How Wwii Effected the Indian Independence Movement

Rebecca Martinez 18 November 2012 Professor Sutherland ANTH 4002 World War II’s Impact on the Indian Independence Movement The success of the Indian Independence movement is, by some scholars, largely attributed to efforts of Mahatma Gandhi. As stated by BBC, â€Å"Gandhi was the leader of the Indian nationalist movement against British rule, and is widely considered the father of his country† (India. wikia. com). However, this revolutionary movement, a dream that had been growing since the mid nineteenth century, was the infusion of a wide spectrum of Indian political organizations, philosophies, and rebellions.For example, the events and aftermath of the Second World War posed an economic crisis and political confrontation that transformed nationalism and colonialism for many colonies, including India. Even less credit is given to the various international events that shaped the movement, as well as those involved. Regardless of the divisions in Indian nationalist eff orts, both in support and against violence, they all contained one common goal: independence from Britain.Were historians correct in their proposition that India’s independence was largely attributed to Gandhi’s peaceful anti-war efforts, or were Gandhi’s strategies ultimately ineffective? If proven effective, should India’s rapid progress in independence during World War II be seen as affected most by Gandhi, or were bigger actors involved? I believe that the source of India’s successes in their 100-year struggle for independence should not be correlated with one man.Rather, by paying close attention to key events, powerful political players, critical economic changes, and motivating political factors from around the globe during this period, historians will gain a better understanding of how India’s independence movement was rapidly accelerated, and ultimately successful, during the period surrounding World War II. When war initially broke out in September of 1939, Britain’s grip on India was as fierce and stubborn as ever (Bose and Jalal, 130).Although Congress leadership in India implored Great Britain to define their war aim before declaring India’s support, viceroy Linlithgow avowed the British Indian Empire a belligerent against the axis powers without consulting prominent Indian leaders (Bose and Jalal, 130). Once it became clear that the British were unconcerned with Indian nationalist aspirations, the entire Congress leadership resigned from the local government councils in protest. However, this protest was not simply an opposition to Britain’s decision.Many Indian nationalists believed that Britain’s fight for democracy and freedom in the Second World War contradicted their rule over a multitude of colonies (wiki. com). Mahatma Gandhi, for example, termed Britain's â€Å"war to save democracy† as hypocrisy since it was denying democratic rights and individual liberties to Indians (wiki. com). Despite the atrocities faced by Indians under British rule, many Indians supported the British war effort and fought with the Allied Forces.In hopes that the British would leave India after the Second World War, the Indian National Congress cooperated with the British war efforts, making the British Indian Army was one of the largest volunteer forces during the war (India. wikia. com). However, when it became clear the Britain had no intention of relenting their hold India after the war, Gandhi called for a determined but passive resistance to foster a peaceful negotiation with the British government.Ultimately, Gandhi and the Congress Party proposed a â€Å"Quit India Movement,† which declared that if the British did not accede to the demands for Indian independence, a massive Civil Disobedience would be launched (Bose and Jalal, 133). However, once Britain arrested the top Congress Party leaders, the Quit India Movement fizzed out entirely before it eve n had a chance to gather steam.That being said, although Mahatma Gandhi’s initial civil disobedience movements were driving forces that ultimately shaped the cultural, religious, and political unity of a Indian diverse nation, they did not have a significant impact on Indian independence following the Second World War. Although history’s spotlight for Indian nationalist ideas during this time is set on Gandhi, the fight for freedom during World War II saw the rise of two independence movements. Some leaders of the revolutionary Indian independence movement collaborated with the Axis powers to overthrow the British Raj.Although largely ignored by historians, the Azad Hind movement, in collaboration with Japanese forces, successfully created the Indian National Army in 1942. Indian military alliances with Axis nations also included the Legion Freies Indien in Nazi Germany and the Battaglione Azad Hindoustan in Fascist Italy (wiki. com). Although Adolf Hitler saw Indians as racially inferior and had no interest in India’s future, he believed that if India gained its independence it could become a valuable ally of the Axis powers and help it gain dominance in the Indian Ocean area (Kumar).As a result, Germany and Japan actively provided support to Indian independence movement leaders. The Indian Nation Army, led by Subhash Chandra Bose, was based on the principle that â€Å"An enemy's enemy is a friend† (India. wikia. com). Bose also formed what came to be known as the Azad Hind Government, with Indian prisoners of war and Indian expatriates in South-East Asia, with the help of the Japanese (Bose and Jalal, 134). Its aim was to reach India as a fighting force that would build on public resentment to inspire revolts among Indian soldiers to defeat the Raj (Bose and Jalal, 134).However, due to poor arms and supplies from the Japanese and lack of support and training, the Indian National Army and entire Azad Hind ultimately failed. Althoug h defeated, Bose’s initiative gave hope to the Indian public and turned the support and loyalty of the native soldiers of the British Indian Forces from the crown to the Indian National Army soldiers. In doing so, the British Army, whose ultimate goal was to replace the loyalty of Indian soldiers to the crown, was replaced by the Indian National Army (Bose and Jalal, 134).Bose also succeeded in developing a larger participation and unity in the Indian community, one that crossed religious and gender boundaries, than Mahatma Gandhi’s Quit India movement. In his book The Indian Struggle, Bose described his first meeting with Gandhi in 1921, â€Å"there was a deplorable lack of clarity in the plan which the Mahatma had formulated and that he himself had no clear idea of the successive stages of the campaign which would bring India to her cherished goal of freedom† (Kumar).However, although Bose’s efforts did aid India’s independence movement, it did n ot create an impact large enough for historians to declare its actions as the main source of India’s accelerated independence. The most effective factor in Indian independence during World War II, therefore, could not have been the result of Indian nationalist efforts. It was British prime minister Clement Atlee who, when granting independence to India, said that Gandhi’s non-violence movement had next to zero effect on the British.In corroboration, Chief Justice P. B. Chakrabarty of the Kolkata High Court, disclosed the following in a letter addressed to the publisher of Ramesh Chandra Majumdar’s book A History of Bengal, â€Å"You have fulfilled a noble task by persuading Dr. Majumdar to write this history of Bengal and publishing it †¦ In the preface of the book Dr. Majumdar has written that he could not accept the thesis that Indian independence was brought about solely, or predominantly by the non-violent civil disobedience movement of Gandhi.When I w as the acting Governor, Lord Atlee, who had given us independence by withdrawing the British rule from India, spent two days in the Governor’s palace at Calcutta during his tour of India. At that time I had a prolonged discussion with him regarding the real factors that had led the British to quit India. My direct question to him was that since Gandhi’s â€Å"Quit India† movement had tapered off quite some time ago and in 1947 no such new compelling situation had arisen that would necessitate a hasty British departure, why did they have to leave?In his reply Atlee cited several reasons, the principal among them being the erosion of loyalty to the British Crown among the Indian army and navy personnel as a result of the military activities of Netaji [Subhash Chandra Bose]. Toward the end of our discussion I asked Atlee what was the extent of Gandhi’s influence upon the British decision to quit India. Hearing this question, Atlee's lips became twisted in a sarcastic smile as he slowly chewed out the word, â€Å"m-i-n-i-m-a-l! †(Kumar).In reality, the political confrontations and negotiations between Indian nationalists and the British were immensely influenced by an atmosphere of deepening economic crisis. In the aftermath of World War II, Britain’s economy was destroyed to such an extent that they were no longer able to financially maintain their military forces, making Great Britain incapable of containing the incessant freedom movements in their colonies. Therefore, due to its collapsed economy, Great Britain would have left India much later than they did after World War II, regardless of Gandhi, Bose, or any nationalist leader.The most influential character in India’s independence, therefore, would evidently be Adolf Hitler. Despite his selfish reasons for war, Hitler inadvertently created the perfect economic atmosphere needed for the Indian Independence Movement to take flight. Had Hitler not begun World War II, India’s independence, with only nationalist determination as a driving force, would most probably have taken much longer than it did. In the aftermath of World War II, India had increased its political, economic and military influence, which paved the way for its independence from Great Britain in 1947.Although the main factor in Britain’s retreat in India was its economic turmoil, India would not have been able to create or sustain a healthy economy, government, or military without the help of key nationalist leaders. For example, previous tensions between Indian castes were eased by Gandhi, who launched the Haijan movement, a campaign to improve the lives of the untouchables, whom he named Harijans, the children of God. Gandhi also influenced India’s blossoming political ideology. According to Jim Yardley, â€Å"Gandhi is given full credit for India’s political identity as a tolerant, secular democracy. Likewise, Indian military precedent was also set by Bose in his creation of the Indian National Army. Bose also succeeded in uniting various religious entities in India. For example, when he first three of Bose’s officers to be tried were a Hindu, a Muslim, and a Sikh, Indians of all three religions became united against the British in a national movement against the Indian National Army officers’ trial (india. wikia. com). Nationalist efforts, specifically Mahatma Gandhi, may have not been the leading force in India’s independence in 1947, but it did make independence easier. British historians P.J. Cain and A. G. Hopkins described the hopeless situation of the British in India as follows, â€Å"By the end of war, there was a loss of purpose at the very center of the imperial system. The gentlemanly administrators who managed the Raj no longer had the heart to devise new moves against increasing odds, not least because after 1939 the majority of the Indian Civil Service were themselves Indian. In 1945 t he new Viceroy, Wavell, commented on the â€Å"weakness and weariness of the importance of the instrument still our disposal in the shape of the British element in the Indian Civil Service.The town had been lost to opponents of the Raj; the countryside had slipped beyond control. Widespread discontent in the army was followed in 1946 by a mutiny in the navy. It was then Wavell, the unfortunate messenger, reported to London that India had become ungovernable [which finally led to the independence of India† (Kumar). Furthermore, although the Indian Independence Movement was greatly hastened by Britain’s economic crisis posed during the aftermath of World War II, India’s identity would not be the same without the influential works of Indian nationalists. Works Cited:Bose, Sugata & Jalal, Ayesha. 2011, Modern South Asia: History, Culture Political Economy, Third Edition. Routledge Taylor and Francis Group, London and New York. http://india. wikia. com/wiki/Indian_In dependence_Movement http://en. wikipedia. org/wiki/India_in_World_War_II Kumar, Susmit. 2012. ‘Hitler, NOT Gandhi, Should Be Given Credit for the Independence of India in 1947’, [Online] Available at: http://www. susmitkumar. net/index. php? option=com_content&view=article&id=100&Itemid=86 Yardley, Jim. 2010, ‘Obama Invokes Gandhi, Whose Ideal Eludes India. ’ New York Times. 6, Nov.

Building and Managing Systems Essay

JetBlue and WestJet: A Tale of Two IS Projects The time had come for both JetBlue and WestJet to upgrade their reservation systems. Each carrier had started out using a system designed for smaller start-up airlines, and both needed more processing power to deal with a far greater volume of customers. They also needed features like the ability to link prices and seat inventories to other airlines with whom they cooperated. Both JetBlue and WestJet contracted with Sabre Holdings, one of the most widely used airline IT providers, to upgrade their airline reservation systems, The difference between WestJet and JetBlue’s implementation of Sabre’s SabreSonic CSS reservation system illustrates the dangers inherent in any large-scale IT overhaul. It also serves as yet another reminder of how successfully planning for and implementing new technology is just as valuable as the technology itself. Sabre’s newest system, SabreSonic CSS, performs a broad array of services for any airline. It sells seats, collects payments, allows customers to shop for flights on the airline’s Web site, and provides an interface for communication with reservation agents. Customers can  use it to access airport kiosks, select specific seats, check their bags, board, rebook, and receive refunds for flight cancellations. All of the data generated by these transactions are stored centrally within the system. JetBlue selected SabreSonic CSS over its legacy system developed by Sabre rival Navitaire, and WestJet was upgrading from an older Sabre reservation sy stem of its own. The first of the two airlines to implement SabreSonic CSS was WestJet. When WestJet went live with the new system in October 2009, customers struggled to place reservations, and the WestJet Web site crashed repeatedly. WestJet’s call centers were also overwhelmed, and customers experienced slowdowns at airports. For a company that built its business on the strength of good customer service, this was a nightmare. How did WestJet allow this to happen? The critical issue was the transfer of WestJet’s 840,000 files containing data on transactions for past WestJet customers who had already purchased flights, from WestJet’s old reservation system servers in Calgary to Sabre servers in Oklahoma. The migration required WestJet agents to go through complex steps to process the data. WestJet had not anticipated the transfer time  required to move the files and failed to reduce its passenger loads on flights operating immediately after the changeover. Hundreds of thousands of bookings for future flights that were made before the changeover were Essentials of Management Information Systems, Tenth Edition, by Kenneth C. Laudon and Jane P. Laudon. Published by Prentice Hall. Copyright  © 2013 by Pearson Education, Inc. ISBN 1-269-41688-X In recent years, the airline industry has seen several low-cost, high-efficiency carriers rise to prominence using a recipe of extremely competitive fares and outstanding customer service. Two examples of this business model in action are JetBlue and WestJet. Both companies were founded within the past two decades and have quickly grown into industry powerhouses. But when these companies need to make sweeping IT upgrades, their relationships with customers and their brands can be tarnished if things go awry. In 2009, both airlines upgraded their airline reservation systems, and one of the two learned this lesson the hard way. JetBlue was incorporated in 1998 and founded in 1999 by David Neeleman. The company is headquartered in Queens, New York and flies to 63 destinations in 21  states and eleven countries in the Caribbean, South America and Latin America. JetBlue’s goal has been to provide low-cost travel along with unique amenities like TV in every seat, and its heavy reliance on information technology throughout the business was a critical factor in achieving that goal. JetBlue met with early success and continued to grow at a rapid pace, consistently rank ing at the top of customer satisfaction surveys for U. S. airlines. Headquartered in Calgary, Canada, WestJet was founded by a group of airline industry veterans in 1996, including Neeleman, who left to start JetBlue shortly thereafter. The company began with approximately 40 employees and three aircraft. Today, the company has 7,800 employees and operates 420 flights per day to 71 destinations in Canada, the United States, the Caribbean, and Mexico. Earlier in this decade, WestJet underwent rapid expansion spurred by its early success and began adding more Canadian destinations and then U. S. cities for its flights. By 2010, WestJet held nearly 40 percent of the Canadian airline market, with Air Canada dropping to 55 percent. JetBlue is slightly bigger, with 167 aircraft in use compared to WestJet’s 88, but both have used the same  low-cost, good-service formula that brought profitability in the notoriously treacherous airline marketplace. The rapid growth of each airline rendered their existing information systems obsolete, including their airline reservation systems. Upgrading reservations systems carries special risks. From a customer perspective, only one of two things can happen: Either th e airline successfully completes its overhaul and the customer notices no difference in the ability to book flights, or the implementation is botched, angering customers and damaging the airline’s brand. Chapter 11: Building Information Systems and Managing Projects handle these problems. JetBlue ended up using its backup site several times. JetBlue had the advantage of seeing WestJet begin its implementation months before, so it was able to avoid many of the pitfalls that WestJet endured. But JetBlue had also experienced similar customer service debacles in the past. In February 2007, JetBlue tried to operate flights during a blizzard when all other major airlines had already canceled their flights. This turned out to be a poor decision, as the weather conditions prevented the  flights from taking off and passengers were stranded for as long as ten hours. JetBlue had to continue canceling flights for days afterwards, reaching a total of 1,100 flights canceled and a loss of $30 million. JetBlue management realized in the wake of the crisis that the airline’s IT infrastructure, although sufficient to deal with normal day-to-day conditions, was not robust enough to handle a cr isis of this magnitude. This experience, coupled with the observation of WestJet’s struggles when implementing its new system, motivated JetBlue’s cautious approach to its own IT implementation. Sabre had to adjust the flights using the new system. This delay provoked a deluge of customer dissatisfaction, a rarity for WestJet. In addition to the increase in customer complaint calls, customers also took to the Internet to express their displeasure. Angry flyers expressed outrage on Facebook and flooded WestJet’s site, causing the repeated crashes. WestJet quickly offered an apology to customers on its site once it came back up, explaining why the errors had occurred. WestJet employees had trained with the new system for acombined 150,000 hours prior to the upgrade, but WestJet spokesman Robert Palmer explained that the company â€Å"encounter(ed) some problems in the live environment that simply did not appear in the test environment,† foremost among them the issues surrounding the massive file transfer. WestJet’s latest earnings reports show that the company weathered the storm successfully, remained profitable, and ranks just below JetBlue and Southwest in airline customer satisfaction. Neverthless, the incident forced the airline to slow down its rollout of a frequent flyer program, as well as code-sharing planswith other airlines, such as American Airlines and Cathay Pacific. These plans allow one airline to sell flights under its own name on aircraft operated by other airlines. In contrast, JetBlue learned from WestJet’s mistakes, and built a backup Web site to prepare for the worst case scenario. The company also hired 500 temporary call center workers to manage potential spikes in customer service calls. WestJet also ended up hiring temporary offshore call center workers, but only after the problem had gotten out of hand. JetBlue made sure to switch its files over to Sabre’s servers on a Friday night, because Saturday flight traffic is typically very low. JetBlue also sold smaller numbers of seats on the flights that did take off that day. JetBlue experienced a few glitches—call wait times increased and not all airport kiosks and ticket printers came online right away. In addition, JetBlue needs to add some booking functions. But compared to what WestJet endured, the company was extremely well prepared to 403 Essentials of Management Information Systems, Tenth Edition, by Kenneth C. Laudon and Jane P. Laudon. Published by Prentice Hall. Copyright  © 2013 by Pearson Education, Inc.

Goodnight Mr Tom Chapter Breakdown - 2051 Words

Chapter 2, Little Weirwold Summary This chapter begins with Mr. Tom continuing to explain the dog to Willie. The old man shows the boy how to make friends with the dog and how to help gain its trust. Mr. Tom begins the day by handing Willie a mug of hot, sweet tea, a preview of the many kindnesses that the old man will show to Willie, as a father to son would do. Willie gives up his fear of the dog and allows it to lick his hand, learning that the licking means the dog likes him. On the way out the door to have a romp in the fields, Willie learns that the attic room will be his own. This first walk proves to be too much for the boy, who is weak and undernourished...... Chapter 3, Saturday Morning Summary The first morning at Mr.†¦show more content†¦Willie can hardly stand still, but he feels terrible about it since his mother has told him that jumping and running are wicked. Mr. Tom challenges him to race the dog to the gate. When Willie loses, he nearly cries, because he remembers all the times his classmates have teased him, but Mr. Tom cajoles him out of it. Just as the three enter the garden, up comes Zach. Zach talks in a bookish fashion, and Mr. Tom comments on..... Chapter 8, School Summary It is Willies first day of school and Mr. Tom has prepared a nice lunch of egg sandwich and two apples for the boy. Tom walks him as far as the Littles gate, where Zach is waiting for him. The first glimpses of school are seen through the eyes of the children, both the newcomers and the regular students, who all comment that the school is very crowded and that a new teacher was hired to accommodate the city children. Zach is thrilled that there is a stage in the school, because he loves acting. The children are divided according to age and oddly, religion, as the Catholic kids are separated out. Zach, who is nine, goes with his age group, but Willie, who cannot read and write though he is eight, is..... Chapter 9, Birthday Summary Willie wakes up early the next morning to practice writing before school, but it is a special day, his birthday. After the ritual of washing the sheets and pajamas, he writes his name many times before Mr. Tom invites him to join exercising Sam the dog.Show MoreRelatedShes Dating the Gangster149221 Words   |  597 PagesShe s Dating the Gangster - Credits to the Author [Chapter 1] You wanna know a secret? Ok ok..   He s not my first love and I m NOT his first love. Definitely not.   So what is it that made me love and cling to him this much?   Well, he s irritating, loud, and he s not sweet! He s weird, he smokes, he drinks, he goes clubbing on a weekday, and he fights and bullies a lot. Take note, A LOT. He is very moody and a bit blunt. Oh yeah, he even threatened to kill me. -- for short, HE

David Maloufs Hero in Ransom - 1215 Words

The hero trope is used in many different genres in many different ways, but the genre in which this trope and the ‘hero’s quest’ appear in their traditional form is that of narrative heroic poetry. One such example being the eight century poem Beowulf. Which when tied and compared to a much more modern take on the traditional hero genre in the form of David Malouf’s â€Å"ransom† showcase the different ways in which the hero trope can be explored. Throughout both these texts, the author directs and challenges the readers ideas of heroism. Within Beowulf especially where the traditional ideals of being a hero are challenged and reformed, to create depth and interesting new ideas thus come into play that co-exist with traditional hero tropes and the unique genre to become a new thing. Also within David Malouf’s ‘Ransom’ the genre is challenged by modernising a familiar traditional hero tale and inter-textualising it. Creating a wh ole new form of telling the heroes quest, without relying heavily on the original tale for details and instead brings forth more attention to characters that are in the background or barely mentioned in the original text. Beowulf holds a key to understanding how the author can invoke a response from the reader through different narrative forms and the heroic/non heroic trope. The form of the epic poem is used to present the themes of power, war death and life itself in an enhanced way that allows the writer to arouse a particular response from theShow MoreRelatedRANSOM BY David Malouf Class Notes2751 Words   |  12 Pagesï » ¿ RANSOM BY David Malouf Characters Make brief notes in your workbook to describe who each character is Agamemnon Peleus Patroclus Achilles Priam Briseis Hermes Hector Hecuba Thetis Iris Somax/Idaeus Myrmidons Neoptelemus Polydamus Automedon Helenus Cassandra Background Homer’s epic poem, the Iliad, first started as an oral storytelling tradition dating from about 1100 BC, after the Trojan war. It is part of the great oral tradition of storytelling

Reflection of the Chaffey College Music Department Benefit...

I attended the Chaffey College Music Department Benefit Concert on February 7 at the Chaffey College theatre. The visual and performance arts presents in concert Los Angeles Philharmonic String Quartet. The concert was lead by Vijay Gupta, LA Philharmonic first violins with Tao Ni on cello, and Michael Larco on violas. The theater was filled up with audience coming from all over the place waiting for the performance to start. The concert had become a trio because one of the performers could not make it to the concert. Brandon Bernstein, music theory instructor, introduced the trio, which has toured internationally and is one of the most renowned orchestra groups in the world. The lights dimmed and the trio came out, bowed, and began to play. This orchestra played all string instruments. They performed three songs that are â€Å"Hungarian String Trio†, â€Å"String Serenade†, and â€Å"Chaconne†. The first song was called the â€Å"Hungarian String Trio† co mposed by Gyà ¶rgy Ligeti. I heard all three string instruments played in this song. This piece has two movements that are andante and allegro. The tempo of the first movement was at a moderate pace and the tempo of the second movement was fast. Gyà ¶rgy Ligeti incorporated consonant harmonies into his work which means his songs have even major and minor triads. This song has a triple meter and I would say that this song was mostly polyphonic because there were three lines performed by three different performers. I think that the melody moved by

Against Bilingual Education Essay Example For Students

Against Bilingual Education Essay Is Bilingual Education an effective way for our students to be learning in our schools today? This is a question that has been asked in this country tort many years. It has been an Issue of controversy for many years. Many people believe that Bilingual Education Is a modern day Issue that has recently been a focus point In our country. Bilingual Education and all of its components has been a part of our education system for over 100 years and since then the battle of how to teach It and what the effects are on a child and the politics of It started. One of the biggest discussions has en what is the effect of each style of teaching, which Is best suited for a child to learn English fluently. Another topic that has had a big influence on Bilingual Education is the Politics surrounding all aspects of it. These Politics have played a role in how the standards and guidelines are set up for Bilingual Education in the schools. Also there are the different types of methods when teaching Bilingual Education in our school system and which works the best for the school, the teacher and the students. Finally there are several deferent benefits of having a bilingual aground that has helped people of Bilingual backgrounds grow both with education and professionalism. As the example shows there are many topics that go into play with Bilingual Education and the argument of, Will Bilingual Education ever be effective will continue as long as our country continues to expand, encourage the changing tot demographics and welcome people trot different parts tot the world. The melting pot that Is the united states continues to grow with people who bring the languages of their native countries with them. The effect of translation on a child who Is surrounded In a bilingual environment can be very challenging pending on the method practice in the classroom. There are three different methods that are currently used in our schools today. One method utilized In our schools Is English-only immersion. English-only Immersion Is a sink or swim style of learning that can actually hold a child back in their learning. The next style is quick- exit bilingual education that helps a child flow from their native language to English. This is a transitional style of learning where the student starts off at an all Spanish environment and transitions to an all English environment. Finally there is the late- exit bilingual education which helps the student develop English from a learning and social environment. With these three different styles of learning there has been a lot of debate over what style Is the most efficient method and the most accurate way to teach Bilingual Education in todays classroom environment. Politics of bilingual education in schools is proving that no child will be slowed down or held back in the process of learning English. This idea, which has led to many different types of facts and fallacies, continues to be discussed. There is a large belief in the educational oral that bilingual education has been a recently new issue due to all tot the media coverage surrounds the Immigration Issues In this country. In reality, bilingual education Is not new; It has been around since the early twentieth century when immigrants first started to migrate to this country from Italy, Ireland, Germany and other European countries. In 191 1, for example a federal commission accused groups of immigrants of failing to learn English when they arrived here from their home countries. (Crawford, z ) I mere NAS also Eden a way AT twinkling Tanat ten Engels engage is being threatened by more languages that are being brought to the United States. .u98193ad6c544625897ac6fc201167175 , .u98193ad6c544625897ac6fc201167175 .postImageUrl , .u98193ad6c544625897ac6fc201167175 .centered-text-area { min-height: 80px; position: relative; } .u98193ad6c544625897ac6fc201167175 , .u98193ad6c544625897ac6fc201167175:hover , .u98193ad6c544625897ac6fc201167175:visited , .u98193ad6c544625897ac6fc201167175:active { border:0!important; } .u98193ad6c544625897ac6fc201167175 .clearfix:after { content: ""; display: table; clear: both; } .u98193ad6c544625897ac6fc201167175 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u98193ad6c544625897ac6fc201167175:active , .u98193ad6c544625897ac6fc201167175:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u98193ad6c544625897ac6fc201167175 .centered-text-area { width: 100%; position: relative ; } .u98193ad6c544625897ac6fc201167175 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u98193ad6c544625897ac6fc201167175 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u98193ad6c544625897ac6fc201167175 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u98193ad6c544625897ac6fc201167175:hover .ctaButton { background-color: #34495E!important; } .u98193ad6c544625897ac6fc201167175 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u98193ad6c544625897ac6fc201167175 .u98193ad6c544625897ac6fc201167175-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u98193ad6c544625897ac6fc201167175:after { content: ""; display: block; clear: both; } READ: Symbolism In Native Son EssayThere is one thing that is rarely talked about is that English was not threatened then or now in any generation since this country began. In two or three generations of immigrants and indigenous minorities learned English and often lost their native languages. (NAVE. 2008) One of the biggest political stance taken was when congress passed the, No Child Left Behind Act of 2001 which lead educational leaders to stress on high standards for all students, combined with enforceable requirements to meet those high standards. Crawford. 008) But this has not happened the way that it was set forth because the system cant distinguish between schools who are neglecting E. L. L. s ( English Language Learner) and those that are making improvements. (Crawford. 2008) So, as you can see politics will always have a play on Bilingual Education because there hasnt been one standard teaching styles which is causing the educational system to constantly coming up with ways to come up with a national standard. The different teaching standards leave a different effect on each student in our current educational system. With the Immersion style of teaching the student is put through an environment that is a sink or swim learning style which causes the student to learn at the levels of the classmates. This style makes the child learn with minimal use of their native language that makes the student dependent on a language that they are trying to learn. The Immersion style has shown that it is not effective to help students learn English effectively. The Quick Exit is a good learning style because it helps the student transition easily with the use of their native language. The main emphasis of quick exit bilingual education programs is to enable emitted English proficient students to become competent in all areas of English through the development of literacy and academic skills in their native language. (pillbox. VT. Du) One of the most effective ways to teach English is Late-Exit Bilingual Education because Late-Exit Bilingual programs provide students with instruction in their native language to facilitate understanding but with the goal of eventually being put into the mainstreaming with other students who are in English speaking classrooms. This has shown that learning in the Late Exit programs also helps the tuned be proficient in other subjects such as math and science. With these styles being taught in our class rooms each style will continue to have challenges and accomplishments in the class room that will lead to different standards. Coming from immigrant parents, I know the difficulty students go through when they do not know the language. Bilingual education is absolutely beneficial because it gives the student an additional advantage in different areas. The child increases their vocabulary, but increases their awareness of language. Students who are bilingual do not have difficulty learning nor processes information, although insist have noticed that there is reaching language milestones when the child is in a bilingual environment. Being bilingual opens doors that are not open to monolingual speakers. Speaking two languages is equivalent as having two people who speak one language. When the employer is in need of two languages in the work place, the employer prefers to pay one salary for the same work rather than two salaries. This will allow the employer open to a whole new demographic. Thus, the Lingual employee wall De parterre over two monolingual employees. I nà ©e employer is saving money and is now given the opportunity to offer the bilingual employees a lingual bonus. With this country growing more and more diverse, it is important to look at becoming bilingual and learning other languages as part of our basic education not only does this benefit the individual but will also add to the growing financial avenues. Our Nation has gotten by for more than 200 years with out adopting an official language, so why start now. (Crawford. 2006) As our history has shown our country has always had a second, third language tied into our culture. Although bilingual education is an effective way of learning, the transition on a child from a bilingual eating to all English environments can be a challenging process for various reasons. First, the politics of having bilingual education in schools is proving that no child should get held up in the process of learning English to become their first language. .u7ce8f2e3ab0501a7e3b3814b8637b72c , .u7ce8f2e3ab0501a7e3b3814b8637b72c .postImageUrl , .u7ce8f2e3ab0501a7e3b3814b8637b72c .centered-text-area { min-height: 80px; position: relative; } .u7ce8f2e3ab0501a7e3b3814b8637b72c , .u7ce8f2e3ab0501a7e3b3814b8637b72c:hover , .u7ce8f2e3ab0501a7e3b3814b8637b72c:visited , .u7ce8f2e3ab0501a7e3b3814b8637b72c:active { border:0!important; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .clearfix:after { content: ""; display: table; clear: both; } .u7ce8f2e3ab0501a7e3b3814b8637b72c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u7ce8f2e3ab0501a7e3b3814b8637b72c:active , .u7ce8f2e3ab0501a7e3b3814b8637b72c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .centered-text-area { width: 100%; position: relative ; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u7ce8f2e3ab0501a7e3b3814b8637b72c:hover .ctaButton { background-color: #34495E!important; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7ce8f2e3ab0501a7e3b3814b8637b72c .u7ce8f2e3ab0501a7e3b3814b8637b72c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7ce8f2e3ab0501a7e3b3814b8637b72c:after { content: ""; display: block; clear: both; } READ: Analysis of Robert Frosts Departmental EssayWith the passage of the No Child Left Behind Act) the government has taken a step to have every child get an education no matter what language they speak. Additionally the benefits of having a second language has proven to be beneficial to our society as it opens up an additional avenues of advancement in a professional career as well as in a educational career. But most importantly, many children are not able to learn as quickly in the transition because of the type of teaching style that they receive early on in their development.

St. Augustine Confessions about Friendship

Table of Contents Friendship is for God Friendship towards God Augustine’s View Conclusion Works Cited St. Augustine is one of the most influential philosophers and teachers from ancient times. Much of what is known about him comes from his writings. The world will never be the same because of him and his masterpiece known all over this planet as The Confessions of St. Augustine. He was an ordained priest and later on became a Bishop of North Africa.Advertising We will write a custom term paper sample on St. Augustine: Confessions about Friendship – Term Paper specifically for you for only $16.05 $11/page Learn More He may appear at fist glance as a deeply religious person who shuns the secular world and who pursued the spirit life using methods preferred by monks, but surprisingly St. Augustine believes in friendship. In his Confessions one will see that he considers friendship as an important part of the Christian life. St. Augustine did not only believes in the power, beauty, and significance of friendship in this earthly existence, he also sees friendship from a deeply spiritual and philosophical level. He believes that friendships formed in this world have an ultimate purpose and it is to prepare people for what is to come – a perfect relationship with God. First there is friendship with God and then there is friendship with man. According to one historian Augustine’s basic framework to understand friendship comes from a heavenly perspective. Augustine believes that the only true source of friendship is God and he adds that it is only through this God-man relationship that people can understand the ideal meaning of friendship (Hyatte, 1994, p.46). In addition, Augustine confesses that humans are not only supposed to tap this higher source for guidance when it comes to earthly relationship, this friendship, if done correctly will lead them to God (Hyatte, 1994, p.46). This is evident in his writi ngs most especially in the Confessions. Friendship is for God It has to be pointed out that Augustine is not merely giving lip service to religion and his spiritual beliefs in the same way that some people are prone to do. He is not only making a suggestion when he defined friendship from a spiritual standpoint. The context of his writings must be understood as not coming from the pen of a sociologist or a politician who merely attempted to say or write nice things that in turn will be warmly accepted by the general public. Augustine wrote from a deep conviction. This is a man of God who desires not to be misinterpreted when it comes to his teachings. There is a high level of orthodoxy in his teachings that says God is the center and the most important part of life. This understanding covers every aspect of his life including friendship. In Book IV of the Confessions Augustine makes an emphatic statement when it comes to judging who is a true friend or not.Advertising Looking f or term paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Referring to a person whom he grew up with, and spent considerable time with as a school-fellow and as play-fellow, Augustine is blunt in his assessment of their relationship and he wrote: â€Å"But he was not yet my friend as afterwards, nor even then, as true friendship is; for true it cannot be, unless in such as Thou cementest together, cleaving unto thee, by that love which is shed abroad in our hearts by the Holy Ghost, which is given unto us† (Augustine, Book IV). This mindset colors everything that he sees. Augustine did not casually mention the role that God played in friendship he meant something deeper and through the help of a commentary one can see a partial revelation of his worldview, that for Augustine: â€Å"there can be no consensus between men on earthly matters unless first they agree perfectly on divine or spiritual ones †¦ onl y those with orthodox religious beliefs can be true friends, and they agree on human matters because their taste and opinions are formed by those beliefs† (Hyatte, 1994 p.63). This is crucial component to Augustine’s understanding of what true friendship is. Once this particular belief system has been identified then it is now possible to take a closer look at friendship viewed from this perspective. Augustine vacillates between two extremes when it comes to describing friendship. On one hand he said that he as no friends except those who share in his beliefs. On the other hand he confesses that he used to have friends but they made him understand the weakness of the flesh. Augustine laments that in human friendship that is not anchored in God one can only expect frustrations and sorrows. Sorrow is inevitable in a relationship composed of frail human beings. Sorrow is also expected in a relationship governed with lust. Sorrow is the result of creating a relationship for the purpose of filling up the emptiness inside the soul of man. But there is nothing on this earth that can fill up that void. However, friends are unaware of this and so they keep on working on their relationship until it is no more or until one is hurt beyond repair. Sorrow comes when a friend is led by another friend into the path of destruction thinking wrongly that there lies the road to happiness. Augustine implies that it is normal for friends to make that mistake because in normal circumstances they are driven by their sinful nature. Frustration comes from the realization that there are high expectations that could not be met. This is especially true when it comes to a special friendship between man and woman, a type of relationship that Augustine is not ignorant about. Before he was converted or before he gave his life wholly for the service of God, Augustine knows what it means to fall in love.Advertising We will write a custom term paper sample on St. Augustine: Con fessions about Friendship – Term Paper specifically for you for only $16.05 $11/page Learn More He has a son to one woman and then married another for the simple reason of satisfying the flesh and at the same time the purported benefits of a man-woman relationship. But at the end he said that there is nothing in this type of relationship that lasts and truly satisfies the soul. Augustine said that the friend is not only a friend – ready to serve, love, and protect – he is also a friend in need. There is that expectation to receive the love given. It is expected that there is reciprocity in that love. Augustine said that there are times when it is impossible to pay back what was given and the hope of love paid back in full can be sometimes suffocating. But there is more. Augustine said that this type of friendship that is not anchored in the Almighty is a friendship that will end in sadness especially when the other person dies and those who are left behind are left with a void that they cannot understand. Friendship towards God When he took on a new understanding of life, when he became a Christian, Augustine began to deplore the friendship that he had with the world and the people who are of the world. But this does not mean that he did not appreciate his friendship with them. In Book IV the reader is introduced to a friend whom Augustine truly loves because when he was near death Augustine was affected greatly and there were no words that could describe his feeling. Augustine is deeply religious but he is not a hermit. He is comparable to a pastor who longs to be with people and not like a holy man who prefers isolation and prefers to stay away from the crowd. When he became a Christian he all the more appreciated the power, beauty and significance of friendship especially the one he shared with like-minded people. But before going any further it is important to point out that Augustine owes his conversion to his friendship with others. It is through this friendship that he was able to see the error of his ways. It was his friend Alypius who led him to the path of righteousness and for that Augustine was so thankful. He wrote extensively about his friendship with Alypius and his impact on his life. He would continue to seek for this type of friends those who would make him a better Christian.Advertising Looking for term paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More Augustine’s method of acquiring friends and sustaining their relationship came first as the result of his ardent passion to know wisdom and truth. Thus, even at a young age he chose to associate with those who can lead him to a higher level of learning. When he became a Christian he still had the same passion but this time around his search for truth is made more complex by another desire, which is the knowledge of Christ. It is no wonder then that Augustine’s friendship has a distinctive characteristic in it and it can be best described as having the quality of evident in a teacher-disciple relationship. Thus, Augustine will take a student under his wings and he would teach this younger fellow and in the process of teaching he becomes a friend to this person. But Augustine is not always the teacher; there was a time when friendship was developed when he entered into a mentor-mentee relationship with Ambrose the Bishop of Milan. Obviously the relationship started from the standpoint of a teacher dispensing wisdom and truth to a hungry student but overtime they developed a special friendship that Augustine treasured for the rest of his life and he wrote: That man of God received me as a father, and showed me an Episcopal kindness of my coming. Thenceforth I began to love him at first indeed not as a teacher of the truth (which I utterly despaired of thy Church), but as a person kind towards myself (Augustine, Book V). It is important to note that Augustine was attracted to Ambrose not because of his eloquence and erudite thoughts but because of his kindness towards him. This is a revelation as to how Augustine perceived human behavior and how he is affected by it. This is significant because the first impression that one will have on Augustine is a scholar who loves nothing more than to read and study. This initial assessment of his character creates a wrong assumption that this man is willing to sacrifice the nuances of human relationships in ord er to immediately dive into knowledge and wisdom – to feast on ideas and conjectures without regard to human relationships. But this statement is proof that Augustine does not only have a powerful mind that has overpowered all his senses but it also shows that he is a sensitive man. He brought himself near to Ambrose not only because Ambrose can teach him great things but first of all because Ambrose demonstrated that he can be a friend to Augustine. He is also fond of Nebridius the friend who allowed him to experience life in a deeper way. This is the friend who allowed him to imbibe wisdom, and understand the depths of God. He was forever thankful for meeting Nebridius, Alypius, and Ambrose. His friendship with them allows us to see the context of his declaration that true friendship is from and must be used to propel each one into the knowledge and intimate relationship with the Almighty. Augustine’s View At first Augustine felt despair because his friends are dear to him but they lead him to the paths of destruction. It is difficult for him to reconcile what he is feeling and what he knows. It has become clear after reading the Confessions that Augustine is a sensitive man who may have the mind of a philosopher but he also posses the heart of an ordinary fellow who is mindful of his need for companionship. It tore his heart and his soul thinking about his desire to be with them especially to his lady friend. But he had to choose the path less traveled. It was clear that he suffered in his decision to pursue a life dedicated to spiritual pursuits but at the end he was rewarded because he believed that God gave him true friends. It has to be reiterated that in the latter stages of his life especially after his conversion to Christianity and his clear understanding of the truth Augustine appreciated friendship in the context of a student and teacher relationship. For Augustine this type of relationship is not the same as the way modern people co me to perceive a teacher-student dynamic. In ancient times students and teachers can live in the same house and they are not limited by the four walls of the classrooms. In other words they can experience a deep level of connectedness that is not possible in today’s world. It is through these relationships that Augustine was able to prove that he can become a better Christian if he has these types of friends as opposed to engaging in a spiritual journey without companions. It can even be said that without his friends, especially when it comes to Alpius, Nebridius, and Ambrose he could not have written his masterpiece. This is because he was able to distill the lessons of life through his interaction with his friends. This is perhaps the reason why Augustine influenced the Christian church in such a profound way – he gave people access to lofty truths by way of earthly examples of human relationships. This may also explain why Augustine is popular to students especially the adolescents because of the way he can connect with them as he exposed his inner-struggles as a young man and therefore can easily establish a connection with today’s teenagers and college students (Henninger, 1989, p.32). This is the legacy of Augustine. Conclusion The secret of Augustine’s success and the reason why he is so popular even in the 21st century is that he did not discuss theology using words that are difficult to grasp. He did not use concepts that require a genius to appreciate. He used his experience and understanding of friendship as a vehicle for communicating deep spiritual truths and this is the reason why it resonates in the hearts of his readers. His idea that God is the source of true friendship and that God allows friendship to occur in preparation for an eternal relationship with him is profound but easily accessible by young and old. Augustine’s assertion that true friendship must lead people to God has become a standard of living. He was able to articulate these things because he too suffered and rejoiced greatly in his quest to find truth via the interaction with his friends. Works Cited Augustine of Hippo. The Confessions of St. Augustine. Trans. Edward Bouverie Pusey. Henninger, M. â€Å"The Adolescent’s Making of Meaing: The Pedagogy of Augustine’s Confessions.† Journal of Moral Education. 18(1989): 32-44. Hyatte, Reginald. The Arts of Friendship: The Idealization of Friendship in Medieval and  Early Renaissance Literature. MA: E.J. Brill, 1994. This term paper on St. Augustine: Confessions about Friendship was written and submitted by user Aurora N. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.