as a black man. So, he found the technique of covering an area as a black and then returning the following day as a white. What he found was, as a black he would receive the hate stare from whites and be treated with every courtesy by the black community. As a white, it would be the exact opposite, he would get the hate stare from blacks and be treated wonderfully by the same people who despised him the previous day. The only thing altered was his appearance. He dyed his skin a very dark brown and shaved his head, his clothing, speech patterns, and references had not changed and every question was answered truthfully. If people did judge others by their qualities andShow MoreRelatedDr Nehisi Coates, An American Educator, Journalist, And Writer1086 Words   |  5 PagesTa-Nehisi writes about social, cultural, and political issues, regarding Af rican-Americans for The Atlantic where he is a national correspondent. Not only did Coates write the book Between the World and Me but he also wrote The Beautiful Struggle.Before reading this book I had no clue who Ta-Nehisi Coates was. When I first read that we had to do a book report I immediately froze up because I hate reading books. I prejudged Between The World And Me before I even opened the book. I inferred that it wouldRead MoreRace: A Philosophical Introduction1756 Words   |  7 PagesRace-thinking: what is it? Isn’t the world past the issue of race? Do races even exist and if so, what does it mean to have a racial identity? Is colorblindness possible and how important is it? These are the questions Paul Taylor addresses in the book â€Å"Race: A Philosophical Introduction†. Paul Taylor is a self-proclaimed â€Å"radical constructionist† who will maintain that race is very real in our world and in the United States (p. 80). Taylor takes care to ensu re he addresses the real needs concerningRead MoreReducing Workplace Discrimination Essay1444 Words   |  6 Pagesat the leadership positions of many of the world’s top companies, you will find few women occupying them. This contrast can also be related to the role of African American people in companies. It is very apparent when one contemplates the number of Black CEOs versus White leaders. Something is preventing them from reaching the top. Examples of this can be found in The Autobiography of Malcolm X by Alex Hayley. Although many people believe racial discrimination is mostly a thing of the past, it is stillRead MoreThe Color Of Water By James Mcbride Essay1250 Words   |  5 PagesFor my cultural cache book report I chose to read the book, The Color of Water by James McBride. I learned several things about what life was like in the mid-1900’s and in which may be why we still face issues with racial differences. McBride does a great job of illustrating his int ernal and external challenges that he faces throughout his life. I also learned more about African American culture in the United States and gave me a desire to be a part of positive change to this particular racial groupRead MoreShould Adoption Be Colour Blind? Essay1171 Words   |  5 Pagesthis is fallacious. Social workers wait for a â€Å"perfect-match† (matching a black child to a black family, for example) even if this means that the child is never adopted. The Revised Adoption Guidance, which came into effect on 1 April 2011, said that barring a family from adopting a child from a different ethnic background than their own is â€Å"not child centred and unacceptable†. Therefore, the question is; Is a child’s cultural background more important than their welfare? As the United KingdomRead MoreAp Human Geography - Essay1398 Words   |  6 Pagesopportunity to identify and analyze contemporary concerns and problems from local, national, and global perspectives in Human Geography. Using geographical tools and skills, we will explore issues such as population distribution and composition, cultural patterns and processes, political organization, land use, industrialization and economic development, and urbanization. The AP Human Geography student will take the World Geography Standards of Learning test (SOL) and is eligible to take the AP HumanRead MoreThunder rides a black horse1100 Words   |  5 Pagesï » ¿Thunder Rides a Black Horse Introduction to Anthropology 01 This report is based on the book Thunder Rides a Black Horse written by Claire R. Farrer. This book is written in context of an indian group called the Mescalero Apache Indians. Their reservation and ceremonial grounds are based in the south-central part of New Mexico. The author is very familiar with this tribe as she claims to be like family with some of the members. She writes this book based onRead MoreThe Movie Higher Learning1104 Words   |  5 PagesHigher Learning; Gift and a Curse Higher Learning is a book made into a film which carries deep social and cultural issues that has plagued America since the time of its establishment. In this book, the author John Singleton sheds light on the never ending issues of education, racist, sexual abuse; social class, gender, and sexual orientation are faced head on. As a collection of freshman college students from all different walks of life they all come as one at Columbus University havingRead MoreBlack And Blues - Langston Hughes1623 Words   |  7 PagesKelsee Robinson Mrs. Fiene English 12 14 March 2017 Black and Blues – Langston Hughes The Harlem Renaissance was a time in history when the African American culture had one of its most influential movements by using creativity and the arts (Hutchinson 1). This movement took place between 1918 and 1937 and was shaped by both African American men and women through writing, theatre, visual arts, and music. The purpose of this movement was to change the white stereotypes that were associated withRead MoreAmerican History X - Paper 21730 Words   |  7 PagesBrittany Camacho Cultural Anthropology American History X â€Å"I hate anyone that is not white Protestant,† begins Danny Vinyard, the brother of a former neo Nazi skinhead. American History X offers opinions from two sides through one character, the ex-neo Nazi Derek, and the post-prison-reformed Derek. The post-prison-formed Derek serves as a vision of hope for present time. This powerful movie not only depicts the most disturbing aspects of racism, but also shows how close racism is to the middle-class

Reflection On Self Assessment Reflection Essay - 759 Words

Coton Staver MGT394 - Taylor Self-Assessment Reflection 7 a) Resistance to Change b) I had an RTC Score of 2.94, which means that I have average rating when it comes to resistance-to-change. I scored the following in each area: Routine Seeking- 2.20, Emotional Reaction- 4.00, Short-term Focus- 2.50, and Cognitive Rigidity 3.25. c) Strengths: When it comes to strengths, I scored lower in the Routine Seeking and Short-term Focus categories. Therefore, I have lower resistance to these two areas. Routine Seeking encompasses the idea that as an individual, I like to have a daily routine, and often rely on that for structure. Once in a while, I do enjoy breaking my routines up and doing something unexpected or unplanned. As for Short-term Focus, I often do not focus too much on the short term effects, but rely heavily on the longterm effects to change my attitude toward a certain situation. I am fully aware of the short-term inconvenience, but can still see the potential long-term benefits that may come out of the situation. I take this into consideration when making decisions about change. For Example, I highly like routine while at work. I work in the floral department at the JDK Group in Camp Hill, and generally have a routine that I go through during the week. The type of environment I work in allows for many changes and different situations based of of each clients needs. Every Monday, I arrive at 8AM, and begin by pulling the production sheets and wedding/event files forShow MoreRelatedReflection On Self Assessment1164 Words   |  5 Pagespersonal characteristics that determines my work style. The results have been consistent with my career progression. This is the first time that I have taken some of these self-assessment tests after I started my graduate degree and I am happy to see the progression in leadership skills. Self - Reflection Following are various self-assessment tests that I took determine my leadership style, the results from those tests and my takeaway from them. Strength Finders: My top five strengths according to the resultsRead MoreReflection On Self Assessment Reflection Paper961 Words   |  4 PagesSelf-Assessment Reflection Paper I have used the feedback to deepen my learning and improved the learning product I submitted by listing and understanding what my instructor have given me through our discussion about the homework assignments. I have taken that information constructively to make sure that the paper I will be submitting is concise and sound conveying the information properly in the APA format making the submitting assignment free from grammatical errors to best of my ability. ForRead MoreSelf Assessment Reflection Paper1684 Words   |  7 Pagesbe honest, before attending this class, I am very proud of my past performance and even self-definite to be a manager at the age of twenty-three, and as my boss/father would say, that I am being the right person doing right things and in right ways, though most often trying to be as humble as possible while wearing workout clothes to our small office in DTC. However, after finishing the Personal Assessment of Management Skills (PAMS), as well as comparing th e result with the reports from the PAMSRead MoreEssay on Self-Assessment and Reflection1044 Words   |  5 PagesSelf-Assessment and Reflection   Ã‚  Ã‚  Ã‚  Ã‚  In the last seven weeks, I had an opportunity to look back and analyze the events that has shaped my life. This was a unique experience where I was emotionally comfortable enough to look back at life. I was able to objectively revisit many events that were often buried and too painful to face. I was free from the turmoil of emotional fears of failure, anger, regret and loneliness, which often clouded my perception. . I was able to dwell on many pleasantRead MoreSelf Assessment And Reflection On Self Awareness1024 Words   |  5 PagesSelf-Assessment and Reflection Ayofemi C. Cassell Grand Canyon University: UNV-605-0500 Leadership and Organizations 14 January 2015 â€Æ' Self-Assessment and Reflection Self-Awareness, self-concept and emotional intelligence are effective managerial concepts that will result in leadership success. According to Stanford University, having these soft skills are indispensable traits that good managers should develop to be successful leaders. Managers strive to become aware of who they are, what theirRead MoreSelf Assessment Reflection Paper632 Words   |  3 PagesSelf Assessment Reflection Paper Yvonne Johnson-Cane Wilmington University Self Assessment Reflection Paper In the Tests and Measurements class we were given an assignment to complete several assessment tests. These tests included: 1) The Simple Rathus Assertiveness Schedule, 2) Barsch Learning Style Inventory, 3) Career Decision Profile, and 4) Winward Community College Trio Program Study Habits Inventory. As I proceeded to respond to the questions on the tests I kept a few things in mindRead MoreReflective Self Assessment : Reflection961 Words   |  4 Pagesinformation management is reflection. This self-assessment should include personal biases, desires, and preferences. Looking past personal perspectives and reviewing the data within the context out of which it arises deepens the objectivity and clarity with which the leader can observe and assess the data. Critical components that should be carefully accommodated in this reflective self-assessment are: personal biases, current mental models, individual needs, past practices, self-fulfilling expectationsRead MoreSelf Assessment And Critical Reflection1320 Words   |  6 PagesI’ve learned many things through my work experience that will not only provide me with valuable, transferrable, resume skills, but also skills such as character growth due to the challenges I’ve faced in my work positions. Through self-assessment and critical reflection, I can truly appreciate some of the undervalued tools I’ve acquired through my work experience. I’ve learned that character consists of learned behavior, and you can build it throughout your life. The wonderful thing about characterRead MoreCritical Assessment Of An Self Reflection910 Words   |  4 PagesThe content of this course has been informative, interesting, and helpful in regards to critical self-reflection. Several summers, I have spent in the North woods of Wisconsin working at a summer camp. We have campers from ages 6 to 15 years old. Because of the pretty serious difference in ages of kids, the staff puts on an â€Å"ages an d stages† class where we learn about many of the things that this course covered. Much like those classes, this course has been illuminating. The things I have learnedRead MoreSelf-Assessment and Reflection of a Visual Learner1693 Words   |  7 PagesSelf-Assessment and Reflection of a Visual Learner Marcia Weaver COM/516 May 6, 2012 Denise Corso Abstract In this paper, I take the reader through my search and the processes I went through as a visual learner to decide on my choice of instruction, online or traditional. I identify my strengths and highlight how I have used them in this course; uncover my weaknesses, and present strategies on what to adjust to accommodate them. I also analyze the sources of my preconceived notions about